Homework

Homework Questions? Ask a Tutor for Answers ASAP

Ask an Expert,
Get an Answer ASAP!

Homework
This answer was rated:

Read the following research article: Physical disicipline among

African American and European American...
Read the following research article: Physical disicipline among African American and European American mothers and answer the following
Research design used
Sampling technique used
Threats to validity
Ethical issues
Show More
Show Less
Ask Your Own Homework Question
Answered in 9 hours by:
3/2/2013
Ray Atkinson
Ray Atkinson, Graduate Student
Category: Homework
Satisfied Customers: 1,890
Experience: Inner-city high school substitute teacher. Degrees in mathemetics, accounting, and education. Years and years of tutoring.
Verified

Ray Atkinson :

Please supply a link to the article so we can read it as directed.

Customer:

Deater-Deckard, K., Dodge, K. A., Bates, J. E., & Pettit, G. S. (1996).
Physical discipline among African American and European American mothers: Links
to children's externalizing behaviors. Developmental Psychology, 32,
1065-1072

Customer:

how long before i receive a response

Ray Atkinson :

I'm sorry, but I do not have access to that book. I will opt out so another expert who does have access can answer

Customer:

hi ray i know you opted out thank you for trying the research article cou have been googled

Customer:

  • Oranthinkal, J., Vansteenwegen, A., & Burggraeve, R. (2008). Are demographics important for forgiveness? The Family Journal, 16(20). doi:10.1177/1066480707309542 http://tfj.sagepub.com.libproxy.edmc.edu/content/16/1/20

  • Deater-Deckard, K., Dodge, K. A., Bates, J. E., & Pettit, G. S. (1996). Physical discipline among African American and European American mothers: Links to children's externalizing behaviors. Developmental Psychology, 32, 1065-1072.

  • Leonard, K. E. & Senchak, M. (1996). Prospective prediction of husband marital aggression within newlywed couples. Journal of Abnormal Psychology, 105, 369-380.

Ask Your Own Homework Question
I did try that, but the only article I can find would require me to buy the copy. Do you have access to the article yourself that you could scan?
Ask Your Own Homework Question
According to ERIC, the closest college that has a copy on hand is in Boca Raton, Florida, 1000 miles from here.
Ask Your Own Homework Question
I see the link. Do you need just that one analyzed?
Ask Your Own Homework Question
Customer reply replied 4 years ago


yes

I cannot get into the file. It is apparently your library account.
Try doing it this way. Open the file, copy it all, and paste it here so I can read it.
Ask Your Own Homework Question
Customer reply replied 4 years ago

 



Do Child Outcomes of All Disciplinary Enforcements Vary By Ethnicity?


Robert E. Larzelere, Ron Cox, Ketevan Danelia, and Jelani Mandara


Oklahoma State University and Northwestern University


Abstract


The association of spanking with externalizing behavior problems varies by ethnicity in many studies comparing Black and White Americans. This study investigates whether the outcomes of other disciplinary enforcements also varies by ethnicity in 7- to 11-year-olds. Ethnic interactions were found for spanking, privilege removal, grounding, and, marginally, for sending children to their room. The significant simple effects were never detrimental for Hispanics or Blacks and never beneficial for Whites. At these ages, privilege removal appeared effective except for Whites and grounding was effective for Hispanics. Spanking and sending children to their room showed opposite effects for Blacks and Whites.


Paper presented at the annual conference of the National Council on Family Relations, November 5, 2008, Little Rock, AR.


Contact first author at Dept. of Human Development and Family Science, 233 HES Bldg., Oklahoma State University, Stillwater, OK [email protected]


 


2


Do Child Outcomes of All Disciplinary Enforcements Vary By Ethnicity?


Numerous studies have demonstrated a positive correlation between physical discipline and child externalizing behavior problems concurrently or later in life (Gershoff, 2002). At least ten longitudinal studies have found that corporal punishment remains positively associated with subsequent antisocial behavior even after controlling statistically for initial differences on the outcome (e.g., M. A. Straus, 2001), although the only such study known to use latent variables and distinct data sources yielded beneficial effects for younger children and African-Americans (Gunnoe & Mariner, 1997). Others have argued that there are several methodological and conceptual flaws in this literature that render absolutist positions premature (Larzelere & Kuhn, 2005), such as the problem of lumping appropriate and severe corporal punishment together and inadequate causal evidence. One important exception to the usual associations of physical discipline is that its correlation with externalizing problems often differs by ethnicity.


Ethnic Interactions


Several studies have found the usual positive association for European-Americans (EAs), but not for African-Americans (AAs). To our knowledge, every study that has used distinct data sources has found significant EA vs. AA differences in the association of corporal punishment with externalizing behavior problems. Some of these have found that physical discipline is associated with significantly


 


less externalizing problems in AA children (Gunnoe & Mariner, 1997; Lansford, Deater-Deckard, Dodge, Bates, & Pettit, 2004; Polaha, Larzelere, Shapiro, & Pettit, 2004), whereas others have found non-significant associations for AA children (Kirby Deater-Deckard & Dodge, 1997; K. Deater-Deckard, Dodge, Bates, & Pettit, 1996). Two studies of only AA families found positive associations between corporal punishment of 10- to 12-year-olds and externalizing problems (McCabe, Clark, & Barnett, 1999; Simons et al., 2002).


Studies that rely solely on maternal report have sometimes found ethnic differences between EA and AA families (e.g., K. Deater-Deckard, Dodge, & Sorbring, 2005; McLeod, Kruttschnitt, & Dornfeld, 1994; Murray A. Straus, Sugarman, & Giles-Sims, 1997) and sometimes not (e.g., Eamon, 2001; Grogan-Kaylor, 2004; McLoyd & Smith, 2002).


Methodological Concerns


Except for these ethnic interactions, there is little doubt that physical discipline is correlated with higher externalizing behavior problems. The debate is about the causal influences underlying this pattern. Although controlling statistically for pre-existing differences improves the causal evidence compared to correlations, such analyses of residualized change scores remain biased against any corrective action, as shown by simulation studies (e.g., Campbell & Boruch, 1975). Almost all corrective interventions are correlated with subsequent detrimental outcomes. Whether the intervention is parental discipline, psychotherapeutic, or medical, simple correlations with outcomes will make recipients appear worse than the general population because of a selection bias (Larzelere, Kuhn, & Johnson, 2004). For example, adolescents who receive mental health treatment are 14 times more likely to commit suicide subsequently than those not receiving such treatment (Larzelere et al., 2004). Presumably these results are not due to detrimental effects of psychotherapy but due to a selection bias, because a higher percentage of individuals with suicidal ideations go to therapy than the baseline percentage in the general population. A longitudinal correlation will therefore superficially indicate a detrimental outcome, even if the corrective intervention is effective in reducing that problem. Statistical controls reduce that selection bias, but fail to eliminate it. For example, the original summer Head Start program was linked to detrimental academic outcomes in a major initial evaluation, even with matching and statistical controls for SES (Westinghouse Learning Corporation & Ohio University, 1969). A series of later analyses showed that standard


 


3


regression analyses with statistical controls (i.e., residual change scores) are biased against corrective interventions such as Head Start (Campbell & Boruch, 1975; Magidson, 2000), which Campbell called and epidemiologists refer to as


 


residual confounding (Rothman & Greenland, 1998).


In contrast, simulation studies predicting simple change scores have demonstrated bias


 


in favor of a corrective intervention (Lambert & Bickman, 2001), due to regression toward the mean. Because analyses of residualized changes vs. simple gain scores are biased in opposite directions, they can bracket the actual unbiased causal effect. When statistical controls correct fully for all potential confounding variables, analyses of the two types of change scores agree with each other substantively (Haviland, Nagin, & Rosenbaum, 2007).


This study investigates whether the effects of five discipline enforcements on externalizing behavior vary by ethnicity in a sample of 7 to 11 year-olds. We hypothesize that 1) the beneficial or detrimental effects of differing disciplinary tactics will vary by ethnicity, and 2) the simple effects of disciplinary enforcements within ethnic groups will vary depending on whether simple change scores or residual change scores are used. Parallel results for psychotherapy are also reported for comparison.


Methods


Sample


This study uses data from two waves (1996 & 1998) of the well-known National Longitudinal Survey of Youth (NLSY). The children were 7.5 to 11.4 years olds in 1996 and included 53% boys. The NLSY oversampled ethnic minorities, yielding 22% Hispanic-Americans (HAs), 27% African-Americans (AAs), and 51% European-Americans (EAs). The sample size was 868 for most analyses after dropping cases with missing data.


Measures


Mothers were asked the number of times they had used each of 5 disciplinary enforcements in the past week: spanking, grounding, taking away TV or other privileges, sending the child to his or her room, and taking away his or her allowance. Frequencies of more than 4 were recoded as 4 for all disciplinary enforcements. Mothers also indicated whether the child had seen a psychiatrist during the previous year, yielding a dichotomous measure. We used the 16-item Externalizing scale from the Behavior Problems Index rather than the its 6-item Antisocial scale, because the broader scale had better reliability. We recalculated the Externalizing scale to distinguish among all 3 possible responses from the items, with mean-item-value substitution for missing values on up to 33% of the items. A square-root transformation reduced its skewness. Gain scores from 1996 to 1998 were calculated by subtracting the transformed 1996 score from the equivalent 1998 score. Cognitive Stimulation (alpha = .67) was a NLSY subscale of the HOME scale.


Analytic Strategy


All analyses controlled for gender, age, and Cognitive Stimulation, because they had predicted Antisocial behavior in similar NLSY analyses previously. A one-tailed test was used for the overall interaction, because European-Americans usually show more detrimental effects of spanking on externalizing problems than African-Americans. A second reason was to overcome the inherently weak statistical power in testing interactions with naturally occurring data (McClelland & Judd, 1993).


Results


Controlling for the three background variables above and 1996 Externalizing Problems, Externalizing Problems in 1998 was predicted by significant interactions between ethnicity and spanking, privilege removal, and grounding,


 


p < .05, plus a marginally significant interaction for sending children to their room, p < .10. Simple effects showed that no disciplinary enforcement predicted 1998 Externalizing 4


Problems in either ethnic minority group. In contrast, spanking, sending children to their room, and (marginally) taking children to a psychiatrist predicted more externalizing problems in 1998 in Whites.


Consistent with the simulation studies of the two types of change scores, the direction of all significant effects reversed when predicting simple gain scores in Externalizing from 1996 to 1998. Then no disciplinary enforcement predicted significant increases in Externalizing, but all four alternatives to spanking predicted greater decreases in Externalizing Problems, for either the total sample or at least one ethnic minority. Spanking also predicted marginally greater decreases in Externalizing Problems for African-Americans, 


 


= -.13, p < .06. The comparative results for psychotherapy support the simulation studies’ conclusions that predictions of residualized change scores are biased against corrective interventions (such as disciplinary enforcements and psychotherapy), whereas predictions of simple change scores are biased in favor of such interventions. The true causal effect is probably somewhere between the coefficients for the two types of change scores. Similar analyses of the Canadian NLSCY data suggest that the overadjustment bias is 82% as large as the regression-to-the-mean bias. This yields the following unbiased estimates of the causal effects of the predictors in Table 1, listed in order of most to least effective disciplinary responses: Privilege removal: -14 (H=Hispanics), -.11 (A=African-Americans), -.07 (T=Total sample); Grounding: -.11 (H); Sending to room: -.08 (A), +.06 (E=European-Americans); Spanking: -.07 (A), +.07 (E). This list includes all the estimated unbiased causal effects with a standardized > .045. Note that psychotherapy is neither effective nor counterproductive for the total sample or for any ethnic group, according to this criterion.


Discussion


Whereas previous research has only investigated ethnic interactions of corporal punishment, this study found that a similar ethnic interaction occurs for most disciplinary enforcements. In all such interactions, disciplinary enforcements were more effective for the ethnic minority groups than for European-Americans. Moreover, no disciplinary enforcement is effective for European-Americans even in analyses biased in favor of such corrective interventions. In contrast, no disciplinary enforcement is ever significantly counterproductive for either ethnic minority, even in analyses biased against such corrective interventions.


For these 7- to 11-year-olds, privilege removal seems to be the most effective disciplinary enforcement, on average, but there is no evidence that it is effective for European-Americans. Grounding appears effective for Hispanics. Both spanking and sending children to their rooms are effective for African-Americans, counterproductive for European-Americans, and neutral for Hispanics.


Further research is needed to understand why disciplinary enforcements are generally more effective for ethnic minorities than they are for European-Americans. Possibilities include the importance of respect for parents in ethnic minorities, which initial studies have shown to be associated positively with both disciplinary enforcements and with reductions in parent-child conflict (Dixon, Graber, & Brooks-Gunn, 2008). Disciplinary enforcements may be seen as expressions of legitimate parental authority in ethnic minorities, but as parental rejection in European-Americans. Consistency with traditional disciplinary philosophies may be more important in ethnic minorities because extended family members are more likely to be involved in childrearing.


In sum, the strengths of ethnic minorities in using disciplinary enforcements effectively needs to be understood, rather than attempting to impose dominant-group disciplinary approaches on ethnic minorities, whether by absolutist recommendations or policies, such as New Zealand’s extreme anti-physical-force law of 2007.


 


5


Table 1


Standardized Simple Effects Of Externalizing Behavior Problems Regressed on the Frequency Of Disciplinary Enforcements and Other Covariates Two Years Earlier


Total African- European-


 


F for 1996 Predictor Variables Sample Hispanics Americans Americans Interactiona


Predicting Externalizing Behavior Problems in 1998


1996 Covariates: Step 1


Gender (Male=1, Female=2) .00 -.09 -.01 .04 n/a


Age .04


 


c .00 .06 .04 n/a Cognitive Stimulation -.07** -.08 -.09c -.06c n/a Externalizing Problems .67*** .58*** .68*** .73*** n/a


1996 Disciplinary Enforcement: Step 2 (one per analysis)


Spanking .03 .00


 


f -.02f .09** 3.83*


Privilege Removal -.02 -.08


 


f -.06 .03 2.43* Grounding .02 -.05f .05 .04 2.42* Sending to Room .05b .05 -.03f .09** 2.10d Docking Allowance -.01 -.04 .03 -.02 0.66


Psychotherapy


 


g .06* .03 .06 .06c 0.34


Predicting Gain Scores from 1996 to 1998


1996 Covariates: Step 1


Gender (M=1, F=2) .05 -.05 .05 .10* n/a


Age .04 -.04 .09 .05 n/a Cognitive Stimulation .00 .04 -.03 .01 n/a


1996 Disciplinary Enforcement: Step 2 (one per analysis)


Spanking -.06 -.09 -.13


 


be .04 1.45


Privilege Removal -.12*** -.21**


 


e -.17* -.05 1.35 Grounding -.08* -.19* -.06 -.03 1.56 Sending to Room -.05 -.06 -.15*e .02 1.69d Docking Allowance -.07* -.09 -.08 -.06 0.12


Psychotherapy


 


g -.02 -.09 .02 -.01 0.62


Children’s age in 1996:


 


M = 9.5 years, range: 7.5 to 11.4 years. N = 879.


a


 


1-tailed overall interaction tests. All other tests in the table are 2-tailed. df’s = (2 & 858) for top half of table, (2 & 859) for bottom half, except for Docking Allowance, which has (2 & 854) and (2 & 855), respectively. bp < .06. cp < .10. dp < .10, 1-tailed (only for overall interaction in right-hand column). eMarginally different from European-Americans, p < .10. fSignificantly different from European-Americans, p < .05. gIncluded for comparative purposes.


*


 


p < .05. **p < .01. ***p < .001.


References


Campbell, D. T., & Boruch, R. F. (1975). Making the case for randomized assignment to treatments by considering the alternatives: Six ways in which quasi-experimental evaluations in compensatory education tend to


 


6


underestimate effects. In C. A. Bennett & A. A. Lumsdaine (Eds.),


 


Evaluation and experiment: Some critical issues in assessing social programs (pp. 195-296). New York: Academic Press.


Deater-Deckard, K., & Dodge, K. A. (1997). Externalizing behavior problems and discipline revisited: Nonlinear effects and variation by culture, context, and gender.


 


Psychological Inquiry, 8, 161-175.


Deater-Deckard, K., Dodge, K. A., Bates, J. E., & Pettit, G. S. (1996). Physical discipline among African American and European American mothers: Links to children's externalizing behaviors.


 


Developmental Psychology, 32, 1065-1072.


Deater-Deckard, K., Dodge, K. A., & Sorbring, E. (2005). Cultural differences in the effects of physical punishment. In M. Rutter & M. Tienda (Eds.),


 


Ethnicity and causal mechanisms (pp. 204-226). Cambridge, UK: Cambridge University Press.


Dixon, S. V., Graber, J. A., & Brooks-Gunn, J. (2008). The roles of respect for parental authority and parenting practices in parent-child conflict among African American, Latino, and European American families.


 


Journal of Family Psychology, 22, 1-10.


Eamon, M. K. (2001). Poverty, parenting, peer, and neighborhood influences on young adolescent antisocial behavior.


 


Journal of Social Service Research, 28, 1-23.


Gershoff, E. T. (2002). Corporal punishment by parents and associated child behaviors and experiences: A meta-analytic and theoretical review.


 


Psychological Bulletin, 128, 539-579.


Grogan-Kaylor, A. (2004). The effect of corporal punishment on antisocial behavior in children.


 


Social Work Research, 28, 153-162.


Gunnoe, M. L., & Mariner, C. L. (1997). Toward a developmental-contextual model of the effects of parental spanking on children's aggression.


 


Archives of Pediatrics and Adolescent Medicine, 151, 768-775.


Haviland, A. M., Nagin, D. S., & Rosenbaum, P. R. (2007). Combining propensity score matching and group-based trajectory analysis in an observational study.


 


Psychological Methods, 12, 247-267.


Lambert, E. W., & Bickman, L. (2001, March).


 


Risk adjusted mental health outcomes: Ritual or solution. Paper presented at the 14th annual research conference, A System of Care for Children's Mental Health: Expanding the Research Base, University of South Florida, Tampa.


Lansford, J. E., Deater-Deckard, K., Dodge, K. A., Bates, J. E., & Pettit, G. S. (2004). Ethnic differences in the link between physical discipline and later adolescent externalizing behaviors.


 


Journal of Child Psychology & Psychiatry, 45, 801-812.


Larzelere, R. E., & Kuhn, B. R. (2005). Comparing child outcomes of physical punishment and alternative disciplinary tactics: A meta-analysis.


 


Clinical Child and Family Psychology Review, 8, 1-37.


Larzelere, R. E., Kuhn, B. R., & Johnson, B. (2004). The intervention selection bias: An underrecognized confound in intervention research.


 


Psychological Bulletin, 130, 289-303.


Magidson, J. (2000). On models used to adjust for preexisting differences. In L. Bickman (Ed.),


 


Research design: XXXXX XXXXX's legacy (pp. 181-194). Thousand Oaks, CA: Sage.


McCabe, K. M., Clark, R., & Barnett, D. (1999). Family protective factors among urban African American youth.


 


Journal of Clinical Child Psychology, 28, 137-150.


McClelland, G. H., & Judd, C. M. (1993). Statistical difficulties of detecting interactions and moderator effects.


 


Psychological Bulletin, 114, 376-390.


McLeod, J. D., Kruttschnitt, C., & Dornfeld, M. (1994). Does parenting explain the effects of structural conditions on children's antisocial behavior? A comparison of Blacks and Whites.


 


Social Forces, 73, 575-604.


McLoyd, V. C., & Smith, J. (2002). Physical discipline and behavior problems in African American, European American, and Hispanic children: Emotional support as a mediator.


 


Journal of Marriage & Family, 64, 40-53.


Polaha, J., Larzelere, R. E., Shapiro, S. K., & Pettit, G. S. (2004). Physical discipline and child behavior problems: A study of ethnic group differences.


 


Parenting: Science and Practice, 4, 339-360.


Rothman, K. J., & Greenland, S. (1998).


 


Modern epidemiology (2nd ed.). Philadelphia: Lippincott-Raven.


Simons, R. L., Lin, K.-H., Gordon, L. C., Brody, G. H., Murry, V. M., & Conger, R. D. (2002). Community differences in the association between parenting practices and child conduct problems.


 


Journal of Marriage and Family, 64, 331-345.


Straus, M. A. (2001). New evidence for the benefits of never spanking.


 


Society, 38(6), 52-60.


Straus, M. A., Sugarman, D. B., & Giles-Sims, J. (1997). Spanking by parents and subsequent antisocial behavior of children.


 


Archives of Pediatrics and Adolescent Medicine, 151, 761-767.


Westinghouse Learning Corporation & Ohio University. (1969).


 


The impact of Head Start: An evaluation of the effects of Head Start on children's cognitive and affective development (Vol. Report presented to the Office of Economic Opportunity Pursuant to Contract of B89-4536, Vols. 1 and 2). Athens, OH: Authors.

Ok, I have it. That is a lot of text. I will take me a bit to absorb it. When is this due?
Ask Your Own Homework Question
Customer reply replied 4 years ago

Ray it is obvious that you are not able to handle this question and we have been going back and forth. I will just attempt to answer it myself because i needed the answer tonight which is now Sunday.

THIS ANSWER IS LOCKED!
You can view this answer by clicking here to Register or Login and paying $3.
If you've already paid for this answer, simply Login.
Ray Atkinson
Ray Atkinson, Graduate Student
Category: Homework
Satisfied Customers: 1,890
Experience: Inner-city high school substitute teacher. Degrees in mathemetics, accounting, and education. Years and years of tutoring.
Verified
Ray Atkinson and 87 other Homework Specialists are ready to help you
Ask your own question now
Ask Ray Atkinson Your Own Question
Ray Atkinson
Ray Atkinson
Ray Atkinson, Graduate Student
Category: Homework
Satisfied Customers: 1,890
1,890 Satisfied Customers
Experience: Inner-city high school substitute teacher. Degrees in mathemetics, accounting, and education. Years and years of tutoring.

Ray Atkinson is online now

A new question is answered every 9 seconds

How JustAnswer works:

  • Ask an ExpertExperts are full of valuable knowledge and are ready to help with any question. Credentials confirmed by a Fortune 500 verification firm.
  • Get a Professional AnswerVia email, text message, or notification as you wait on our site. Ask follow up questions if you need to.
  • 100% Satisfaction GuaranteeRate the answer you receive.

JustAnswer in the News:

Ask-a-doc Web sites: If you've got a quick question, you can try to get an answer from sites that say they have various specialists on hand to give quick answers... Justanswer.com.
JustAnswer.com...has seen a spike since October in legal questions from readers about layoffs, unemployment and severance.
Web sites like justanswer.com/legal
...leave nothing to chance.
Traffic on JustAnswer rose 14 percent...and had nearly 400,000 page views in 30 days...inquiries related to stress, high blood pressure, drinking and heart pain jumped 33 percent.
Tory Johnson, GMA Workplace Contributor, discusses work-from-home jobs, such as JustAnswer in which verified Experts answer people’s questions.
I will tell you that...the things you have to go through to be an Expert are quite rigorous.

What Customers are Saying:

Wonderful service, prompt, efficient, and accurate. Couldn't have asked for more. I cannot thank you enough for your help.

Mary C.Freshfield, Liverpool, UK

This expert is wonderful. They truly know what they are talking about, and they actually care about you. They really helped put my nerves at ease. Thank you so much!!!!

AlexLos Angeles, CA

Thank you for all your help. It is nice to know that this service is here for people like myself, who need answers fast and are not sure who to consult.

GPHesperia, CA

I couldn't be more satisfied! This is the site I will always come to when I need a second opinion.

JustinKernersville, NC

Just let me say that this encounter has been entirely professional and most helpful. I liked that I could ask additional questions and get answered in a very short turn around.

EstherWoodstock, NY

Thank you so much for taking your time and knowledge to support my concerns. Not only did you answer my questions, you even took it a step further with replying with more pertinent information I needed to know.

RobinElkton, Maryland

He answered my question promptly and gave me accurate, detailed information. If all of your experts are half as good, you have a great thing going here.

DianeDallas, TX

< Previous | Next >

Meet the Experts:

LogicPro

LogicPro

Engineer

5,723 satisfied customers

Expert in Java C++ C C# VB Javascript Design SQL HTML

Manal Elkhoshkhany

Manal Elkhoshkhany

Tutor

4,550 satisfied customers

More than 5000 online tutoring sessions.

Linda_us

Linda_us

Finance, Accounts & Homework Tutor

3,138 satisfied customers

Post Graduate Diploma in Management (MBA)

Chris M.

Chris M.

M.S.W. Social Work

2,635 satisfied customers

Master's Degree, strong math and writing skills, experience in one-on-one tutoring (college English)

F. Naz

F. Naz

Chartered Accountant

2,159 satisfied customers

Experience with chartered accountancy

Bizhelp

Bizhelp

CPA

1,887 satisfied customers

Bachelors Degree and CPA with Accounting work experience

Seanna

Seanna

Tutor

1,781 satisfied customers

3,000+ satisfied customers, all topics, A+ work

< Previous | Next >

Related Homework Questions
Step 1: Define a Computer class that can be used to describe
Step 1: Define a Computer class that can be used to describe your computer. The class must have at least two attributes. One variable must be an integer data type and the other must be a String data t… read more
LogicPro
LogicPro
Engineer
Bachelor of Technology
5,723 satisfied customers
1. Which of the following devices contains three PN
1. Which of the following devices contains three PN junctions? A. Backward diode B. TRIAC C. Shockley diode D. DIAC2. A diode's recovery time is divided into two parts called the A. a-b period and the… read more
GLENN
GLENN
Master of Mathematics
335 satisfied customers
Chief Justice Marshall emphasized that the Constitution gave
Chief Justice John Marshall emphasized that the Constitution gave Congress the power to make all “necessary and proper laws” needed to carry out its delegated powers. How did the necessary and proper … read more
Jane T(LLC)
Jane T(LLC)
Master's Degree
18 satisfied customers
I need help on my computer science homework using python i
I need help on my computer science homework using python i have hit a speed bump and do not understand what i am doing with my functions anymore... i feel like all my files are set and i have red the … read more
LogicPro
LogicPro
Engineer
Bachelor of Technology
5,723 satisfied customers
Two-dimensional array operations in C++: Movie Ratings
Two-dimensional array operations in C++ : Movie Ratings program** You have recently collected reviews from four movie reviewers where the reviewers are numbered 1- 4. Each reviewer has rated six movie… read more
George Sibiya
George Sibiya
PhD
197 satisfied customers
Need help with Wireshark. Approx 40 questions. Entry level
Need help with Wireshark. Approx 40 questions. Entry level class but must know how to do tasks. It is not something that you can just google the answers. Need assignment completed soon. Will pay good … read more
David L.
David L.
Bachelor\u0027s Degree
6 satisfied customers
How are you doing? I am working on an assignment in
Hi how are you doing? I am working on an assignment in Javascript. I have both the container file and the code. However, I couldn't get the program to run. The error is in the actual html file. I am u… read more
LogicPro
LogicPro
Engineer
Bachelor of Technology
5,723 satisfied customers
I need help with this same question. Python and raptor.
Final Programming Project Assessment (400 Points toward Course Grade) Instructions: The following programming problem can be solved by a program that uses three basic tasks-Input Data, Process Data, and Output Results. To process the data, use file, looping, array, decision, accumulating, counting, find min/max and sorting techniques. First, create an MS Word document containing a hierarchy chart to organize your program modules. Second, create a RAPTOR flowchart to solve this problem. Third, create the program with Python. You MUST use Modular Programming techniques by using Sub Modules in your program. Your "main" module should not be very large. NEVER call "main" from inside your program. Also, do not use "recursion" in this program (submodules that call themselves). You are only allowed to use looping techniques to repeat sections of your submodules. Problem Statement Ledger's Furniture Store has 10 salespeople. Ledger's wants to produce a combined monthly sales report for all salespeople. Ledger's wants you to write a program that will allow them to enter data in any order, save the unsorted data to a file, and then produce a file in alphabetical order by name of the salespeople. The unsorted output file should be named "sales_unsorted.txt" and the sorted file should be named "sales_sorted.txt". … read more
George Sibiya
George Sibiya
PhD
197 satisfied customers
An orange juice producer buys oranges from a large orange
An orange juice producer buys oranges from a large orange grove that has one variety of orange. The amount of juice squeezed from these oranges is approximately normally​ distributed, with a mean of 6.06.0 ounces and a standard deviation of 0.240.24 ounce. Suppose that you select a sample of 3636 oranges. a. What is the probability that the sample mean amount of juice will be at least 5.685.68 ​ounces? b. The probability is 7676​% that the sample mean amount of juice will be contained between what two values symmetrically distributed around the population​ mean? c. The probability is 7575​% that the sample mean amount of juice will be greater than what​ value? … read more
GLENN
GLENN
Master of Mathematics
335 satisfied customers
Describe the relationship of the NBPTS to learning theories
describe the relationship of the NBPTS to learning theories and educational environments compare the advantages and disadvantages of traditional and nontraditional learning environments for students w… read more
lani_s
lani_s
Bachelor\u0027s Degree
47 satisfied customers
Physics Orbiting Bodies Calculate the mass (in kg) of the
Physics Orbiting BodiesCalculate the mass (in kg) of the Sun based on data for Venus's orbit. (answer in kg) Compare the value obtained with the Sun's actual mass. M obtained/ M actual… read more
GLENN
GLENN
Master of Mathematics
335 satisfied customers
Your instructor will assign a linear programming project for
Your instructor will assign a linear programming project for this assignment according to the following specifications.It will be a problem with at least three (3) constraints and at least two (2) dec… read more
GLENN
GLENN
Master of Mathematics
335 satisfied customers
I want to ask the problems about python. It's about the
Hello, I want to ask the problems about python JA: What's your objective for this Python project? Customer: It's about the function and subclass JA: Anything else you want the programmer to know befor… read more
George Sibiya
George Sibiya
PhD
197 satisfied customers
Quick One! Do you have a solution for this problem? Suppose
Quick One ! Do you have a solution for this problem? Suppose a homogeneous array with 6 rows and 8 columns is stored in row major order starting at address 20 (base 10). If each entry in the array req… read more
Pete
Pete
Engineer
Bachelor\u0027s Degree
1,112 satisfied customers
Find the work done by the force F=(2n/M)Y + (31 N/m)x
Hi find the work done by the force F=(2n/M)Y + (31 N/m)x between the points A= (0,0) and B=2m, 2m) over a arc of radius 2m centered at (0, 2m) … read more
GLENN
GLENN
Master of Mathematics
335 satisfied customers
Write a C++ program to read in various types of test
Write a C++ program to read in various types of test questions (multiple choice and True/False) from a test bank (text file), and load the questions into an array of questions. You will need to implem… read more
LogicPro
LogicPro
Engineer
Bachelor of Technology
5,723 satisfied customers
I have a project management question. Your company, Planners
Your company, Planners 'R Us, specializes in effectively managing projects. Previous experience has involved conference management systems, commercial construction, and software development projects. A new, intriguing project offers another opportunity to apply your project management expertise. The university you just graduated from wishes to put together a music festival, “Rock'n Bands”. This will feature a number of top music groups, and should attract interest from students, local residents, and music fans throughout the region. Your company has met with University officials to develop a list of activities required to make Rock'n Bands a reality. The list on Page 2 includes twelve activities as well as their durations and immediate predecessors. Planners ‘R Us has agreed to complete the project in 10 weeks (finishing two weeks before the Festival), and wants to minimize the costs associated with the project. All tasks A-K must be completed in 10 weeks. You have four (4) workers, although you do not need to use all of them every week – there are other tasks they can do in your company. For bookkeeping purposes, your company will charge $200 per week for each worker that you use. If you happen to need an additional worker, there is one (1) available, but that person would then not get their other work done; thus, you will be charged $300 per week for the additional worker. In addition, if the project is “late”, there will be complications during the last two weeks before the Festival, costing Planners ‘R Us $2000 per week due to a serious loss of goodwill and plenty of negative publicity. … read more
F. Naz
F. Naz
Chartered Accountant
CA Finalist & Completed B.com
2,159 satisfied customers
5.(Consider This) Elasticity can be thought of as degree of
5.(Consider This) Elasticity can be thought of as degree of relative: Answer video brightness. price bounce. audio volume. quantity stretch. 6.Income elasticity measures the effect of a change in inco… read more
Bizhelp
Bizhelp
CPA
Bachelor's Degree
1,887 satisfied customers
Disclaimer: Information in questions, answers, and other posts on this site ("Posts") comes from individual users, not JustAnswer; JustAnswer is not responsible for Posts. Posts are for general information, are not intended to substitute for informed professional advice (medical, legal, veterinary, financial, etc.), or to establish a professional-client relationship. The site and services are provided "as is" with no warranty or representations by JustAnswer regarding the qualifications of Experts. To see what credentials have been verified by a third-party service, please click on the "Verified" symbol in some Experts' profiles. JustAnswer is not intended or designed for EMERGENCY questions which should be directed immediately by telephone or in-person to qualified professionals.

Disclaimer: Information in questions, answers, and other posts on this site ("Posts") comes from individual users, not JustAnswer; JustAnswer is not responsible for Posts. Posts are for general information, are not intended to substitute for informed professional advice (medical, legal, veterinary, financial, etc.), or to establish a professional-client relationship. The site and services are provided "as is" with no warranty or representations by JustAnswer regarding the qualifications of Experts. To see what credentials have been verified by a third-party service, please click on the "Verified" symbol in some Experts' profiles. JustAnswer is not intended or designed for EMERGENCY questions which should be directed immediately by telephone or in-person to qualified professionals.

Show MoreShow Less

Ask Your Question

x