Mastering WGU C879 – Algebra for Secondary Mathematics Teaching

Introduction

Enrolled in WGU’s Mathematics Education program? WGU C879 – Algebra for Secondary Mathematics Teaching is a cornerstone course designed to prepare future math educators. This course dives into advanced algebraic concepts and teaching strategies for secondary classrooms. Whether you’re searching for WGU C879 tips, how to pass WGU C879, or insights from WGU C879 Reddit discussions, this guide compiles student experiences and resources to help you succeed.

Course Description

WGU C879 focuses on equipping future secondary math teachers with the skills to teach algebra effectively. It covers topics like quadratic equations, linear functions, and technology integration, emphasizing alignment with state standards. The course also explores historical and cultural contributions to algebra, such as the Pythagorean Theorem, to enrich teaching methods. It’s worth 3-4 competency units (CUs) and is vital for developing engaging lesson plans.

In the real world, this course prepares you to inspire students with practical algebra applications, fostering problem-solving skills. For more details, check the official WGU program guide here.

[](https://www.wgu.edu/content/dam/wgu-65-assets/western-governors/documents/program-guides/teaching/BSMES.pdf)

Useful Resources & Tips

Students recommend a mix of WGU materials and external resources to master WGU C879.

  • Studocu: Access assignments and notes, such as Task 4 on the Pythagorean Theorem’s historical development.
  • [](https://www.studocu.com/en-us/document/western-governors-university/algebra-for-secondary-mathematics-teaching/sw-wgu-c879-task4/118689854)

  • DocMerit and Stuvia: Find task guides and sample submissions for C879 assignments.
  • [](https://www.studocu.com/en-us/course/western-governors-university/algebra-for-secondary-mathematics-teaching/5912825)

  • Quizlet: Flashcards on algebraic concepts and teaching strategies.
  • YouTube: Search “teaching algebra secondary” for videos on lesson planning and tech integration.
  • WGU Cohorts: Join live sessions for task breakdowns and rubric guidance.
  • Reddit: Check r/WGU for WGU C879 Reddit threads, though specific posts are limited.

Tip: Review task rubrics early to align your submissions.

[](https://www.studocu.com/en-us/course/western-governors-university/algebra-for-secondary-mathematics-teaching/2875643)

Mode of Assessment

WGU C879 is assessed through Performance Assessments (PAs), including tasks like analyzing student work, integrating technology, and exploring historical algebra topics. Tasks may involve written reports and lesson plan development, with revisions possible based on evaluator feedback.

[](https://www.studocu.com/en-us/course/western-governors-university/algebra-for-secondary-mathematics-teaching/2875643)

Common Challenges

From online forums, students report challenges in WGU C879:

  • Crafting detailed lesson plans that meet rubric standards.
  • Understanding historical and cultural algebra contexts, like the Pythagorean Theorem.
  • Integrating technology effectively in tasks.
  • Limited WGU C879 Reddit discussions, requiring reliance on broader WGU forums.

The writing-intensive tasks demand time and attention to detail.

[](https://www.studocu.com/en-us/document/western-governors-university/algebra-for-secondary-mathematics-teaching/sw-wgu-c879-task4/118689854)

How to Pass Easily

Student-tested strategies to pass WGU C879:

  1. Use WGU-provided templates for task submissions.
  2. Attend cohorts for insights on technology integration and historical tasks.
  3. Study sample assignments on Studocu for structure.
  4. [](https://www.studocu.com/en-us/document/western-governors-university/algebra-for-secondary-mathematics-teaching/sw-wgu-c879-task4/118689854)

  5. Focus on rubric requirements for each task.
  6. Submit drafts early to allow revision time.
  7. Review algebra basics if needed, using Quizlet or Khan Academy.

These WGU C879 tips help most complete the course in 3-5 weeks.

Conclusion

WGU C879 equips you to teach algebra with confidence and creativity. By leveraging resources and following proven strategies, you’ll ace the PAs and prepare for a rewarding teaching career. Keep pushing forward! For more guides, see all WGU course guides here.

FAQ

Is WGU C879 hard?
WGU C879 can be challenging due to its writing-intensive tasks and rubric requirements, but cohorts and templates make it manageable.
How long does WGU C879 take?
Most students complete WGU C879 in 3-5 weeks with consistent effort.
Is WGU C879 an OA or PA?
WGU C879 is assessed through Performance Assessments (PAs), involving written tasks and lesson plans.
What are the key topics on the exam?
No exam; key topics include quadratic equations, technology integration, and historical algebra contexts.
What’s the best way to study for WGU C879?
Use WGU templates, attend cohorts, and review Studocu samples while aligning with task rubrics.

🎓 Stressed About This Exam? You're Not Alone. But We've Got the Solution!

Failing attempts? Confusing materials? Overwhelming pressure?

We help you pass this exam on the FIRST TRY, no matter the platform or proctoring software.

  • Real-time assistance
  • 100% confidential
  • No upfront payment—pay only after success!

📌 Don’t struggle alone. Join the students who are passing stress-free!

👉 Book your exam appointment today and never get stuck with an exam again.

🎯 Your success is just one click away!

Question 1

For some answers you are required to indicate the page # in 10K where you found the answer. 1. What is interest Expense for the following 3 years? Years Amount Page # in 10K 2009 2010 2011 2. Explain the reason for the significant drop in interest expense in 2011. The answer to this question may be found by browsing through notes to financial statements and other discussion items. Answers Page #s in 10K 3. Why is diluted earnings per share different from basic earnings per share? Answer Page #s in 10K 4. Complete the following table using information from the consolidated statement of cash flows. Items: 2011 2010 Net cash provided by operating activities $ 754,845 $ 585,285 List the positive cash flows from Investing activities & Financing activities: List the negative cash flows from Investing activities & Financing activities: 5. Complete the following table using information from the consolidated statement of cash flows. Items: 2011 2010 2009 Net cash provided by operating activities $ 754,845 $ 585,285 $ 587,721 Net cash used in investing activities Net cash provided by (used in) financing activities 6. What are the significant investing activities in 2009, 2010, and 2011? Significant investing activities: (Consider ?significant? to mean the three largest cash flows in that year.) 2011 $ 2010 $ 2009 $,Here's the format for the questions

Question 2

Use the University Library or the Electronic Reserve Readings to locate a peer-reviewed article that reports original research and pertains to a specific, stated hypothesis that was used to validate a research study. Use major databases in the Online Collection and the key search words research studies in to obtain an article. Select communication, finance, economics, marketing, technology, or another faculty approved topic for the research study. Prepare a 350- to 700-word analysis of your selected article. Start by identifying and summarizing the hypothesis described in the article. Explain whether the hypothesis was rejected or accepted and what the implications of this finding are for the study. Format your paper consistent with APA guidelines,Hypothesis Testing I: Proportions1 Kelly H. Zou, PhD, Julia R. Fielding, MD2, Stuart G. Silverman, MD and Clare M. C. Tempany, MD + Author Affiliations 1From the Department of Radiology, Brigham and Women?s Hospital, Harvard Medical School, Boston, Mass (K.H.Z., J.R.F., S.G.S., C.M.C.T.); and Department of Health Care Policy, Harvard Medical School, 180 Longwood Ave, Boston, MA 02115 (K.H.Z.). Received September 10, 2001; revision requested November 8; revision received December 12; accepted December 19. Supported in part by Public Health Service Grant NIH-U01 CA9398-03 awarded by the National Cancer Institute, Department of Health and Human Services. Address correspondence to K.H.Z. (e-mail: zou@bwh.harvard.edu). Next SectionAbstract Statistical inference involves two analysis methods: estimation and hypothesis testing, the latter of which is the subject of this article. Specifically, Z tests of proportion are highlighted and illustrated with imaging data from two previously published clinical studies. First, to evaluate the relationship between nonenhanced computed tomographic (CT) findings and clinical outcome, the authors demonstrate the use of the one-sample Z test in a retrospective study performed with patients who had ureteral calculi. Second, the authors use the two-sample Z test to differentiate between primary and metastatic ovarian neoplasms in the diagnosis and staging of ovarian cancer. These data are based on a subset of cases from a multiinstitutional ovarian cancer trial conducted by the Radiologic Diagnostic Oncology Group, in which the roles of CT, magnetic resonance imaging, and ultrasonography (US) were evaluated. The statistical formulas used for these analyses are explained and demonstrated. These methods may enable systematic analysis of proportions and may be applied to many other radiologic investigations. Previous SectionNext Section? RSNA, 2003 Statistics often involve a comparison of two values when one or both values are associated with some uncertainty. The purpose of statistical inference is to aid the clinician, researcher, or administrator in reaching a conclusion concerning a population by examining a sample from that population. Statistical inference consists of two components, estimation and hypothesis testing, and the latter component is the main focus of this article. Estimation can be carried out on the basis of sample values from a larger population (1). Point estimation involves the use of summary statistics, including the sample mean and SD. These values can be used to estimate intervals, such as the 95% confidence level. For example, by using summary statistics, one can determine the sensitivity or specificity of the size and location of a ureteral stone for prediction of the clinical management required. In a study performed by Fielding et al (2), it was concluded that stones larger than 5 mm in the upper one-third of the ureter were very unlikely to pass spontaneously. In contrast, hypothesis testing enables one to quantify the degree of uncertainty in sampling variation, which may account for the results that deviate from the hypothesized values in a particular study (3,4). For example, hypothesis testing would be necessary to determine if ovarian cancer is more prevalent in nulliparous women than in multiparous women. It is important to distinguish between a research hypothesis and a statistical hypothesis. The research hypothesis is a general idea about the nature of the clinical question in the population of interest. The primary purpose of the statistical hypothesis is to establish the basis for tests of significance. Consequently, there is also a difference between a clinical conclusion based on a clinical hypothesis and a statistical conclusion of significance based on a statistical hypothesis. In this article, we will focus on statistical hypothesis testing only. In this article we review and demonstrate the hypothesis tests for both a single proportion and a comparison of two independent proportions. The topics covered may provide a basic understanding of the quantitative approaches for analyzing radiologic data. Detailed information on these concepts may be found in both introductory (5,6) and advanced textbooks (7?9). Related links on the World Wide Web are listed in Appendix A. Previous SectionNext SectionSTATISTICAL HYPOTHESIS TESTING BASICS A general procedure is that of calculating the probability of observing the difference between two values if they really are not different. This probability is called the P value, and this condition is called the null hypothesis (H0). On the basis of the P value and whether it is low enough, one can conclude that H0 is not true and that there really is a difference. This act of conclusion is in some ways a ?leap of faith,? which is why it is known as statistical significance. In the following text, we elaborate on these key concepts and the definitions needed to understand the process of hypothesis testing. There are five steps necessary for conducting a statistical hypothesis test: (a) formulate the null (H0) and alternative (H1) hypotheses, (b) compute the test statistic for the given conditions, (c) calculate the resulting P value, (d) either reject or do not reject H0 (reject H0 if the P value is less than or equal to a prespecified significance level [typically .05]; do not reject H0 if the P value is greater than this significance level), and (e) interpret the results according to the clinical hypothesis relevant to H0 and H1. Each of these steps are discussed in the following text. Null and Alternative Hypotheses In general, H0 assumes that there is no association between the predictor and outcome variables in the study population. In such a case, a predictor (ie, explanatory or independent) variable is manipulated, and this may have an effect on another outcome or dependent variable. For example, to determine the effect of smoking on blood pressure, one could compare the blood pressure levels in nonsmokers, light smokers, and heavy smokers. It is mathematically easier to frame hypotheses in null and alternative forms, with H0 being the basis for any statistical significance test. Given the H0 of no association between a predictor variable and an outcome variable, a statistical hypothesis test can be performed to estimate the probability of an association due to chance that is derived from the available data. Thus, one never accepts H0, but rather one rejects it with a certain level of significance. In contrast, H1 makes a claim that there is an association between the predictor and outcome variables. One does not directly test H1, which is by default accepted when H0 is rejected on the basis of the statistical significance test results. One- and Two-sided Tests The investigator must also decide whether a one- or two-sided test is most suitable for the clinical question (4). A one-sided H1 test establishes the direction of the association between the predictor and the outcome?for example, that the prevalence of ovarian cancer is higher in nulliparous women than in parous women. In this example, the predictor is parity and the outcome is ovarian cancer. However, a two-sided H1 test establishes only that an association exists without specifying the direction?for example, the prevalence of ovarian cancer in nulliparous women is different (ie, either higher or lower) from that in parous women. In general, most hypothesis tests involve two-sided analyses. Test Statistic The test statistic is a function of summary statistics computed from the data. A general formula for many such test statistics is as follows: test statistic = (relevant statistic ? hypothesized parameter value)/(standard error of the relevant statistic), where the relevant statistics and standard error are calculated on the basis of the sample data. The standard error is the indicator of variability, and much of the complexity of the hypothesis test involves estimating the standard error correctly. H0 is rejected if the test statistic exceeds a certain level (ie, critical value). For example, for continuous data, the Student t test is most often used to determine the statistical significance of an observed difference between mean values with unknown variances. On the basis of large samples with underlying normal distributions and known variances (5), the Z test of two population means is often conducted. Similar to the t test, the Z test involves the use of a numerator to compare the difference between the sample means of the two study groups with the difference that would be expected with H0, that is, zero difference. The denominator includes the sample size, as well as the variances, of each study group (5). Once the Z value is calculated, it can be converted into a probability statistic by means of locating the P value in a standard reference table. The Figure illustrates a standard normal distribution (mean of 0, variance of 1) of a test statistic, Z, with two rejection regions that are either below ?1.96 or above 1.96. Two hypothetical test statistic values, ?0.5 and 2.5, which lie outside and inside the rejection regions, respectively, are also included. Consequently, one does not reject H0 when Z equals ?0.5, but one does reject H0 when Z equals 2.5. View larger version: In this pageIn a new window Download as PowerPoint SlideGraph illustrates the normal distribution of the test statistic Z in a two-sided hypothesis test. Under H0, Z has a standard normal distribution, with a mean of 0 and a variance of 1. The critical values are fixed at ?1.96, which corresponds to a 5% significance level (ie, type I error) under H0. The rejection regions are the areas marked with oblique lines under the two tails of the curve, and they correspond to any test statistic lying either below ?1.96 or above +1.96. Two hypothetical test statistic values, ?0.5 and 2.5, result in not rejecting or rejecting H0, respectively. P Value When we conclude that there is statistical significance, the P value tells us what the probability is that our conclusion is wrong when in fact H0 is correct. The lower the P value, the less likely that our rejection of H0 is erroneous. By convention, most analysts will not claim that they have found statistical significance if there is more than a 5% chance of being wrong (P = .05). Type I and II Errors Two types of errors can occur in hypothesis testing: A type I error (significance level ?) represents the probability that H0 was erroneously rejected when in fact it is true in the underlying population. Note that the P value is not the same as the ? value, which represents the significance level in a type I error. The significance level ? is prespecified (5% conventionally), whereas the P value is computed on the basis of the data and thus reflects the strength of the rejection of H0 on the test statistic. A type II error (significance level ?) represents the probability that H0 was erroneously retained when in fact H1 is true in the underlying population. There is always a trade-off between these two types of errors, and such a relationship is similar to that between sensitivity and specificity in the diagnostic literature (Table) (10). The probability 1 ? ? is the statistical power and is analogous to the sensitivity of a diagnostic test, whereas the probability 1 ? ? is analogous to the specificity of a diagnostic test. View this table: In this windowIn a new windowCross Tabulation Showing Relationship between the Two Error Types Previous SectionNext SectionSTATISTICAL TESTS OF PROPORTIONS: THE Z TEST We now focus on hypothesis testing for either a proportion or a comparison of two independent proportions. First, we study a one-sample problem. In a set of independent trials, one counts the number of times that a certain interesting event (eg, a successful outcome) occurs. The underlying probability of success (a proportion) is compared against a hypothesized value. This proportion can be the diagnostic accuracy (eg, sensitivity or specificity) or the proportion of patients whose cancers are in remission. We also study a two-sample problem in which trials are conducted independently in two study groups. For example, one may compare the sensitivities or specificities of two imaging modalities. Similarly, patients in one group receive a new treatment, whereas independently patients in the control group receive a conventional treatment, and the proportions of remission in the two patient populations are compared. When sample sizes are large, the approximate normality assumptions hold for both the sample proportion and the test statistic. In the test of a single proportion (?) based on a sample of n independent trials at a hypothesized success probability of ?0 (the hypothesized proportion), both n?0 and n(1 ? ?0) need to be at least 5 (Appendix B). In the comparison of two proportions, ?1 and ?2, based on two independent sample sizes of n1 and n2 independent trials, respectively, both n1 and n2 need to be at least 30 (Appendix C) (5). The test statistic is labeled Z, and, hence, the analysis is referred to as the Z test of a proportion. Other exact hypothesis-testing methods are available if these minimum numbers are not met. Furthermore, the Z and Student t tests both are parametric hypothesis tests?that is, they are based on data with an underlying normal distribution. There are many situations in radiology research in which the assumptions needed to use a parametric test do not hold. Therefore, nonparametric tests must be considered (9). These statistical tests will be discussed in a future article. Previous SectionNext SectionTWO RADIOLOGIC EXAMPLES One-Sample Z Test of a Single Proportion Fielding et al (2) evaluated the unenhanced helical CT features of 100 ureteral calculi, 71 of which passed spontaneously and 29 of which required intervention. According to data in the available literature (11?13), approximately 80% of the stones smaller than 6 mm in diameter should have passed spontaneously. Analysis of the data in the Fielding et al study revealed that of 66 stones smaller than 6 mm, 57 (86%) passed spontaneously. To test if the current finding agrees with that in the literature, we conduct a statistical hypothesis test with five steps: 1. H0 is as follows: 80% of the ureteral stones smaller than 6 mm will pass spontaneously (? = 0.80). H1 is as follows: The proportion of the stones smaller than 6 mm that pass spontaneously does not equal 80%?that is, it is either less than or greater than 80% (? ? 0.80). This is therefore a two-sided hypothesis test. 2. The test statistic Z is calculated to be 1.29 on the basis of the results of the Z test of a single proportion (5). 3. The P value, .20, is the sum of the two tail probabilities of a standard normal distribution for which the Z values are beyond ?1.29 (Figure). 4. Because the P value, .20, is greater than the significance level ? of 5%, H0 is not rejected. 5. Therefore, our data support the belief that 80% of the stones smaller than 6 mm in diameter will pass spontaneously, as reported in the literature. Thus, H0 is not rejected, given the data at hand. Consequently, it is possible that a type II error will occur if the true proportion in the population does not equal 80%. Two-Sample Z Test to Compare Two Independent Proportions Brown et al (14) hypothesized that the imaging appearances (eg, multilocularity) of primary ovarian tumors and metastatic tumors to the ovary might be different. Data were obtained from 280 patients who had an ovarian mass and underwent US in the Radiologic Diagnostic Oncology Group (RDOG) ovarian cancer staging trial (15,16). The study results showed that 30 (37%) of 81 primary ovarian cancers, as compared with three (13%) of 24 metastatic neoplasms, were multilocular at US. To test if the respective underlying proportions are different, we conduct a statistical hypothesis test with five steps: 1. H0 is as follows: There is no difference between the proportions of multilocular metastatic tumors (?1) and multilocular primary ovarian tumors (?2) among the primary and secondary ovarian cancers?that is, ?1 ? ?2 = 0. H1 is as follows: There is a difference in these proportions: One is either less than or greater than the other?that is, ?1 ? ?2 ? 0. Thus, a two-sided hypothesis test is conducted. 2. The test statistic Z is calculated to be 2.27 on the basis of the results of the Z test to compare two independent proportions (5). 3. The P value, .02, is the sum of the two tail probabilities of a standard normal distribution for which the Z values are beyond ?2.27 (Figure). 4. Because the P value, .02, is less than the significance level ? of 5%, H0 is rejected. 5. Therefore, there is a statistically significant difference between the proportion of multilocular masses in patients with primary tumors and that in patients with metastatic tumors. Previous SectionNext SectionSUMMARY AND REMARKS In this article, we reviewed the hypothesis tests of a single proportion and for comparison of two independent proportions and illustrated the two test methods by using data from two prospective clinical trials. Formulas and program codes are provided in the Appendices. With large samples, the normality of a sample proportion and test statistic can be conveniently assumed when conducting Z tests (5). These methods are the basis for much of the scientific research conducted today; they allow us to make conclusions about the strength of research evidence, as expressed in the form of a probability. Alternative exact hypothesis-testing methods are available if the sample sizes are not sufficiently large. In the case of a single proportion, the exact binomial test can be conducted. In the case of two independent proportions, the proposed large-sample Z test is equivalent to a test based on contingency table (ie, ?2) analysis. When large samples are not available, however, the Fisher exact test based on contingency table analysis can be adopted (8,17?19). For instance, in the clinical example involving data from the RDOG study, the sample of 24 metastatic neoplasms is slightly smaller than the required sample of 30 neoplasms, and, thus, use of the exact Fisher test may be preferred. The basic concepts and methods reviewed in this article may be applied to similar inferential and clinical trial design problems related to counts and proportions. More complicated statistical methods and study designs may be considered, but these are beyond the scope of this tutorial article (20?24). A list of available software packages can be found by accessing the Web links given in Appendix A. Previous SectionNext SectionAPPENDIX A Statistical Resources Available on the World Wide Web The following are links to electronic textbooks on statistics: www.davidmlane.com /hyperstat/index.html, www.statsoft.com/textbook /stathome.html, www.ruf.rice.edu/?lane/rvls.html, www.bmj.com:/collections/statsbk/index.shtml, and espse.ed.psu.edu/statistics/investigating .htm. In addition, statistical software packages are available at the following address: www.amstat.org/chapters/alaska/resources .htm. Previous SectionNext SectionAPPENDIX B Testing a Single Proportion by Using a One-Sample Z Test Let ? be a population proportion to be tested (Table B1). The procedure for deciding whether or not to reject H0 is as follows: ? = ?0; this is based on the results of a one-sided, one-sample Z test at the significance level of ? with n independent trials(Table B1). The observed number of successes is x, and, thus, the sample proportion of successes is p = x/n. In our first clinical example, that in which the unenhanced helical CT features of 100 ureteral calculi were evaluated (2), ? = 0.80, n = 66, x = 57, and p = 66/57 (0.86). View this table: In this windowIn a new windowTABLE B1. Testing a Single Proportion by Using a One-Sample Z Test Previous SectionNext SectionAPPENDIX C Comparing Two Independent Proportions by Using a Two-Sample Z Test Let ?1 and ?2 be the two independent population proportions to be compared (Table C1). The procedure for deciding whether or not to reject H0 is as follows: ?1 ? ?2 = 0; this is based on the results of a one-sided, two-sample Z test at the significance level of ? with two independent trials: sample sizes of n1 and n2, respectively (Table C1). The observed numbers of successes in these two samples are p1 = x1/n1 and p2 = x2/n2, respectively. To denote the pooled proportion of successes over the two samples, use the following equation: pc = (x1 + x2)/(n1 + n2). In our second clinical example, that involving 280 patients with ovarian masses in the RDOG ovarian cancer staging trial (15,16), n1 = 81, x1 = 30, n2 = 24, x2 = 3, p1 = x1/n1 (30/81 [0.37]), p2 = x2/n2 (3/24 [0.13]), and pc = (x1 + x2)/(n1 + n2), or 33/105 (0.31). View this table: In this windowIn a new windowTABLE C1. Comparing Two Independent Proportions by Using a Two-Sample Z Test Previous SectionNext Section Previous SectionNext SectionAcknowledgments We thank Kimberly E. Applegate, MD, MS, and Philip E. Crewson, PhD, for their constructive comments on earlier versions of this article. Previous SectionNext SectionFootnotes ?2 Current address: Department of Radiology, University of North Carolina at Chapel Hill. Abbreviations: H0 = null hypothesis, H1 = alternative hypothesis, RDOG = Radiologic Diagnostic Oncology Group Index term: Statistical analysis Previous Section References 1.? Altman DG. Statistics in medical journals: some recent trends. Statist Med 2000; 1g:3275-3289.2.? Fielding JR, Silverman SG, Samuel S, Zou KH, Loughlin KR. Unenhanced helical CT of ureteral stones: a replacement for excretory urography in planning treatment. AJR Am J Roentgenol 1998; 171:1051-1053.Abstract/FREE Full Text3.? Gardner MJ, Altman DG. Confidence intervals rather than P values: estimation rather than hypothesis testing. Br Med J (Clin Res Ed) 1986; 292:746-750.4.? Bland JM, Altman DF. One and two sided tests of significance. BMJ 1994; 309:248.FREE Full Text5.? Goldman RN, Weinberg JS. Statistics: an introduction Englewood Cliffs, NJ: Prentice Hall, 1985; 334-353.6.? Hulley SB, Cummings SR. Designing clinical research: an epidemiologic approach Baltimore, Md: Williams & Wilkins, 1988; 128-138, 216?217.7.? Freund JE. Mathematical statistics 5th ed. Englewood Cliffs, NJ: Prentice Hall, 1992; 425-430.8.? Fleiss JL. Statistical methods for rates and proportions 2nd ed. New York, NY: Wiley, 1981; 1-49.9.? Gibbons JD. Sign tests. In: Kotz S, Johnson NL, eds. Encyclopedia of statistical sciences. New York, NY: Wiley, 1982; 471-475.10.? Browner WS, Newman TB. Are all significant p values created equal? The analogy between diagnostic tests and clinical research. JAMA 1987; 257:2459-2463.Abstract/FREE Full Text11.? Drach GW. Urinary lithiasis: etiology, diagnosis and medical management. In: Walsh PC, Staney TA, Vaugham ED, eds. Campbell?s urology. 6th ed. Philadelphia, Pa: Saunders, 1992; 2085-2156.12.Segura JW, Preminger GM, Assimos DG, et al. Ureteral stones: clinical guidelines panel summary report on the management of ureteral calculi. J Urol 1997; 158:1915-1921.CrossRefMedline13.? Motola JA, Smith AD. Therapeutic options for the management of upper tract calculi. Urol Clin North Am 1990; 17:191-206.Medline14.? Brown DL, Zou KH, Tempany CMC, et al. Primary versus secondary ovarian malignancy: imaging findings of adnexal masses in the Radiology Diagnostic Oncology Group study. Radiology 2001; 219:213-218.Abstract/FREE Full Text15.? Kurtz AB, Tsimikas JV, Tempany CMD, et al. Diagnosis and staging of ovarian cancer: comparative values of Doppler and conventional US, CT, and MR imaging correlated with surgery and histopathologic analysis?report of the Radiology Diagnostic Oncology Group. Radiology 1999; 212:19-27.Abstract/FREE Full Text16.? Tempany CM, Zou KH, Silverman SG, Brown DL, Kurtz AB, McNeil BJ. Stating of ovarian cancer: comparison of imaging modalities?report from the Radiology Diagnostic Oncology Group. Radiology 2000; 215:761-767.Abstract/FREE Full Text17.? Agresti A. Categorical data analysis New York, NY: Wiley, 1990; 8-35.18.Joe H. Extreme probabilities for contingency tables under row and column independence with application to Fisher?s exact test. Comm Stat A Theory Methods 1988; 17:3677-3685.19.? MathSoft/Insightful. S-Plus 4 guide to statistics Seattle, Wash: MathSoft, 1997; 89-96. Available at: http://www.insightful.com/products.splus.20.? Lehmann EL, Casella G. Theory of point estimation New York, NY: Springer Verlag, 1998.21.Lehmann EL. Testing statistical hypotheses 2nd ed. New York, NY: Springer Verlag, 1986.22.Hettmansperger TP. Statistical inference based on ranks Malabar, Fla: Krieger, 1991.23.Joseph L, Du Berger R, Belisle P. Bayesian and mixed Bayesian/likelihood criteria for sample size determination. Stat Med 1997; 16:769-781.CrossRefMedline24.? Zou KH, Norman SL. On determination of sample size in hierarchical binomial models. Stat Med 2001; 20:2163-2182.CrossRefMedlinemyRSNACiteULikeComploreConnoteaDel.icio.usDiggTwitterFacebookWhat's this? Articles citing this article Submissions to Radiology: Our Top 10 List of Statistical Errors Radiology November 1, 2009 253:288-290 Full TextFull Text (PDF) Two-dimensional combinatorial screening and the RNA Privileged Space Predictor program efficiently identify aminoglycoside-RNA hairpin loop interactions Nucleic Acids Res September 2, 2009 0:gkp594v1-gkp594 AbstractFull TextFull Text (PDF) Differences in Compression Artifacts on Thin- and Thick-Section Lung CT Images Am. J. Roentgenol. August 1, 2008 191:W38-W43 AbstractFull TextFull Text (PDF) CT Colonography with Computer-aided Detection as a Second Reader: Observer Performance Study Radiology December 1, 2007 246:148-156 AbstractFull TextFull Text (PDF) Long-Term and Short-Term Changes in Antihypertensive Prescribing by Office-Based Physicians in the United States Hypertension August 1, 2006 48:213-218 AbstractFull TextFull Text (PDF) Biases Likely Invalidate the Conclusions [letter] * Dr Brancatelli and colleagues respond: Radiology June 1, 2004 231:926-927 Full TextFull Text (PDF) Hypothesis Testing II: Means Radiology April 1, 2003 227:1-4 AbstractFull TextFull Text (PDF)? Previous | Next Article ? Table of Contents This Article Published online before print January 31, 2003, doi: 10.1148/radiol.2263011500 March 2003 Radiology, 226, 609-613. AbstractFree Figures Only ? Full Text Full Text (PDF) - Classifications Statistical Concepts Series - ServicesEmail this article to a friend Alert me when this article is cited Alert me if a correction is posted Alert me when eletters are published Similar articles in this journal No Web of Science related articles Similar articles in PubMed Download to citation manager + ResponsesSubmit a responseNo responses published + Citing ArticlesView citing article informationCiting articles via Web of Science (16)Citing articles via Google Scholar + Google ScholarArticles by Zou, K. H.Articles by Tempany, C. M. C.Search for related content + PubMedPubMed citationArticles by Zou, K. H.Articles by Tempany, C. M. C.Medline Plus Health Information Diagnostic ImagingHealth StatisticsOvarian Cancer + Related ContentNo related web pages + Social BookmarkingmyRSNACiteULikeComploreConnoteaDel.icio.usDiggTwitterFacebookWhat's this? + Hotlight What's Hotlight? Navigate This Article Top Abstract STATISTICAL HYPOTHESIS TESTING BASICS STATISTICAL TESTS OF PROPORTIONS: THE Z TEST TWO RADIOLOGIC EXAMPLES SUMMARY AND REMARKS APPENDIX A APPENDIX B APPENDIX C Acknowledgments Footnotes References This Article Published online before print January 31, 2003, doi: 10.1148/radiol.2263011500 March 2003 Radiology, 226, 609-613. AbstractFree Figures Only ? Full Text Full Text (PDF) Navigate This Article Top Abstract STATISTICAL HYPOTHESIS TESTING BASICS STATISTICAL TESTS OF PROPORTIONS: THE Z TEST TWO RADIOLOGIC EXAMPLES SUMMARY AND REMARKS APPENDIX A APPENDIX B APPENDIX C Acknowledgments Footnotes,I cut and paste one of the articles that canbe used. Thank you,Will this be done in time?

Question 3

S12670FE 23 See attached document. Assume that a customer comes to Sightscan and asks the company to develop an imaging application that will capture student signatures as they sign-in to class. The software then matches the signature to a database to verify the signatures. The project involves both a hardware (image capture signature pad, like grocery stores use to capture signatures for credit card purchases) and a software development piece (the code to make the hardware perform and interact with the company?s student signature database). The following events occur: a. The system automatically checks the customer?s credit limit and finds it acceptable. The order is placed in the ERP system for the project. b. The system schedules the development of the software by assigning a timeline and allocating personnel to the project. The development will take 3 weeks. c. The system places an order for the hardware with their supplier. d. The hardware is received and stored. e. Each week the project manager reports time spent on the software development to the accounting manager. Revenue is recognized under the percentage of completion method. f. The installation of hardware and software are completed on the first day of the month over a two-day visit to the customer site. g. At the end of the month accounting sends an invoice for hardware and software. h. The customer pays one month later. For each of the events presented above, provide the following (a table may be helpful) 1. list the information that must/will be recorded in the ERP system, 2. the modules that will be involved in recording the event, 3. the impact on company wealth 4. what the company?s obligations are as a result of the transaction 5. what any outsider obligations are as a result of the transaction 6. whether the event results in a an cash inflow or outflow (indicate which, or none) Finally, comment on how the company might improve its cash conversions cycle.

Question 4

You sit on the board of directors of a local nonprofit corporation. At its last meeting, the board decided to begin to fund a very modest retirement pension for the organizations custodian. The details of the plan are as followed: 1 ) The custodian is thirty-nine years old: the plan will begin to make annual payments to him twenty six years from the date when the funding for the plan begins. You assume the custodian will continue his employment with the corporation. 2 ) When payments begin, the custodian will receive a single cash payment each year for fifteen years. The first payment will be $5,000, and each succeeding payment will increase by 4 percent. Payments stop after the fifteenth payment. 3 ) Money paid into the fund collects interest at a constant 8 percent annual rate, and there is no tax liability on the account. 4 ) The annual contributions that the corporation makes to the fund will also increase at 4 percent rate and will also earn 8 percent interest until withdrawn. As the chair of the personnel committee, you are responsible for determining the initial amount to fund this retirement stipend. If your figures are correct, all succeeding annual budget amounts will simply be increased 4 percent from the previous year?s budget. How much do you need to deposit now to get the plan in motion?

Question 5

AssignmenDeliverable Length: 8-11 slides with in-depth speaker notes Details: Your management team has been retained by a senior manager who is concerned about the effectiveness of his managers and their teams. He would like your team to develop a training guide on delegation. The training guide should be designed to improve the interest in and delegation skills of his managers. He also wants the training guide to include and address the planning, organizing, leading, and controlling activities. Individual Assignment ?Select from planning, organizing, leading, or controlling activities (each member of the team should take a different one. If there are more than 4 team members, then more than 1 person can choose from these). Use the library, course materials, or other credible sources to research the concepts for developing teams using this type of activity, and develop 1?2 slides complete with in-depth speaker notes. ?Use the library, course materials, or other credible sources to research the concepts of delegation. Use the Discussion Board area to respond to the questions below about delegation. Contribute 1 initial response and follow up at least 2 times with an in-depth response to your peers. Remember to use the library, course materials, or other credible resources to support your argument. Be sure to cite your sources using the correct standard of APA. Please add your file. Group Assignment Your team's deliverable from this project will be a detailed description of the proposed Delegation training guide, presented as a PowerPoint slideshow with in-depth speaker's notes at the bottom of each slide. Your training guide should, at a minimum, effectively address the following questions: ?Suggest and summarize in-depth the planning, organizing, leading, and controlling activities as it relates to delegation for these managers (made up of the slides that you developed in your individual assignment). ?Define the term delegation. (Select the best information from the individual contributions) ?Why is the ability to effectively delegate important to a leader or manager? (Select the best information from the individual contributions) ?Why is the ability to effectively delegate important to the company? (Select the best information from the individual contributions) ?What should and should not be delegated? (Select the best information from the individual contributions) In answering these questions, your team should include practical examples from your own experience or research of both good and poor delegation scenarios. Your group's final presentation should be between 8?11 slides (with in-depth speaker notes). This should include an introduction and conclusion, APA format for in-text citations, and a separate reference slide and full title slide. The work should have a consistent look and feel and be free of grammatical errors, including misspellings and awkward or incomplete sentences. I choose "Leading" from it. Please could you provide 3 slides in-depth speaker notes on Leading? and references.