Category: Product Descriptions

1.Describe the school setting including general information (school level, numbe

1.Describe the school setting including general information (school level, number of students and teachers) and demographic data. (ELCC 1.2).
2.Using an appropriate technology tool (e.g. Excel, SPSS, your district’s tool), analyze the school achievement data by subgroup including students’ learning scores for standardized, diagnostic tests, and any other appropriate data available. (ELCC 1.2, 2.4). You can focus on data for a class. Display the data in a table and a graphical representation. (do not us internet generated representations)
3.Look for the patterns and areas of concern linked to specific standards and write those standards. Identify any indicators for which the data indicate students’ learning gaps.
Geometric Reasoning performance by various demographics (Ethnicity, Gender, Section 504, ESE, ELL)
Some key observations from the summary table:
The sample size for each subgroup varies significantly, which may affect the reliability of comparisons between groups.
There are notable differences in average scale scores and percentile ranks across different ethnicities and other subgroups.
Students with certain characteristics (e.g., Section 504 status, ESE status, or ELL status) show different performance patterns compared to their peers.
4.Based on the data you analyze, write goals to address the concern. (ELCC 1.4).
5.Analyze the standard/s related to the low achievement data. Using the table below, identify the content knowledge, reasoning, skills, products, and dispositions targets that are included in the standards identified as areas of concern.

If both players cooperate (C, C), each receives 3 points.
If both players defect

If both players cooperate (C, C), each receives 3 points.
If both players defect (D, D), each receives 1 point.
If one player cooperates and the other defects (C, D or D, C), the defector receives 5 points, and the cooperator receives 0 points.
This game is played repeatedly for an indefinite number of rounds (indefinite horizon).
Players can adopt different strategies to maximize their long-term payoffs. Common strategies include:
Tit-for-Tat (TFT): Start by cooperating, then in each subsequent round, do what the opponent did in the previous round.
Grim Trigger (GT): Start by cooperating, but if the opponent defects even once, defect forever.
Always Defect (AD): Always choose to defect in every round.
Random: Cooperate or defect randomly.
Pavlov (Win-Stay, Lose-Shift): Cooperate if the previous round’s outcome was good (i.e., both cooperated or both defected), and defect otherwise.
Analyze the stability and effectiveness of each strategy in this context. Consider the following points:
How does each strategy perform against itself and other strategies?
What are the conditions under which each strategy can be considered a Nash equilibrium?
Which strategies are likely to evolve and dominate in a population of rational players?
Analysis:
Tit-for-Tat (TFT): This strategy is known for its simplicity and effectiveness in promoting mutual cooperation. TFT performs well against itself, as both players will continue to cooperate, resulting in a consistent payoff of 3 points per round. Against GT, TFT will also maintain cooperation as long as GT does. However, against AD, TFT will defect after the first defection, leading to a lower payoff of 1 point per round. TFT is effective in fostering cooperation but can be exploited initially by AD.
Grim Trigger (GT): GT is a harsh strategy that can enforce cooperation if players are wary of permanent punishment. When playing against itself or TFT, GT will result in a consistent payoff of 3 points per round. However, against AD, GT will defect after the first defection, resulting in a low payoff of 1 point per round. GT can enforce cooperation but may be too unforgiving in scenarios where mistakes or misunderstandings occur.
Always Defect (AD): This strategy exploits cooperators in the short term but results in a low long-term payoff when mutual defection becomes the norm. AD performs poorly against TFT and GT, as it leads to a consistent payoff of 1 point per round after the initial rounds. AD can dominate in a population with many naive cooperators but will not sustain high payoffs in a population of rational players.
Random: A random strategy is unpredictable but generally results in lower payoffs due to the lack of consistency. It does not foster cooperation and can be easily exploited by more systematic strategies. Random strategies are unlikely to be stable or dominate in a rational population.
Pavlov: This strategy adapts based on the previous outcome, promoting cooperation if it was beneficial and switching to defection if it was not. Pavlov can perform well against TFT and GT by maintaining cooperation and switching to defection only when necessary. However, it may be less effective against AD and random strategies. Pavlov can be stable in a mixed population and promote cooperation while being more forgiving than GT.
Conclusion:
In an indefinite horizon iterated game, strategies that promote cooperation (like TFT and Pavlov) tend to perform better in the long run compared to AD and random strategies. TFT and Pavlov can create a stable environment of mutual cooperation, resulting in higher payoffs. However, TFT’s vulnerability to initial exploitation and GT’s unforgiving nature must be considered. Pavlov offers a balanced approach, promoting cooperation while adapting to the opponent’s actions. Rational players are likely to adopt TFT or Pavlov, leading to a cooperative equilibrium in the population.
4o

Introduction:
Apply usability and accessibility principles. First, review the us

Introduction:
Apply usability and accessibility principles. First, review the usability principles in Designing the User Interface, Section 3.3.4 “The Eight Golden Rules of interface design” (note: these are related to but distinct from Norman’s principles). Review the accessibility principles defined by W3C’s WCAG 2.1Links to an external site. standard (feel free to refer to WebAIM’s quick referenceLinks to an external site. and checklistLinks to an external site.).
Then, choose an interactive system to evaluate. For this system, you will need to illustrate and explain how 4 usability and 2 accessibility principles (6 principles in total) apply. An example “interactive system” may be a Web application, a mobile phone app, a game, or simply an interactive device (e.g., a radio, microwave, smart speaker, etc.). You have a lot of flexibility, but be strategic. Choose a system which lends itself to usability/accessibility analysis, perhaps a system with which you have personal experience. Also, choose a system for which you can provide screen captures, photos, or other audio-visual representations of the interaction.
Good submissions will provide an introduction with a brief description of the system and summary of the report’s intent. The body of the report should consist of analysis organized by the 6 principles you chose, with separate subsections for each. For each principle, describe how the system adheres to or departs from that principle, using images or illustrations of the system to communicate your points. End with a synthetic conclusion. Your submission should not be a simple list, but instead written as an essay or report about the system with several sections.
Please make your submission single spaced; the full submission should be no fewer than 5 pages and no longer than 10 pages. Images count toward the page limit, but references do not. References/citations can be in any format (e.g., APA, Harvard, ACM, etc.), as long as you choose one and stick with it. Submissions should use a professional technical writingLinks to an external site. style.
Accessibility
You will be evaluated on the accessibility of headings, lists, hyperlinks, images, and paragraphs/line spacing.
Extra 7%
This is something at the intersection of your skillset and your interests on the one hand, and the needs and interests of the target audience (i.e., the instructional team, some imagined Product Manager who asked you to put the report together, etc.) on the other.. You are encouraged to be creative and think outside the box, but please remain professional and make sure your addition(s) serve as a complementary extension to your report.
Tips for Using Effective Visual Aids:
In UX design, visual representations are a critical form of communication and about design. However, using visuals to make a persuasive argument is not as straight forward as you might assume; it is a skill that requires development. Below are some tips that can help you earn top points on your submission’s visual aids presentation.
Use your words. Do not expect a screenshot or photo to speak for itself. A phrase like, “as can be seen in the screenshot…” is meaningless if there isn’t more detail provided. For example, I might provide a screenshot of a Canvas page and then include the following in the body text, “As can be seen in Figure 1, the blue navigation pane along the left display several icons which link to various features, including the Dashboard, Courses, and a Calendar.”
Use annotations and zoom in. Circles, arrows, highlights, and text can all be added to an image to indicate where readers should look. When important details of your images are too small to read without digital zoom, you need to magnify all or part of the image. Here’s a great article with examples of how to present informative screenshotsLinks to an external site. using annotations and zoom.
Create a drawing. Sometimes a photograph or screenshot has too much distracting detail. A simple drawing can abstract away the unimportant features and highlight those you are interested in. For example, a “wireframe” sketch is a way to show the content areas of a webpage without filling in all the content (here are some examplesLinks to an external site.).
Add identifiers, captions, and in-line citations. You should label each image with a unique figure or table number, and then provide a brief summary of what the image should convey to the reader. The unique identifier allows you to refer to the visual aid in-line, so that readers can see how the visual relates to the body text. The caption is helpful for skimmers, who need to quickly understand the most important arguments of the report.
Add alt text. If there is essential information that is conveyed in the visual aid but is not conveyed by the body text or caption, then you should add alternative textLinks to an external site..