This is an open note/material/resource assignment. You may discuss all you want about the history under discussion through participation activities, but this assignment is to be your own original work. All unit Untests will utilize the following format. See the “Untest Helpful Hints” document for an example untest.
To prepare for the untest, we suggest the following:
Pay attention to the Guiding Questions and Geographical Awareness information in each lesson; make sure that you have a good understanding of the importance of each before leaving a lesson
Take notes and write up IDs as you cover each lesson. As you make connections going through the materials, jot those down as well.
PART I. KEY IDs – 10 points each
In this section, you must create 3 IDS for the untest. IDs are key people, places, events, or concepts (so “George Washington” or “trickle-down economics” for example).
For each ID you will provide a sample answer (explaining the who/what, where, when, and why it is important). After providing your ID and sample answer, you will then need to explain why you chose this ID for the list, what makes it so key that it should appear on your imaginary test?
II. CONNECTIONS – 20 points
This is a critical thinking exercise. You have an example in Unit 0 and there is a “Connections Discussion” in each substantive unit.
A connection is just that, an explanation of how two or more historical facts fit together. It contains the facts in addition to your analysis/explanation with evidence.
For this part of the Untest, you are to make ONE connection from the time period covered in the unit. The facts should be different facts (not two sides of an issue, battle, debate, etc.) that may not seemingly be connected, but are. List the two historical facts and then explain the connection.
III. Geographic Connections – 20 points
A geographic connection is similar to the connection above, except that at least one of the facts is related to geography, climate, or environment. (Remember the discussion of how geography and history are related in Unit 0). You need to make 1 geographic connection using the same formatting as above.
V. Overall Takeaway – 20 points
This is an “un-essay.” Instead of giving you a prompt and having you write a full-length essay, I want you to sit back and think about the unit as a whole. What are your three key takeaways (these are the most important overall themes in the history covered in the unit – they may span more than one lesson or period). How would you explain these most important “big picture” concepts of American history? How would you explain this in a paragraph (think of this as a two-minute elevator speech on US History to someone who knows nothing about the subject).
Note that your paragraph (which should be 200-250 words) should follow rule of three formatting and contain a thesis statement as the first sentence. This is followed by your description of the first key takeaway, its importance, and your detailed supporting evidence. Continue this pattern with the second and third key points from the thesis statement and then have a one sentence conclusion.
Review the Rule of Three information in Unit 0 before completing.
TASK: Ability to Perform Effectively as a Coach or Mentor
This unit is internally assessed via a ‘Reflective Journal’, which provides a holistic and reflective review that links with the supplementary evidence of practice collected in unit 701 (and 702 for diploma), which is assessed by the centre and subject to internal and external verification. The reflective journal must be valid, fit for purpose and based on the unit assessment criteria. To pass each internally assessed unit, you must: • Satisfy all assessment criteria by providing sufficient and valid evidence. • Demonstrate that the evidence is your own. Please note, the suggested types of evidence to supplement each assessment criterion of the unit is can be found in the ILM Level 7 guidance booklet, if required. Only reflective journals captured electronically will be accepted for external verification purposes. Should a paper-based format be required due to accessibility requirements, this must be agreed in advance with ILM. You must include; • The Reflective Journal & Evidence Matrix
Part A Read Employer Monitoring of Employee Social Media, presented in Vega (2016). Evaluate and Discuss the following: How might use of personal social media in the workplace cause problems that may result in harm to others? What ethical values are needed when making choices to post photos or blogs that place the workplace in a bad light? Support your answers. Part B Read the Alexander Homes Trial of 1842. Address the following: IDENTIFY: What were your initial thoughts when reading the story behind the Holmes’ trial? EVALUATION: As a member of the jury, might you have decided the same as they had? ASSESS: Would this trial have had the same outcome today? Support your answer.
Read Psalm 22 and Isaiah 53 paying close attention to the verses below.
Read Psalm 22 and Isaiah 53 paying close attention to the verses below.
Research the verses in the chart below to determine which New Testament verses fulfill the prophecy found in the Old Testament (they are not in order).
Using the list above, write a 250-word essay on how each Old Testament prophecy meets one or all of those guidelines.
Remember to use proper grammar, punctuation, and spelling when typing your essay. Old Testament Prophecy New Testament Fulfillment Psalm 22:6-7 Romans 5:6-8 Psalm 22:15-16 Matthew 27:39-40 Psalm 22:18 Matthew 27:57-60 Isaiah 53:4-6 Luke 23:33-34 Isaiah 53:8-9 John 19:33-35 Isaiah 53:12 Matthew 27:35
Please make careful note of the instructions. Points will be deducted if you do not follow the instructions exactly, so follow the format as closely as possible.
The paper should be at least five pages in length, although you might need more space to do a really good job. The paper should be double spaced printed or typed, and have a cover sheet with your name, and the title of the paper. Font size should be 12pts. The cover sheet does not count towards the page requirement. It is likely you will need to do some research so any sources should be referenced on a works cited page. This also does not count towards the length requirement.
In the paper you will exercise your sociological imagination to take a look at some of the sociological forces that are at work in shaping your unfolding biography and how they might affect the outcomes you will experience in your life. C. Wright Mills defined sociological imagination as “the vivid awareness of the relationship between personal experience and the wider society”. Having a vivid sociological imagination means understanding that much of our experience is shaped by sociological forces beyond our control. Time and place of our birth, our birth date and birth year, age, gender, ethnicity, nationality, the type of family we are born into, social class, birth order, generation and generation size, cultural inheritances, family inheritances, and the timing of our own personal biography with much larger historical events and processes (my info below) all help determine the outcomes we experience in life and whether we succeed or fail. While none of these factors alone will determine your destiny, they will interact with your personal beliefs, actions and the choices you make in your life to create a unique human experience. Like a strong current in a river they will influence the ultimate direction your life takes.
In the paper you will discuss how each of the above variables has influenced your own particular life. You will also discuss the advantagesanddisadvantages of each particular variable. For example, what are the advantages and disadvantages of being born in your particular birth year? Is college more expensive for your generation than past generations? Are there any advantages to being an immigrant to the United States? What are the disadvantages? How is being a white male advantageous in early 21st century America? How is it disadvantageous? What are the advantages of being eighteen in today’s world? What are the disadvantages? What kind of family do you come from- are there any family inheritances? Are you from a military family, an immigrant family, a musical family, a law enforcement family, an alcoholic family? What are the advantages and disadvantages or each? What are the advantages of being an American in the early 21st century? What are the disadvantages? What cultural inheritances do you have? What are the pluses and minuses of each? Do this for as many variables as you can. You can also add to the list if you discover some that are not listed.
You will likely need to do some research to complete the assignment. Find out what generation you are and read about its characteristics. Research your birth year. Was it a large birth year or a small birth year? Include your sources on the works cited page. Try to have fun with the assignment. Building your sociological imagination will help you achieve your life’s goals. Like a swimmer who swims with the current, it can lead you to more effective choices, and make you a more aware and compassionate member of society. After all, it’s your life. Good luck!
Time and place of our birth, our birth date and birth year, age, gender, ethnicity, nationality, the type of family we are born into, social class, birth order, generation and generation size, cultural inheritances, family inheritances, and the timing of our own personal biography with much larger historical events and processes
Time&place of birth: Around noon 3-4 PM (don’t know for sure), at a Children’s hospital in Jakarta, Indonesia
DOB: June 1, 2001
Age: 19 y.o.
Ethnicity: Chinese-Indonesian (Asian)
Generally in Indonesia is patriarchy but my family is matriarchy
Social class: mid-upper class
In collectivist cultures such as Indonesia, families are perceived as having a collective face. In this sense, the act of an individual will impact the perception of one’s entire family by others. Therefore, individuals should strive to give their family a good name and honor their parents. They are also expected to be loyal to their family before any other connections.
Indonesian culture stresses that people are socially responsible for their families and that children must look after their elders. For example, they may have to work away from home to provide financial assistance or give up their leisure time to raise siblings. On one hand, this pressure can be restrictive for young Indonesians as much time is consumed with family duties. However, their loyalty is rewarded with a sense of security and reciprocal assistance when needed.
The nuclear family is the newly predominant household structure as it has become more common for couples to only have two children. Elder grandparents or unmarried siblings may join the domestic unit as personal circumstances change. The links an Indonesian person maintains with their extended family overseas are much closer than those maintained by most people in Western societies.
Age determines status in the household hierarchy with children expected to be obedient and doting to their parents.
Hand in: on or before midday Tuesday, 5 January 2021
All assignments to be submitted using Brightspace
What is required? Database (from Assessment 1) implemented with MySQL, populated with data and tested with appropriate user queries 1,000-word reflective essay critically analysing the decisions made during the implementation
Learning outcomes to be assessed: Demonstrate knowledge and understanding of database design techniques for a given context; Demonstrate knowledge and understanding of database implementation techniques for a given context. Use tools to convert logical database designs into physical, relational database implementations; Use tools to maintain data within and retrieve required information from implemented relational databases.
Assessment & Grading Criteria: Assessment Criteria 3 & 4 as described in the module specification.
Assessment Brief. See the attached brief.
To achieve a Pass in this Assignment, the stated Pass criteria must be achieved
Learning Outcomes Assessed in this Assessment
Demonstrate knowledge and understanding of database design techniques for a given context;
Demonstrate knowledge and understanding of database implementation techniques for a given context.
Use tools to convert logical database designs into physical, relational database implementations;
Use tools to maintain data within and retrieve required information from implemented relational databases.
Grading criteria follow…….
To achieve a higher grade it is the quality of work that will be considered, rather than the amount of work done, and will be assessed against the given criteria:
Generic Grading criteria for Level 5
Knowledge and Understanding
Demonstrate knowledge and understanding of essential facts, concepts, principles and theories relating to relational databases
Appropriate and consistent application of relevant knowledge.
Demonstrate the accurate and consistent use of technical terms and notation. Make clear and appropriate use of relevant theories and techniques.
Validate and evaluate results and products effectively using appropriate theories or frameworks.
Carries out cognitive tasks more than once
Demonstrate the appropriate and consistent application of relevant skills and knowledge.
Express a deep understanding of the context of the problem set, the limitations on the solution methodologies, and the evaluation of the final deliverables.
Research, interpret and analyse technical information, and be able to communicate the results appropriately to specific audiences
Subject Specific Skills
Consider or use more than one solution method or technique where appropriate.
Use technical skills effectively to produce complete products/artefacts which substantially meet the defined requirements.
Use technical skills effectively to produce complete products/artefacts which completely meet the defined requirements.
Deploy appropriate theory, practices and tools for the specification, design, implementation and evaluation of relational databases
Be presented or documented clearly. Show evidence of independent learning and activity.
Be presented in a professional manner suitable for the intended audience.
Demonstrate an individual approach towards the presentation of results and discussion, and towards the solution of the problems involved. Be concise and focussed, with well justified discussions and, where appropriate, useful and accurate illustration.
Evidence the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision making
Implement the database you designed for Assessment 1 using MySQL
Keep records of the construction of your database (screen-shots or copy/paste text)
Insert test data representative of an operational state and capable of demonstrating the functioning of your database. Keep records of your progress and of testing that your data is correct.
Create a series of SQL queries that are representative of those likely to be used by the intended operators. These should relate to the enquiries from Assignment 1. Keep records of the queries and their results
Write a 1,000-word reflective essay identifying & describing the key decisions made during the implementation of your database; this essay will be based on the journal you were encouraged to keep throughout the build section of the module
Screen shots/printouts of the build, population and testing of your database
Your database in electronic form using a ‘mysqldump’ command
1,000-word reflective essay critically analysing the decisions made during the implementation
During the past year, your company has discovered three major frauds. The first was a $3.9 million theft of inventory that had been going on for six years. The second was a $2.8 million kickback scheme involving the most senior purchasing agent. She has been allowing certain customers to overcharge for products in return for personal payments and other financial favors. The third was an overstatement of receivables and inventories by a subsidiary manager to enhance reported earnings. Without the overstatement, his unit’s profit would have fallen far short of budget.
The amount of overstatement has yet to be determined. All three of these frauds have been reported in the financial newspapers and have been embarrassing to the company. In response to the these incidents, the board of directors has demanded that management take “positive steps to eliminate future frauds.” In their words, they are “sick and tired of significant hits to the bottom line and negative exposure in the press.” The responsibility to develop a program to eradicate fraud has fallen on your shoulders. You are to outline a comprehensive plan to prevent future frauds. In devising your strategy, outline the roles the following groups will play in preventing fraud:
• Top Management • Middle Management • Internal Audit • Corporate Security • Audit Committee • Legal Counsel Why are each of the group above reluctant to take the responsibility for detecting and preventing fraud? Who should be responsible? Please include a biblical application in your discussion. Must support assertions with at least 3 scholarly citations in APA format in addition to the course textbook and the Bible.
Each reply must incorporate at least 1 scholarly citations in APA format in addition to the course textbook (Chapter 4: W. Steve Albrecht; Chad O. Albrecht; Conan C. Albrecht; Mark F. Zimbelman (2019). Fraud Examination, 6th Edition. Boston, MA: Cengage. ISBN: 978-1-337-61967-7) and the Bible. Any sources cited must have been published within the last five years. Acceptable sources incluiqude professional, scholarly, peer-reviewed sources.
The graduate demonstrates the ability to participate and contribute value to the professional field through the integration of competencies from across the degree program.
An important aspect of running a successful start-up business is acquiring funding from potential investors based on information about the business. In this task, you will use the skills you have acquired in the MBA coursework to complete the test market phase in a business simulation. The simulation is accessed through your course. Using data from the test market phase (Q1–Q4) of the simulation, you will create and deliver a multimedia presentation (e.g., PowerPoint, Keynote, OpenOffice) for potential business investors using the attached “Presentation Template” and information from the scenario. The objective of the presentation is to obtain capital to be able to take your product fully to market.
You must complete the simulation through the business’s fourth quarter (Q4) before beginning this task. After working through Q4, including completing the tactical plan through Q6, you’ll work through this task. After submitting Task 1, immediately submit Q4 in the simulation. Once your Task 1 has been passed, you’ll be able to move forward in the simulation.
You are the owner of a start-up business that creates 3D-printed, carbon fiber bicycles. Up through the business’s third quarter (Q3), you have used your own money to fund the business. The business model shows promise, but you are now seeking an additional 2.5 million in equity funding to execute your business plan. You will create and deliver a multimedia presentation that showcases your business plan to potential investors and illustrates how the additional funding will be used and will provide a return to your investors.
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The originality report that is provided when you submit your task can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
A. Attach a completed copy of each of the following:
• a copy of the company’s completed tactical plan from the business simulation found in quarter four (Q4)
• your multimedia presentation (e.g., PowerPoint, Keynote, OpenOffice) of your business plan, using the attached “Presentation Template,” including each of the following:
– your presenter notes
– the company’s quarter three cumulative balanced scorecard
– market share or sales report
Note: The company’s completed tactical plan, cumulative balanced scorecard, and market share or sales report must be exported from within the simulation. You may copy and paste the information for the cumulative balanced scorecard and market share or sales report directly into the attached “Presentation Template,” or you may take a screenshot of the information to insert it into the template as an image file. The company’s completed tactical plan must be attached as a separate file, exactly as downloaded from within the simulation.
B. Create a Panopto video recording (suggested length of 20–30 minutes) that includes you presenting the multimedia presentation (e.g., PowerPoint, Keynote, OpenOffice) from part A. You will present your business plan using the attached “Presentation Template” to ask venture capitalists for funding based on the scenario. The slides in your multimedia presentation should include only the main points you wish to make and required financial statements, with more extensive information included in the presenter notes section of the presentation. In the presentation of your business plan, you must do the following:
Note: The audiovisual recording should feature you visibly presenting the material (i.e., not in voice-over or embedded video) and should simultaneously capture both you and your multimedia presentation.
Note: For instructions on how to access and use Panopto, use the “Panopto How-To Videos” web link provided below. To access Panopto’s website, navigate to the web link titled “Panopto Access”, and then choose to log in using the “WGU” option. If prompted, log in using your WGU student portal credentials, and then it will forward you to Panopto’s website.
To submit your recording, upload it to the Panopto drop box titled “C219: MBA, Healthcare Management Capstone – C219 (Student Creators) (Drop Box)” Once the recording has been uploaded and processed in Panopto’s system, retrieve the URL of the recording from Panopto and copy and paste it into the Links option. Upload the remaining task requirements using the Attachments option.
1. Analyze your company’s market and financial performance from the simulation during the past three quarters (Q1–Q3) as shown in the cumulative balanced scorecard and either the market share or sales performance report provided in the business simulation by doing the following:
a. Explain two decisions that have affected past market performance.
b. Explain two decisions that have affected past financial performance.
2. Complete a SWOT analysis and include the resulting chart.
a. Discuss your company’s greatest strength and biggest weakness.
b. Discuss your company’s best opportunity and greatest threat.
3. Explain each of the following company strategies for the next three quarters (Q4–Q6) based on past performance in the simulation:
• marketing strategy
• sales channel strategy
• human resource strategy
• manufacturing strategy
• financial strategy
a. Discuss two potential benefits that the strategies will yield for your company in the next three quarters of the business.
4. Select two strategies from the following list. Recommend at leasttwo actionable steps for each strategy for the next three quarters (Q4–Q6) using the tactical plan you created:
• marketing strategy
• sales channel strategy
• human resource strategy
• manufacturing strategy
• financial strategy
C. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
D. Demonstrate professional communication in the content and presentation of your submission, including an emphasis on objectivity, candor, a business-professional dress code, and an appropriate video background.
NOT EVIDENT The submission does not include each of the required attachments.
APPROACHING COMPETENCE The submission includes each of the required attachments, but 1 or more of the attachments is incomplete.
COMPETENT The submission includes completed copies of each of the required attachments.
NOT EVIDENT A recording of the candidate delivering a multimedia presentation using the Panopto system and the provided “Presentation Template” is not provided.
APPROACHING COMPETENCE The provided recording includes the candidate delivering the business plan multimedia presentation using the Panopto system and the attached “Presentation Template,” but the multimedia presentation is not based on the scenario to ask venture capitalists for funding. Or the slides in the multimedia presentation do not include the main points and required financial statements with more extensive information included in the notes section.
COMPETENT The provided recording includes the candidate presenting the multimedia presentation from part A using the Panopto system and the attached “Presentation Template” to present the business plan to ask venture capitalists for funding based on the scenario. The slides in the multimedia presentation include the main points and required financial statements with more extensive information included in the notes section.
B1A:PAST MARKET PERFORMANCE
NOT EVIDENT An explanation of 2 decisions that have affected past market performance is not provided.
APPROACHING COMPETENCE The explanation identifies 2 decisions that have affected past market performance, but the explanation does not include relevant information from the past three quarters as shown in the balanced scorecard and either the market share or sales performance reports provided in the business simulation. Or the explanation does not logically describe how 1 or more of the identified decisions affected market performance.
COMPETENT The explanation identifies 2 specific decisions that have affected past market performance. The explanation logically describes how the identified decisions affected market performance and includes relevant information from the past three quarters as shown in the balanced scorecard and either the market share or sales performance reports provided in the business simulation.
B1B:PAST FINANCIAL PERFORMANCE
NOT EVIDENT An explanation of 2 decisions that have affected past financial performance is not provided.
APPROACHING COMPETENCE The explanation identifies 2 decisions that have affected past financial performance, but the explanation does not include relevant information from the past three quarters as shown in the balanced scorecard and either the market share or sales performance reports provided in the business simulation. Or the explanation does not logically describe how 1 or more of the identified decisions affected financial performance.
COMPETENT The explanation identifies 2 specific decisions that have affected past financial performance. The explanation logically describes how the identified decisions affected financial performance and includes relevant information from the past three quarters as shown in the balanced scorecard and either the market share or sales performance reports provided in the business simulation.
NOT EVIDENT A copy of the SWOT analysis chart is not included in the multimedia presentation.
APPROACHING COMPETENCE A copy of the SWOT analysis chart is included, but it is incomplete.
COMPETENT A copy of the completed SWOT analysis chart is included in the multimedia presentation.
B2A:GREATEST STRENGTH AND WEAKNESS
NOT EVIDENT A discussion of both the company’s greatest strength and biggest weakness is not provided.
APPROACHING COMPETENCE The discussion includes both the company’s greatest strength and biggest weakness, but 1 or more are not internally focused or are not based on the SWOT analysis. Or specific details are not provided for both the company’s greatest strength and biggest weakness.
COMPETENT The discussion includes specific details for both the company’s greatest strength and biggest weakness. Each is internally focused and based on the SWOT analysis.
B2B:BEST OPPORTUNITY AND THREAT
NOT EVIDENT A discussion of both the company’s best opportunity and greatest threat is not provided.
APPROACHING COMPETENCE The discussion includes both the company’s best opportunity and greatest threat, but 1 or more are not externally focused or are not based on the SWOT analysis. Or specific details are not provided for both the company’s best opportunity and greatest threat.
COMPETENT The discussion includes specific details for both the company’s best opportunity and greatest threat. Each is externally focused and based on the SWOT analysis.
NOT EVIDENT An explanation of each of the given company strategies for the next three quarters is not provided.
APPROACHING COMPETENCE The explanation identifies each of the given company strategies for the next three quarters, but the explanation does not logically discuss the rationale for 1 or more of the strategies using specific examples of past performance from the simulation.
COMPETENT The explanation identifies each of the given company strategies for the next three quarters and logically discusses the rationale for each strategy using specific examples of past performance from the simulation.
NOT EVIDENT A discussion of 2 potential benefits for the company is not provided.
APPROACHING COMPETENCE The discussion of 2 potential benefits for the company is not based on the strategies identified in part B3, or the potential benefits are not logical for the company for the next three quarters of the business.
COMPETENT The discussion includes 2 logical potential benefits of the strategies identified in part B3 for the next three quarters of the business.
NOT EVIDENT Recommendations for 2 of the given strategies are not provided.
APPROACHING COMPETENCE The recommendations of 2 of the given strategies do not logically outline actionable steps for the next three quarters for each strategy, or the recommendations are not based on the tactical plan from the simulation.
COMPETENT The recommendations of 2 of the given strategies logically outline actionable steps for the next three quarters for each strategy based on the tactical plan from the simulation.
NOT EVIDENT The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized.
APPROACHING COMPETENCE The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations or reference list is incomplete or inaccurate.
COMPETENT The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.
NOT EVIDENT Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic.
APPROACHING COMPETENCE Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective. Content does not include an emphasis on objectivity, candor, a business-professional dress code, or an appropriate video background.
COMPETENT Content reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding. Content includes an emphasis on objectivity, candor, a business-professional dress code, and an appropriate video background.
Mathematics, science and Society in connection with mathematical writing
The accounting must be mathematical and simple and accurate. Think through how you use headings, different ways to write formulas and so on. Any pictures should be made in some program and not drawn by hand. It is of course not the right to copy any text from the other or any book, but you should also go through and formulate your own answers.
Why is 0! = 1 and a0 = 1 for a = 0? The case must be excluded a = 0?
What is 2/3 ? Why is 2/3 = 4/6 ? How would you respond if the person who asks is a student in grade 6? How would you answer if it was a question on an exam in basic mathematics? In school, fractions are usually introduced as part of something and that is probably how many perceive them, but they are actually numbers from a mathematical point of view. How would you explain what p/q is, regarded as a number?
Explain why a/b * c/d = ac/bd, but do not lie from the abstract construction of the rational numbers with equivalence classes and so on.
Discuss what is good and less good about the following x2 − 3x + 2 = 0:
If x2 −3x+2 = 0 ⇒ (x−3/2)2 −(3/2)2 +2 = 0, so (x− 3/2)2 − 1/4 = 0 ⇔ x − 3/2 = ±1/2. Roots are also x = 3/2 ± 1/2 ⇒ x = 1 ∨ x = 2.
Förklara skillnaden mellan ett ordnat par och en mängd med 2 element.
Förklara skillnaden mellan en ekvation och en identitet.
Är det någon skillnad mellan en funktion och dess graf? Vari består den i så fall?
Note: Task 5, 6 and 7 are inspired by Vivaldi’s book.