Mendosas History of Blood Glucose Meters Annotations

Mendosas History of Blood Glucose Meters Annotations

Table of Contents

Assignment ID Number	AFFGEHU83939HD
Type of Document	Essay
Writing Format	APA/MLA/Harvard
Academic Level	Masters/University
References/Sources	4 References

Instructions:

Mendosas History of Blood Glucose Meters Annotations

The minimum requirement is that you make at least three posts (any combination of replies and comments) before midnight on Sunday.

The comments/replies you post on Perusall will be graded. You will receive an overall grade of 0, 1, 2, or 3 on the assignment. Your grade is based on several factors. The primary ones are:

The quality of your top three comments/replies. The goal is for you to demonstrate a thorough reading and insightful interpretation of the passage. In practice, this will require a comment length closer to a paragraph than a one line comment.

The distribution of your comments/replies. If all your comments/replies are on a single paragraph or section of the readings, your grade might be slightly reduced. We’ll be looking for your comments/replies to be distributed across the entire reading.

Prescriptive and Descriptive Methods Discussion

Review Questions for Mid-term

For Part I of the mid-term exam, there will be 4-5 questions from the list below.

What are the differences between stochastic and deterministic models? What are the

differences between prescriptive and descriptive models?

List three areas/fields where linear programming and related optimization techniques are

commonly used. Give an example for each.

Name 3 common rules for modeling.

What are the 4 components of a mathematical program? What makes it a linear program?

What are the different types of possible solutions to a linear program?

Briefly explain the intuition behind the graphical approach of solving simple LPs.

Briefly explain the essence of the simplex method (i.e. how does it work?).

Briefly explain the meaning of a dual/shadow price. How can you obtain the dual prices

by formulating the dual problem?

How do you go back to the standard/canonical form for a LP when:

You have an inequality constraint?

You want to change the objective to maximize from minimize?

A variable is not constrained?

How do we know with in the simplex (tableau or basis representation) that the current

solution is optimal?

How do you know in the simplex (tableau or basis representation) that there is more than

one optimal solution?

What is the strong duality theorem for linear programs?

Part II of the mid-term exam will have 2 to 3 longer problems. Key skills for longer

problems:

Given a problem statement, know how to formulate the corresponding mathematical

program.

Given a linear program, know how to write it in standard form and how to formulate

its dual linear program.

Know how to perform full steps of the simplex.

Know how to interpret the final tableau or final basis representation of the simplex to

extract the full solution, and to verify that the solution is optimal.

Know how to interpret the Excel Solver sensitivity report.

Know how to graphically solve a simple linear program with 2 decision

Mendosas History of Blood Glucose Meters Annotations

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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Mendosas History of Blood Glucose Meters Annotations

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