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Develop interdisciplinary research skills and familiarity with feminist theories and modes of inquiry. Describe women’s historical and contemporary contributions to culture and society.

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DEPARTMENT OF WOMEN’S AND GENDER STUDIES: Women & Hip Hop 

At the conclusion of the semester students will be able to
1. Develop interdisciplinary research skills and familiarity with feminist theories and modes of inquiry.
2. Describe women’s historical and contemporary contributions to culture and society.
3. Demonstrate oral communication, writing, and critical thinking skills.
4. Apply what is learned in the classroom into own spoken word/hip hop piece/production and own lives.

PART 1: Research Paper
1) Students will research a female hip–hop or spoken word artist (local, national or global) from 1960–present day [See link https://www.ranker.com/list/female–rappers/whatevayoulike]. You will explore how she campaigned social change. What issue(s) did she address? How effective has she been? What is her impact on bringing wreck? Explore the impact and intersection of gender, race and sexuality on her message. This is NOT a biography cut & paste project.
• Select a Female Hip Hop/Spoken Word Artist– She must have at least 12–15published/performed pieces that follow the criteria for the genre.
• Select a social issue she addresses in her lyrics.
• Annotate the lyrics using course material Joan Morgan, Gwendolyn Pough
• Use gender theory such as (black) feminism, and intersectionality, critical gender theory, African Critical Race Theory, Queer Theory, New–Colonialism to analyze the lyrics. Issues to Keep in the forefront of your critical analysis

2) Write a 9–11 page (typed, 12 size font, proper margin spacing, double–spaced) to introduce your project. You are required to use all textbooks are primary sources and 6 additional sources. Paper should include:

Background of the Problem “She” confronted– History, causal factors (e.g. racism, abuse, patriarchy, power, capitalism, etc.) What where reasons for tackling the issue? What were some of her obstacles? What are her successes? What could she do differently?

Large Gender Issues For project/Paper tied to Hip Hop: Feminist; Public sphere vs. Black public sphere vs. subaltern counterpublic; Capitalism; Queering

Heteronormativity; Patriarchy; Colonialism/Colonialization; Hegemony; Narrative; Standpoint theory; Subjugated knowledge; Politics Representation; Politics of Respectability; Sexism; Racism; Ethic of Love vs. Ethic of Domination; Power; Empowerment

  • a. Utilize a theoretical perspective to analyze the issue.
  • b. Bibliography (APA, Chicago Style, or MLA format)
  • c. Citations required (footnotes or parenthetical notation
  • d. Grammar is critical.

Which of the following enzymes of the glycolytic pathway is particularly sensitive to inhibition by fluoride ions?

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DISCUSSION QUESTION

Question 14

Which of the following enzymes of the glycolytic pathway is particularly sensitive to inhibition by fluoride ions?

Select one:

  • a.Phosphohexose Isomerase
  • b.Hexokinase
  • c.Aldolase
  • d.Enolase

Question 15

All of the following are inhibitors of the enzyme phosphofructo-kinase except:

Select one:

  • a.Glucagon
  • b.Cyclic AMP
  • c.Citrate
  • d.ATP

Question 16

All of the following about glycolysis is true except:

Select one:

  • a.There is a net energy prodcution
  • b.NAD is required as a coenzyme
  • c.Occurs in the cytosol
  • d.CO2 is produced
  • e.2,3 DPG may be produced in RBCs

Recall that a green band was left on the column. Why did that band remain on the column? What could you do in the procedure to elute that band?

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Experiment 13

Questions for Data Analysis and Results

1. Based on the structures shown in Figure 1, rank the four compounds in order of polarity (least polar to most polar). Then state the order of elution from the column (first to elute to last to elute).

2. Recall that a green band was left on the column. Why did that band remain on the column? What could you do in the procedure to elute that band?

3. How does the order of elution from a column relate to Rf values in TLC? (For example, does the first compound to elute from the column have the highest or lowest Rf value in TLC?)

4. Which of the four compounds shown in Figure 1 has the highest Rf value in TLC? Why? Which has the lowest Rf value in TLC? Why?

5. Were there likely additional compounds (besides one of the four listed in Figure 1) remaining on the column? How do you know?

 

Do you agree that MIS is essential for businesses operating in the information age? Why or why not?

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Discussion

Do you agree that MIS is essential for businesses operating in the information age? Why or why not?

Is there any difference between gender groups in terms of NAFLD status? Use crosstabulation with proportions in your answer. Would you be able to notice a significant difference in terms of diabetes duration and patients’ NAFLD status?

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Applied Biostatistics

Paper Assignment-1

 

Answer the following questions in a Word document, using the provided datasheet (You may use SPSS or MS Excel for your analyses):

 

a.  Write a statistical summary of patients’ demographical characteristics (i.e., age, gender, marital and deprivation status). (2 marks)

 

b.  Prepare a summary report of baseline health status of the included subjects (i.e., diabetes duration, body weight or BMI, drug use durations, smoking and alcohol consumption). Report appropriate measures of central tendency and dispersion with proper visual illustrations. (4 marks)

 

c.  Non-alcoholic fatty liver disease (NAFLD) is a serious health problem that affects many individuals.

    i. Is there any difference between gender groups in terms of NAFLD status? Use crosstabulation with proportions in your answer. (2 marks)

    ii. Would you be able to notice a significant difference in terms of diabetes duration and patients’ NAFLD status? (2 marks)

Perform some initial analysis and create visualizations using Tableau Public. Create some visual plots and charts describing the data and information it is trying to give out.

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DS 510 W – Introduction to Data Science

Final Project

In this project you will investigate the impact of a number of automobile engine factors on the vehicle’s mpg. The dataset auto-mpg.csv contains information for 398 different automobile models. Information regarding the number of cylinders, displacement, horsepower, weight, acceleration, model year, origin, and car name as well as mpg are contained in the file.

Perform some initial analysis and create visualizations using Tableau Public (reference will be available in week 9).

Create some visual plots and charts describing the data and information it is trying to give out.

Using the first 300 samples in the auto-mpg.csv, run a simple linear regression and multiple linear regression to determine the relationship between mpg and appropriate independent variable/(s).  Report all the appropriate information regarding your regression.

  • Multiple R-squared
  • Adjusted R-squared
  • Complete Linear Regression equation

Maintain a log of above values for all models.

For the remaining 98 samples in the dataset, use your best linear model(s) to predict each automobile’s mpg and report how your predictions compare to the car’s actual reported mpg.

  • Residual Plot

As a part of submission, share the code and report explaining the research. You can submit your code by compiling the report on RStudio. Directions to save complete code on word / PDF file is as below.

What are the strengths and advantages of Bardach’s eight-fold path? How can Bardach’s model help with the review and understanding of a policy problem? Does the model have any shortcomings?

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Bardach’s eightfold path

  • What are the strengths and advantages of Bardach’s eight-fold path? (you have to search what Bardach’s eight fold path is)
  • How can Bardach’s model help with the review and understanding of a policy problem?
  • Does the model have any shortcomings?

After completing this assignment, do you think Energy Star Appliances are worth the investment? Why do you think consumers do not purchase Energy Star Appliances?

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Home Energy Efficiency Authentic Assessment

Directions: Complete the energy calculations for the energy cost and cost recuperation for both types of appliances, then complete the reflection questions.

 

Part 1: Refrigerator

Energy Star Refrigerator Non-Energy Star Refrigerator
Model #: Frigidaire FFHT1832T Model #: Frigidaire FFTR1821T
Style: Top mount door Style: Top mount door
Cubic Feet: 18 cubic feet Cubic Feet: 18 cubic feet
Yearly Energy Usage (from Energy Guide): 363 kWh/yr Yearly Energy Usage (from Energy Guide): 404 kWh/yr
Picture of Appliance:

 

 Picture of Appliance:

 
Website Link to Retail Store Website Link to Retail Store
Purchase Price: (1) $1,246.80 Purchase Price: (2) $1,186.80
Yearly Energy Use (in kWh): 363 kWh/yr Yearly Energy Use (in kWh): 404 kWh/yr
Energy Cost per Year

(Energy usage in kWh from above x 13.19 cents/kWh ): (3)

 Energy Cost per Year

(Energy usage in kWh from above x 13.19 cents/kWh ): (4)

Cost Recuperation Estimation

  1. Initial Cost Difference: Energy Star Appliance Price (1) ‒ Non-Energy Star Appliance Price (2)

Calculation (Show Your Work):

This is the original upfront price difference. In other words, how much more money the Energy-Star Appliance costs.

  1. Cost Per Year Difference: Non-Energy Star Appliance Energy Cost (4) ‒ Energy-Star Appliance Energy Cost (3)

Calculation (Show Your Work):

This is how much money you will save each year by choosing an Energy-Star Appliance.

  1. Time to Recuperate Your Upfront Cost: Initial Cost Difference from #1 / Cost Per Year Difference from #2

Calculation (Show Your Work):

This is how many years it will take for you to recoup your initial investment and start saving money.

 

Part 2: Washing Machine

Energy Star Washing Machine Non-Energy Star Washing Machine
Model #: GTW500ASN Model #: GTW465ASN
Style: Top Loader Style: Top Loader
Cubic Feet: 4.5 cubic feet Cubic Feet: 4.5 cubic feet
Yearly Energy Usage (from Energy Guide): 210 kWh/yr Yearly Energy Usage (from Energy Guide): 175 kWh/yr
Picture of Appliance:

 

 Picture of Appliance:

 
Website Link to Retail Store Website Link to Retail Store
Purchase Price: (1) $498.00 Purchase Price: (2) $478.00
Yearly Energy Use (in kWh): 175 kWh/yr Yearly Energy Use (in kWh): 210 kWh/yr
Energy Cost per Year

(Energy usage in kWh from above x 13.19 cents/kWh ): (3)

 Energy Cost per Year

(Energy usage in kWh from above x 13.19 cents/kWh ): (4)

Cost Recuperation Estimation

  1. Initial Cost Difference: Energy Star Appliance Price (1) ‒ Non-Energy Star Appliance Price (2)

Calculation (Show Your Work):

This is the original upfront price difference. In other words, how much more money the Energy-Star Appliance costs.

  1. Cost Per Year Difference: Non-Energy Star Appliance Energy Cost (4) ‒ Energy-Star Appliance Energy Cost (3)

Calculation (Show Your Work):

This is how much money you will save each year by choosing an Energy-Star Appliance.

  1. Time to Recuperate Your Upfront Cost: Initial Cost Difference from #1 / Cost Per Year Difference from #2

Calculation (Show Your Work):

This is how many years it will take for you to recoup your initial investment and start saving money.

 

 

Part 3 Reflection Questions

  1. After completing this assignment, do you think Energy Star Appliances are worth the investment?
  2. Why do you think consumers do not purchase Energy Star Appliances?
  3. Besides switching to Energy Star Appliances, identify and describe 3 other ways you can reduce your energy use (and your energy bill) at home.

 

Are there social situations in which one or more of the factors among your identities seem especially challenging or which provide support for you? If yes, can you think of social situations in which your “dominant” or “subordinate” identities play out in different ways – either challenging or supportive or both?

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Study question

Answer only ONE question from each section. Make sure you number each section in your answers. Each answer must be at least 100 words in length. You do not have to include a work cited page. Answers must make use of the reading/video as evidence.

Part One – Tatum “The Complexity of Identity”

  • Tatum describes identity as “complex” and made up of many different factors. As you think of your own identity, what are the racial, gender, sexual, class, religious and other factors that have shaped it? Do you mainly focus on one or two aspects of your identity or do you think of your identity as “complex” in real-life, everyday interactions? Can you describe some examples of how various factors in your own identity interact with each other?
  • How do you think that (what Tatum calls) your “dominant” and your “subordinate” identities have shaped your sense of yourself – as you are today? As your experiences have changed over time? Were there any personal experiences that stand out for you that made you especially aware of a “dominant” or “subordinate” identity?
  • Are there social situations in which one or more of the factors among your identities seem especially challenging or which provide support for you? If yes, can you think of social situations in which your “dominant” or “subordinate” identities play out in different ways – either challenging or supportive or both?

Part Two – Johnson’s “The Social Construction of Difference”

  • Johnson quotes James Baldwin’s statement that “No one is white before he/she came to America. It took generations, and a vast amount of coercion, before this became a white country.” Can you identify one or two examples of immigrants who became “White” in the US? Were they considered “White” before becoming Americans? Can you describe how that process of “whitening” happened?
  • On the other hand, for immigrants who did not become “White” when they came to American, how were they identified racially? Had that been their racial identity before the process of immigration?
  • Johnson makes the point that the “social construction of reality” applies to sexism and ableism as well as to racism and that these social constructions have no significance except to provide privilege for some and disadvantage for others. Can you provide examples of how systems of privilege and disadvantage – concerning race, or gender, or any other system of advantage and disadvantage – may have changed over time, as the “social construction of reality” itself changed?
  • Johnson distinguishes between “diversity”/“difference” (“difference” need not imply inequality) and “privilege”/“oppression” (in which inequality is rationalized or justified by differences). Can you think of examples you’ve personally observed of “differences” that you have observed or experienced that do not convey inequality? Can you think of examples you’ve observed or experienced of “differences” that are used to justify privilege and oppression?

Part Three – Sue’s “Microaggressions, Marginality, and Oppression”. Make sure you also use this video on Microaggressions to support your answer.

https://www.youtube.com/watch?v=hDd3bzA7450 (Links to an external site.)

  • Have you observed or overheard any of Sue’s examples of microaggressions in your neighborhoods or schools or families? Have you experienced them yourself? How does the accumulation of multiple microaggressions, day after day, make the person experiencing them feel?
  • Have you tried to interrupt a microaggression? Can you provide an example of interrupting microaggressions successfully?
  • Looking ahead to the next section, where Young describes oppression as the result of the “unquestioned norms, habits, and symbols … [of] normal processes of everyday life”: Can you give examples of how Sue’s approach to microaggression might illustrate Young’s description of oppression?

Part Four – Young’s “Five faces of oppression.”

  • Here’s how Young defines oppression: “Its causes are embedded in unquestioned norms, habits, and symbols, in the assumptions underlying institutional rules and the collective consequences of following these rules … in short, the normal processes of everyday life.” What examples of “the normal processes of everyday life” have you experienced or observed that fit Young’s definition of oppression? Why do you think these normal processes of everyday life are not questioned or resisted?
  • Young offers a different explanation of oppression from the explanation in Bell, Adams, and Zúñiga. Do you find it useful to have two different explanations oppression? Do they clarify different aspects of a complicated social system?

The researchers broke these results down further using body shape as a third factor. Describe why the inclusion of this factor complicates the analysis. In other words, why is this not a standard 2×2×3 experiment?

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DS-520 DATA ANALYSIS AND DECISION MAKING

FINAL EXAM

NAME:

SPIRIT ID:

 

  1. Where are your eyes?

The objectifying gaze, often referred to as “ogling” or “checking out,” can have many adverse consequences. A group of researchers used eye-tracking technology to better understand the nature and causes for this gaze. They asked 29 women and 36 men to look at images of college-aged women. Each woman had the same clothes and neutral expression but varied in body shape (ideal, average, and below average). Prior to looking at the images, each participant was told to focus on either the appearances or personalities of the women. Here is a summary of the amount of time (in milliseconds) the eyes focused on the chest of the women:

  1. Plot the means. Do you think there is an interaction? Explain your answer.
  2. Do you think the marginal means would be useful for understanding the results of this study? Explain why or why not.
  3. The researchers broke these results down further using body shape as a third factor. Describe why the inclusion of this factor complicates the analysis. In other words, why is this not a standard 2×2×3 experiment?

 

 

 

  1. A study reported the following results for data analyzed using a two-way ANOVA at the 5% significance level:
  2. What can you conclude from the information given?
  3. What additional information would you need to write a summary of the results for this study?

 

  1. 3. The effects of two stimulant drugs. An experimenter was interested in investigating the effects of two stimulant drugs (labeled A and B). She divided 25 rats equally into five groups (placebo, Drug A low, Drug A high, Drug B low, and Drug B high) and, 20 minutes after injection of the drug, recorded each rat’s activity level (higher score is more active). The following table summarizes the results:
  2. Plot the means versus the type of treatment. Does there appear to be a difference in the activity level? Explain.
  3. Is it reasonable to assume that the variances are equal? Explain your answer and, if reasonable, compute sp.
  4. Give the degrees of freedom for the F statistic.
  5. The F statistic is 2.64. Find the associated P-value and state your conclusions.

 

 

  1. The National Survey of Student Engagement found that 87% of students report that their peers at least “sometimes” copy information from the Internet in their papers without reporting the source. Assume that the sample size is 430,000.
  2. Find the margin of error for 99% confidence.
  3. Here are some items from the report that summarizes the survey. More than 430,000 students from 730 four-year colleges and universities participated. The average response rate was 43% and ranged from 15% to 89%. Institutions pay a participation fee of between $3000 and $7500 based on the size of their undergraduate enrollment. Discuss these facts as possible sources of error in this study. How do you think these errors would compare with the error that you calculated in part (a)?

 

  1. 5. Food neophobia is a personality trait associated with avoiding unfamiliar foods. In one study of 564 children who were two to six years of age, the degree of food neophobia and the frequency of consumption of different types of food were measured. Here is a summary of the correlations:

Perform the significance test for each correlation and write a summary about food neophobia and the consumption of different types of food.

 

 

BONUS:

Laptops and other digital technologies with wireless access to the Internet are becoming more and more common in the classroom. While numerous studies have shown that these technologies can be used effectively as part of teaching, there is concern that these technologies can also distract learners if used for off-task behaviors.

In one study that looked at the effects of off-task multitasking with digital technologies in the classroom, a total of 145 undergraduates were randomly assigned to one of seven conditions.12 Each condition involved performing a task simultaneously during lecture. The study consisted of three 20-minute lectures, each followed by a 15-item quiz. The following table summarizes the conditions and quiz results (mean proportion correct):

  1. For this analysis, let’s consider the average of the three quizzes as the response. Compute this mean for each condition.
  2. The analysis of these average scores results in SSG=0.22178 and SSE=2.00238. Test the null hypothesis that the mean scores across all conditions are equal.
  3. Using the means from part (a) and the Bonferroni method, determine which pairs of means differ significantly at the 0.05 significance level. (Hint: There are 21 pairwise comparisons, so the critical t-value is 3.095. Also, it is best to order the means from smallest to largest to help with pairwise comparisons.)
  4. Summarize your results from parts (b) and (c) in a short report.