HS 2000 Fall 2017 Class Survey
Table 1. HS2000 student demographic characteristics
n %percent
Sample size 350
Sex
Females
Males
244
106
69.7%
30.3%
Majors
Biomedical, Diagnostic, and Therapeutic
Sciences
3 0.9%
Wellness and Health Promotion 11 3.1 %
Health Sciences Majors
• Exercise Science
• Integrative & Holistic Medicine
• Nutrition concentration
• Pre-health Professional
• Pre-PT
• Undecided
26
18
29
81
84
27
7.4%
5.1%
8.3%
23.1%
24.0%
7.7%
Other/Undecided (not Health Sciences) 71 20.3%
Living situation
• Off-campus (not with parents/guardians)
• Off-campus with parents/guardians.
• On-campus (dorms/residence halls,
campus apartments, fraternity/sorority
house).
49
198
103
14.0%
56.6%
29.4%
Table 2. HS2000 student characteristics of age, credits, and GPA
n Mean ± st.dev Range
Age (years) 350 20.2 ± 4.3 17-64
Credits taken Fall 2017 350 15.0 ± 2.8 4-28
GPA 350 3.4 ± 0.5 1.0-4.8
Table 3a. HS2000 student sleep behaviors and caffeine intake
Sleep Measures
n Mean ± st.dev Range
Hours of Sleep1 350 6.8 ± 1.32 3-14
Sleep Quality Score2 324 6.1 ± 2.6 0-17
Caffeine Intake
Caffeine Survey
Score3
350 5.94 ± 4.5 0-26
Table 3b. Frequency and type of caffeine intake among HS2000 students
Caffeinate Intake and Sources4 (n=350)
Never n(%) Low intake n(%) Moderate Intake
n(%)
High Intake n(%)
Coffee 131 (37.4%) 126 (36%) 74 (21%) 19 (5.4%)
Espresso/
Cappuccino
210 (60%) 127 (36.3%) 11 (3.1%) 2 (0.6%)
Tea (black or
green)
180 (51.4%) 147 (42.0%) 21 (6.0%) 2 (0.6%)
Carbonated
Beverages
(Soda/pop)
138 (39.4%) 170 (48.6%) 33 (9.4%) 9 (2.6%)
Energy Drinks 267 (76.3%) 78 (22.3%) 4 (1.1%) 1 (0.3%)
Supplements or
Medications
279 (79.7%) 59 (16.9%) 11 (3.1%) 1 (0.3%)
1 Based on students’ self-reported hours of sleep
2 Pittsburgh Sleep Quality Index: 6 subcomponent scores were calculated from the questions.
Ranges of the subcomponents were 0-3. All subcomponents were added to create a final Sleep
Quality Score. Scores could range from 0-18. Higher scores indicate lower quality of sleep
3 Caffeine Survey Score: All answers to questions in Lynch’s Caffeine Survey were given a numerical
value 0-8 (0=Never, 8=5 or more servings per day). Scores for each question were added for a total
Score. Ranges could be from 0 to 48. Higher scores indicate higher caffeine intake.
4 Answers for the Caffeine Survey were combined to create 4 categories as follows
• Never: Reported “Never” consuming those beverages
• Low Intake: Reported consuming a beverage/supplement less than once per week, 2-3 per
week, or 4-6 per week.
• Moderate Intake: Reported consuming a beverage/supplement once or twice daily.
• High Intake: Reported consuming a beverage/supplement 3-5 or more times per day.
Table 4. Correlations between hours of sleep, sleep quality scores, and caffe ...
Sally, a 49-year-old woman, has experienced increasing anxiety, sleep difficulties, and panic attacks over the past 6 months. She was prescribed Xanax by her doctor but stopped taking it due to rebound anxiety. Her sleep, nutrition, pain levels, libido, and cognitive patterns were assessed using the PACER method. She reports stress, worry, and difficulty concentrating associated with family, health, and financial concerns. Recommendations included improving sleep hygiene, managing stress and anxiety, and following up with her primary care doctor.
American Psychological Association's overview of the 2010 Stress in America survey, as presented on Nov. 9, 2010. Panelists were Dr. Norman Anderson, APA CEO; Dr. Katherine Nordal, APA executive director of professional practice; Dr. Kathryn Henderson from the Yale Rudd Center for Food Policy and Obesity; and Dr. Wheaton Griffin, director of YMCA camp for the YMCA of Greater New York
This document provides information about health and wellness resources available to students at the University of Arizona. It discusses both physical and mental health topics.
For physical health, it describes services available at Campus Health, the campus recreation center, and tips for healthy eating, sleep, caffeine intake, and managing stress.
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The document emphasizes the importance of balance and maintaining well-being by utilizing available campus services and making healthy lifestyle choices regarding food, exercise, sleep, and stress management.
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Over 1/3 of Americans are obese. This presentation explains how you can lose weight. Low-tech, sensible, and incredibly powerful. Get started with this refreshing solution today!
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It discusses the importance of balance in physical health, nutrition, sleep, stress management, mental health, finances, and academics. Campus resources highlighted include Campus Health, the Rec Center, UA Outdoors, CAPS counseling services, financial aid offices, and the Dean of Students office. Students are encouraged to utilize these services and find balance in their wellness.
Sally, a 49-year-old woman, has experienced increasing anxiety, sleep difficulties, and panic attacks over the past 6 months. She was prescribed Xanax by her doctor but stopped taking it due to rebound anxiety. Her sleep, nutrition, pain levels, libido, and cognitive patterns were assessed using the PACER method. She reports stress, worry, and difficulty concentrating associated with family, health, and financial concerns. Recommendations included improving sleep hygiene, managing stress and anxiety, and following up with her primary care doctor.
American Psychological Association's overview of the 2010 Stress in America survey, as presented on Nov. 9, 2010. Panelists were Dr. Norman Anderson, APA CEO; Dr. Katherine Nordal, APA executive director of professional practice; Dr. Kathryn Henderson from the Yale Rudd Center for Food Policy and Obesity; and Dr. Wheaton Griffin, director of YMCA camp for the YMCA of Greater New York
This document provides information about health and wellness resources available to students at the University of Arizona. It discusses both physical and mental health topics.
For physical health, it describes services available at Campus Health, the campus recreation center, and tips for healthy eating, sleep, caffeine intake, and managing stress.
For mental health, it discusses the Counseling and Psych Services (CAPS) office, available counseling services, confidentiality, and signs of depression and anxiety. It also provides emergency contact information and discusses spirituality and financial stress resources.
The document emphasizes the importance of balance and maintaining well-being by utilizing available campus services and making healthy lifestyle choices regarding food, exercise, sleep, and stress management.
This document provides information and exercises to help students develop successful behaviors and habits for college. It discusses the importance of behaviors like time management, stress management, nutrition, physical activity, and motivation. Specific tips include getting enough sleep, limiting distractions while studying, maintaining a healthy diet using MyPyramid guidelines, exercising regularly, using relaxation techniques, and establishing positive habits by making small, incremental changes. Overall, the document aims to equip students with strategies to stay motivated, manage stress, and maximize their academic performance in college.
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It discusses the importance of balance in physical health, nutrition, sleep, stress management, mental health, finances, and academics. Campus resources highlighted include Campus Health, the Rec Center, UA Outdoors, CAPS counseling services, financial aid offices, and the Dean of Students office. Students are encouraged to utilize these services and find balance in their wellness.
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FAMILY ASSESSMENT 1
FAMILY ASSESSMENT
Institution Affiliation
Student Name
Date
Family-Focused Functional Assessment
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Based on the findings of the role relationship, I saw this as strength because the parent disciplines her daughters through praise positive behaviour. Descriptive praise is what she mentioned that works best for her children. Descriptive praise means that a parent takes the initiative to tell their children exactly what they like. Praise helps change a child’ negative behaviour and based on what I observed her children are disciplined, they have confidence and self-esteem, (Campbell-Salome, et.al, 2019). At times, she has to use rewards to encourage her two daughters to perform well in academics and at home. The healthy diet and drinking more fluids habit is another strength t.
FAMILY ASSESSMENT 1FAMILY ASSESSMENTIn.docxmglenn3
FAMILY ASSESSMENT 1
FAMILY ASSESSMENT
Institution Affiliation
Student Name
Date
Family-Focused Functional Assessment
The questions asked in the interview with the family that agreed to participate were based on the eleven functional health patterns. The family that participated in the family health assessment program was a single parent structure, a mother with two children. The questions were directed towards the personal life of the respondent; therefore, their names will not be mentioned. It was an African American parent who is single, middle class income. The family is religious, Christians and live in the Chicago neighbourhood. It is a mother who is always there for her daughters and works hard to meet their needs.
The overall health behaviour of the family include eating healthy meals, drink plenty of fluids, and children are given junk once in a while. The children snore and the mother works two jobs and gets time to sleep for only 5hours in a day because she works in the afternoon and evening. The family’s bowel movements are normal and temporary changes are experienced but it’s nothing to worry about. The mother creates time to engage in physical activities, twice a week and the types of exercises she does are morning runs and home work-out just to keep fit. She makes all the decisions that involve her children’s schooling and future plans, and she reported that she doesn’t get confused. She has healthy eyesight. She feels that the future will be great because she has done several investments that will yield positive outcomes.
Children are disciplined using praise positive behaviour because she wants her children to grow into a functional family that does not instil fear and reflect negative behaviour when they become adults. She has started seeing someone recently and has never experienced any sexual dysfunction. The most recent stressful event she experienced is increased pressure from work and creating time to spend with her children. Unfortunately, coping strategies were not well defined. The current health of the family is moderate considering the constraints that the single parent has to undergo to ensure that the children are happy and safe. The family eats a healthy diet that includes vegetables and fruits with less junk food.
Based on the findings of the role relationship, I saw this as strength because the parent disciplines her daughters through praise positive behaviour. Descriptive praise is what she mentioned that works best for her children. Descriptive praise means that a parent takes the initiative to tell their children exactly what they like. Praise helps change a child’ negative behaviour and based on what I observed her children are disciplined, they have confidence and self-esteem, (Campbell-Salome, et.al, 2019). At times, she has to use rewards to encourage her two daughters to perform well in academics and at home. The healthy diet and drinking more fluids habit is another strength t.
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Running Head Dietary Behavior PlanDietary Behavior Plan.docxsusanschei
Running Head: Dietary Behavior Plan
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Sensations, Perceptions, and Attention OutlinePSY300.docxlesleyryder69361
Sensations, Perceptions, and Attention Outline
PSY/300
March 7th, 2015
Running head: SENSATIONS, PERCEPTIONS, AND ATTENTION
1
SENSATIONS, PERCEPTIONS, AND ATTENTION
2
Sensations, Perceptions, and Attention Outline
I. Introduction
A. Overview of
1. Sensation,-James will cover this
2. Perception, -James will cover this
3. Divided Attention, Mandy will cover this
4. Dichotic Listening/Cocktail Party Phenomenon, Mandy will cover this
5. Auditory thresholds, & Lardo will cover this
6. Ground Rules (your paper will cover these topics) Lardo will cover this
B. Introduce yourselves- Mandy, James, and Lardo’s introductions
C. Thesis statement (essentially A + B is your thesis) Talk of the basic psychological processes (Sensation, Perception, and Attention) is always fascinating because, in fact, they are all essential (basic needs) for the life of a subject and how they personally connection with their environment.
II. Sensation
A. Definition
1. Auditory Stimuli Questions
2. Dichotic Listening Questions
3. Dividing Attention Questions
4. Sensory Perception Questions
B. Current Research
C. Group Responses
D. Transition Sentence
III. Perception
A. Definition
1. Auditory Stimuli Questions
2. Dichotic Listening Questions
3. Dividing Attention Questions
4. Sensory Perception Questions
B. Group Responses
C. Transition Sentence
IV. Attention
A. Definition
1. Auditory Stimuli Questions
2. Dichotic Listening Questions
3. Dividing Attention Questions
4. Sensory Perception Questions
B. Current research- our research and where we came to understand the meaning behind the question.
C. The group responses- Mandy, James, and Lardo’s responses
D. Transitional sentence- A sentence on how we all work together with the different perceptions and sensations.
V. Conclusion
A. Restatement our thesis here
B. brief recount/lasting thought- make our point that will last with whomever reads this
VI. References
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b. What would be the goals of her treatment?
4. Determine your BMI. Is your BMI in a healthy range? If not, why not? Do you believe that measuring b.
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NATIONAL PERINATAL ASSOCIATION 2014 CONFERENCE
Descriptive Assessment of Depression and
Anxiety Symptoms in an Outpatient Obstetric Clinic
Sample: Screening for Symptoms in the Context of
Substance Use Histories: The participant will be able
to: Describe psychiatric disorders during
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HW in teams of 3 studentsAn oil remanufacturing company uses c.docxwellesleyterresa
HW in teams of 3 students
An oil remanufacturing company uses clay in its manufacturing process. This clay comes into the plant in 80-pound bags stacked 40 per pallet and 50 pallets per boxcar. The railroad spur comes into the plant property but your plant does not have a rail car siding. Two car loads per year are used. The union and the company agreed that the part time workers would be hired for one week, twice a year at the rate of $7.5 per hour to unload these cars. You feel that this is a bad job and no one should have to work this hard. You look into this project
1
Why is this done?
We need the clay, and the railroad is by far the cheapest way to transport it
What: 80pounds bags of clay=160,000 pound boxcar load
Where: from the boxcar in our yard to the storeroom, 300ft away
Who: 2 temporary workers
When: one week, twice a year
How: Present method: manually unload the pallets off the boxcar then move these pallets into the storeroom with the fork truck we already own
2
How much could you spend improving this job?
We spend a week, twice a year with 2 temporary workers at $7.5
4 weeks* 40 hours per week*7.5per hour = $1,200
3
Questions:
Should the current method stays the same?
Are there other alternatives?
Is the current method the cheapest in the long run?
How would you justify an expenditure over $3,000
What do you think about cumulative trauma disorders and work-related injuries?
4
Write a report with the answers to your questions.
Include figures, tables, and other sources of information to help justify the project and also answer the questions. You can certainly use the textbook to help you.
Include in your report a list of references and of course cite all your sources of information.
This work MUST be done in teams of 3 people or 2. No individual assignment will be accepted.
5
Psychotherapy Interventions II
Case Conceptualization Exemplar
Case Conceptualization Exemplar (cont.)
Student Name:
Case Name/#: Case Study Exemplar: Linda
1. Problem identification and definition: [1–2 paragraphs]
[Primary and contributing concerns for the client]
· Client concerns: Cognitive abilities
· Client concerns: Feeling “anxious,” associated with being accepted by others
· Clinical concerns: Interpersonal isolation
· Clinical concerns: Self-devaluation, adequacy
· Clinical concerns: Depressive symptoms
2. Contextual considerations: [1–2 paragraphs]
[What ethical, legal, cultural, or other key considerations need to be considered with this client when creating a treatment plan?]
· Given no family, friends, or beliefs were identified as a support base, it would seem there are no resources on which Linda might rely.
· Given her sustained employment, attempts at effecting change, and self-referral, it seems as Linda may have the capacity for insight, ability to sustain, and motivation for change.
3. Diagnosis
Axis I: [Be sure to provide full title and code]
300.04
Dysthymic Disorder
Axis II:
V71.0 ...
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Family-Focused Functional Assessment
The questions asked in the interview with the family that agreed to participate were based on the eleven functional health patterns. The family that participated in the family health assessment program was a single parent structure, a mother with two children. The questions were directed towards the personal life of the respondent; therefore, their names will not be mentioned. It was an African American parent who is single, middle class income. The family is religious, Christians and live in the Chicago neighbourhood. It is a mother who is always there for her daughters and works hard to meet their needs.
The overall health behaviour of the family include eating healthy meals, drink plenty of fluids, and children are given junk once in a while. The children snore and the mother works two jobs and gets time to sleep for only 5hours in a day because she works in the afternoon and evening. The family’s bowel movements are normal and temporary changes are experienced but it’s nothing to worry about. The mother creates time to engage in physical activities, twice a week and the types of exercises she does are morning runs and home work-out just to keep fit. She makes all the decisions that involve her children’s schooling and future plans, and she reported that she doesn’t get confused. She has healthy eyesight. She feels that the future will be great because she has done several investments that will yield positive outcomes.
Children are disciplined using praise positive behaviour because she wants her children to grow into a functional family that does not instil fear and reflect negative behaviour when they become adults. She has started seeing someone recently and has never experienced any sexual dysfunction. The most recent stressful event she experienced is increased pressure from work and creating time to spend with her children. Unfortunately, coping strategies were not well defined. The current health of the family is moderate considering the constraints that the single parent has to undergo to ensure that the children are happy and safe. The family eats a healthy diet that includes vegetables and fruits with less junk food.
Based on the findings of the role relationship, I saw this as strength because the parent disciplines her daughters through praise positive behaviour. Descriptive praise is what she mentioned that works best for her children. Descriptive praise means that a parent takes the initiative to tell their children exactly what they like. Praise helps change a child’ negative behaviour and based on what I observed her children are disciplined, they have confidence and self-esteem, (Campbell-Salome, et.al, 2019). At times, she has to use rewards to encourage her two daughters to perform well in academics and at home. The healthy diet and drinking more fluids habit is another strength t.
A simple questionnaire that helps to evaluate and analyze how to improve one's present lifestyle. It may take 40 minutes out of your schedule, but it could quite possibly ADD 20 years to your life!
This document discusses nutrition and its importance for both children and adults. It defines nutrition as the process of nourishing the body and provides several key points about nutrition:
- Nutrition is essential for growth, development, and overall health and well-being.
- A balanced diet from the major food groups is important, as is staying hydrated with water.
- Dieting is not recommended for children, who should focus on healthy eating and physical activity.
- Physical activity is also critical, with recommendations that children get at least 1 hour per day of moderate to vigorous activity.
Running Head Dietary Behavior PlanDietary Behavior Plan.docxsusanschei
Running Head: Dietary Behavior Plan
Dietary Behavior Plan
Koroki
Jan 28, 2018
62/100
It is very vital to have a good nutrition since I maintain good health since it helps me maintain a healthy weight. Observing good diet has a lot of benefits to me ranging from reducing risks of high blood pressure, chronic diseases such as diabetes, some cancers, heart diseases, stroke among others. This is why it’s prudent to observe my daily choices of food since it will ultimately have a significant difference in my health. In this case, I have decided to observe my diet by daily consumption of the salmon. The latter is peach/ pink fatty fish which has flaky consistency. This type of fish has unsaturated fats and vital protein. It contains low mercury and it is recommended to eat salmon 14 times in our week, roughly twice in a day. The fish also contain omega 3 (CDC, 2017).
I work very hard to very to ensure that I eat salmon fish a minimum of 10 times a week even though is below the recommended intake level and I am planning to have this increase to 14 times a week. I have also had the opportunity to work in my mom’s hotel called the Kempinski which is a four-star hotel. Therefore, I ensure I eat it in every meal to compensate the times I am in school and rarely had it twice a day (Sprague, 2015). Recommended intake level of what exactly? Need to be specific.
In many instances, I live with my mom who is a nutritionist and always emphasizes on a healthy diet. She has helped me with a great deal to observe my diet and assists me to be conscious of my food intake decision. Actually, she is against the consumption of high level of calories which she always tells me is the highest leading source of obesity. (Need to find a reference for this and cite it). The latter leads to chances of having cardiovascular. The latter is attributed to 25% of total death in America. Obesity also leads to one having low esteems and also leads to emotional disorder according to psychologists (Mozaffarian, 2015). I am 24 years of age and this is the age that one needs a lot of food consumption since he or she is highly active (need to cite this). I do a lot of work such as school work and, I used to have a part-time job. This calls me to eat well-balanced food to maintain my food health which will help me carry all dozens of activities. At this age too, one is vulnerable to being overweight or being an obesity since approximately 40% of adults and children are affected by the problem of obesity or overweight (need to cite this). I also ensure that I do not have a lot of calories consumption which I ensure it stands at an average of 1620 and an upper limit of 1800 in a four day (need to cite this). This has helped me maintain good weight which is at between 160 and 196lbls based on my height which is 6’0’’. Thus, has helped me observe a good life.
During the daytime, I take my lunch in a hotel or in the school cafeteria and in this case, I don’t have an opportunity t ...
Live health live well workplace wellness programs priesterMarissa Stone
This document summarizes Ohio State University Extension's programs for promoting healthy lifestyles using technology and social media. It discusses research-based workplace wellness programs delivered through a blog, email challenges, and Facebook. Evaluation found these programs effectively reached over 25,000 people, with participants reporting weight loss or maintenance and learning new healthy behaviors. The programs aim to empower individuals and communities through flexible online education.
Sensations, Perceptions, and Attention OutlinePSY300.docxlesleyryder69361
Sensations, Perceptions, and Attention Outline
PSY/300
March 7th, 2015
Running head: SENSATIONS, PERCEPTIONS, AND ATTENTION
1
SENSATIONS, PERCEPTIONS, AND ATTENTION
2
Sensations, Perceptions, and Attention Outline
I. Introduction
A. Overview of
1. Sensation,-James will cover this
2. Perception, -James will cover this
3. Divided Attention, Mandy will cover this
4. Dichotic Listening/Cocktail Party Phenomenon, Mandy will cover this
5. Auditory thresholds, & Lardo will cover this
6. Ground Rules (your paper will cover these topics) Lardo will cover this
B. Introduce yourselves- Mandy, James, and Lardo’s introductions
C. Thesis statement (essentially A + B is your thesis) Talk of the basic psychological processes (Sensation, Perception, and Attention) is always fascinating because, in fact, they are all essential (basic needs) for the life of a subject and how they personally connection with their environment.
II. Sensation
A. Definition
1. Auditory Stimuli Questions
2. Dichotic Listening Questions
3. Dividing Attention Questions
4. Sensory Perception Questions
B. Current Research
C. Group Responses
D. Transition Sentence
III. Perception
A. Definition
1. Auditory Stimuli Questions
2. Dichotic Listening Questions
3. Dividing Attention Questions
4. Sensory Perception Questions
B. Group Responses
C. Transition Sentence
IV. Attention
A. Definition
1. Auditory Stimuli Questions
2. Dichotic Listening Questions
3. Dividing Attention Questions
4. Sensory Perception Questions
B. Current research- our research and where we came to understand the meaning behind the question.
C. The group responses- Mandy, James, and Lardo’s responses
D. Transitional sentence- A sentence on how we all work together with the different perceptions and sensations.
V. Conclusion
A. Restatement our thesis here
B. brief recount/lasting thought- make our point that will last with whomever reads this
VI. References
1. Discuss how the basic units of carbohydrate, protein, and lipid are utilized in energy pathways to produce energy. What are their differences and similarities?
3. Tina W. is a 43 year old white female who has tried a number of weight-loss programs to include very strict diets. She has never exercised in her previous weight loss attempts. She takes several cardiac medications, none of which she can remember. She is 5’9” and weighs 195 pounds. Her lowest body weight was 135 pounds, when she was 30 years old. (She was able to maintain that weight for two years.) Her blood pressure is high at 160/90. Tina mentioned that she tried numerous diets as a teenager when she weighed 170 pounds for 3 years.
a. What types of exercise would you be likely to discuss with Tina?
b. What would be the goals of her treatment?
4. Determine your BMI. Is your BMI in a healthy range? If not, why not? Do you believe that measuring b.
Descriptive Assessment of Depression and Anxiety Symptoms in an Outpatient Ob...ErikaAGoyer
NATIONAL PERINATAL ASSOCIATION 2014 CONFERENCE
Descriptive Assessment of Depression and
Anxiety Symptoms in an Outpatient Obstetric Clinic
Sample: Screening for Symptoms in the Context of
Substance Use Histories: The participant will be able
to: Describe psychiatric disorders during
pregnancy/postpartum, comorbidities, frequent
symptoms of depression and anxiety, a plan of care for
women with past and/or current issues with chemical
dependency and formulate recommendations for
improving mental health screening during routine
obstetric visits.
Work/Life Balance: Fitting Healthy Habits into Your Real LifeDokka Srinivasu
The document discusses various healthy habits and barriers to achieving and maintaining them. It addresses issues around food, physical activity, smoking, alcohol, stress, and sleep. Some common barriers mentioned are lack of time, food preferences, unresolved stress, and resistance to change. The document provides tips and solutions for overcoming these barriers, such as prioritizing self-care, developing healthy routines, finding alternatives to unhealthy habits, and using motivational strategies like setting goals.
Here are the key points to include in your illustration:
1. Show screening tests being conducted in a school setting by a nurse or doctor. Include students lining up or getting their tests done.
2. Illustrate the specific screening tests - like vision test using an eye chart, weight and height being measured, blood pressure check.
3. Include speech bubbles or captions explaining the importance of catching issues early and maintaining good health through regular screening.
4. Add images of happy, healthy students to represent the benefits of screening in promoting wellness.
5. Sign and date your work. Make sure to label the different screening tests shown.
Focus on clearly showing the screening process and communicating the value of these
Do Adolescents with Eating Disorders Ever Get Well?Dr David Herzog
Dr. David Herzog presents a slideshow regarding adolescents and their struggle with eating disorders. Do they ever get better and move past their eating disorders?
This issue of the VitaJournal magazine provides resolutions and suggestions for improving physical, emotional, and spiritual health in the new year. It offers over 30 simple lifestyle changes across the three areas of wellness that readers can try out. Some examples include committing to daily walks, drinking more water, getting more sleep, expressing gratitude, spending time in prayer or spiritual devotion, and forgiving others. The issue also includes articles on healthy heart secrets, taking back your time, daily nutrition needs, and eating foods from across North America.
The document provides an overview of an ideal daily Ayurvedic lifestyle and routine. It begins with questionnaires to assess one's current lifestyle habits and how they may be aggravating imbalances. It then describes the ideal daily routine from morning to evening, including wake up time, meals, exercise, meditation and bedtime. It provides additional details on doshas and times of day as well as seasonal and rejuvenative practices in Ayurveda. The goal is to establish healthy daily habits and balance through lifestyle to prevent disease and maintain wellness.
The document discusses nutrition and provides an overview of the speaker's background and goals. It outlines the basics of nutrition, discusses food choices and their impact on health, and debunks various myths about nutrition. The speaker offers personalized nutrition consulting and education programs to help clients improve their health over 90 days through diet, exercise, and stress reduction.
Anna Sigríður Ólafsdóttir, Practical approach to treatment of pediatric obesi...THL
This document summarizes the practical approach and tools used in the Health School family-based behavioral treatment program for pediatric obesity in Iceland. It discusses:
- The multidisciplinary team approach including clinicians and researchers.
- An overview of the program started in 2007 based on the US model but adapted for Icelandic culture.
- A focus on psychological wellbeing and addressing co-morbidities, with results showing improved quality of life.
- Examples of nutrition tools used like tracking fruit/vegetable and soda intake that showed behavior changes over time.
- The importance of individualized goal setting and appetite awareness training.
This document is a guide to optimal nutrition published by Baptist Health. It discusses making balanced nutrition choices and incorporating physical activity. The guide provides research-based advice in simple terms to help readers make better food choices and reach their health goals. It covers topics like understanding popular diets, fueling the body with the best food sources, making mindful eating choices, and how food choices affect metabolism. The overall goal is for readers to develop a healthy lifestyle and positive relationship with food.
Similar to HS2000Fall2017ClassSurveyTable1.HS2000studentde.docx (20)
HW in teams of 3 studentsAn oil remanufacturing company uses c.docxwellesleyterresa
HW in teams of 3 students
An oil remanufacturing company uses clay in its manufacturing process. This clay comes into the plant in 80-pound bags stacked 40 per pallet and 50 pallets per boxcar. The railroad spur comes into the plant property but your plant does not have a rail car siding. Two car loads per year are used. The union and the company agreed that the part time workers would be hired for one week, twice a year at the rate of $7.5 per hour to unload these cars. You feel that this is a bad job and no one should have to work this hard. You look into this project
1
Why is this done?
We need the clay, and the railroad is by far the cheapest way to transport it
What: 80pounds bags of clay=160,000 pound boxcar load
Where: from the boxcar in our yard to the storeroom, 300ft away
Who: 2 temporary workers
When: one week, twice a year
How: Present method: manually unload the pallets off the boxcar then move these pallets into the storeroom with the fork truck we already own
2
How much could you spend improving this job?
We spend a week, twice a year with 2 temporary workers at $7.5
4 weeks* 40 hours per week*7.5per hour = $1,200
3
Questions:
Should the current method stays the same?
Are there other alternatives?
Is the current method the cheapest in the long run?
How would you justify an expenditure over $3,000
What do you think about cumulative trauma disorders and work-related injuries?
4
Write a report with the answers to your questions.
Include figures, tables, and other sources of information to help justify the project and also answer the questions. You can certainly use the textbook to help you.
Include in your report a list of references and of course cite all your sources of information.
This work MUST be done in teams of 3 people or 2. No individual assignment will be accepted.
5
Psychotherapy Interventions II
Case Conceptualization Exemplar
Case Conceptualization Exemplar (cont.)
Student Name:
Case Name/#: Case Study Exemplar: Linda
1. Problem identification and definition: [1–2 paragraphs]
[Primary and contributing concerns for the client]
· Client concerns: Cognitive abilities
· Client concerns: Feeling “anxious,” associated with being accepted by others
· Clinical concerns: Interpersonal isolation
· Clinical concerns: Self-devaluation, adequacy
· Clinical concerns: Depressive symptoms
2. Contextual considerations: [1–2 paragraphs]
[What ethical, legal, cultural, or other key considerations need to be considered with this client when creating a treatment plan?]
· Given no family, friends, or beliefs were identified as a support base, it would seem there are no resources on which Linda might rely.
· Given her sustained employment, attempts at effecting change, and self-referral, it seems as Linda may have the capacity for insight, ability to sustain, and motivation for change.
3. Diagnosis
Axis I: [Be sure to provide full title and code]
300.04
Dysthymic Disorder
Axis II:
V71.0 ...
HW 5.docxAssignment 5 – Currency riskYou may do this assig.docxwellesleyterresa
HW 5.docx
Assignment 5 – Currency risk
You may do this assignment alone or with one other person. For each of your answers, be as specific as possible about all transactions and amounts involved.
All interest rates are stated as annual rates.
Part 1 Transaction risk
1 (10 points)
a. Select a foreign currency
b. Find the spot exchange rate for that currency
c. Select an amount between 150 million and 200 million
d. Select a number of months between 3 and 9
e. Select either payable or receivable. If you select payable, for the rest of the questions in this part of the assignment, assume a US firm is required to make a payment of the number selected in part c of the foreign currency from part a at the time selected in part d. If you select receivable, assume a US firm expects to receive a payment of the number of units selected in part c of the foreign currency from part a at the time selected in part d.
e. Describe the future payment (in $) from the above assumptions if the exchange rate remains the same as it is today.
2. (10 points) Explain how the firm can use leading or lagging to reduce the exchange rate risk created by this payment.
3. (20 points) Assume the US interest rate is 2% and the foreign interest rate is 5%, how can the firm hedge the transaction risk associated with the payment using a money market hedge?
4 (20 points)
a. How can the firm hedge the transaction risk associated with the payment using a forward market hedge?
b. If the forward price is 1% lower than the spot exchange rate (from 1b) and the actual exchange rate on the date the payment is due is 1% higher than the spot exchange rate, what will the dollar value of the amount the firm pays or receives on the due date be?
c. If the forward price is 2% higher than the spot exchange rate (from 1b) and the actual exchange rate on the date the payment is due is 1% higher than the spot exchange rate, what will the dollar value of the amount the firm pays or receives on the due date be?
5 (20 points)
a. How can the firm hedge the risk associated with the payment using a foreign currency option?
b. If the option’s strike price is equal to the spot exchange rate (from 1b) and the actual exchange rate on the payment is due is 2% lower than the spot market price, will the firm exercise the options and what will the dollar amount the firm pays or receives on the due date be?
c. If the option’s strike price is equal to the spot exchange rate (from 1b) and the actual exchange rate on the payment is due is 2% higher than the spot market price, will the firm exercise the options and what will the dollar amount the firm pays or receives on the due date be?
6. (10 points) How could the firm hedge the transaction risk associated with this payment by exposure netting or funds adjustment?
Part 2 Economic risk
1. (10 points) Obtain weekly stock prices for the last five years for a US company and a foreign company of your choice.
2. (10 points) Obtain exchange rates for three dif ...
HW#3 – Spring 20181. Giulia is traveling from Italy to China. .docxwellesleyterresa
The document contains instructions for several programming assignments involving object-oriented design principles in Java. Students are asked to:
1. Create a Student class with methods to add courses and compute GPA, and test it by making objects for two students.
2. Modify the Account class to add overloaded constructors, a withdraw method with fees, and tracking of open accounts.
3. Add functionality for closing accounts and consolidating accounts with the same name.
4. Add methods to transfer funds between accounts either through objects or directly between accounts.
This homework assignment is due on July 1st by 5:00 PM. The assignment is labeled "HW 2" indicating it is the second homework assignment of the course. Students must submit the completed homework by the specified due date and time.
HW 4 Gung Ho Commentary DUE Thursday, April 20 at 505 PM on.docxwellesleyterresa
HW 4: Gung Ho Commentary
DUE: Thursday, April 20 at 5:05 PM on Isidore (upload) and in class (hard copy)
Unlike watching a movie for entertainment, this assignment requires you to mindfully pay attention to how leadership is expressed, and how people from different cultures differ in their leadership styles. Specifically, use the guide below to (1) describe leaders, (2) analyze effective and ineffective leadership styles, and (3) provide suggestions for improving leadership in cross-cultural situations. Use the entire movie to inform your answers.
Read this viewing guide BEFORE you begin watching the movie. AFTER watching the movie, write down your observations and analysis pertaining to each of these questions.
Instructions
· Read through the questions in this worksheet
· Watch the movie “Gung Ho”
· Use this worksheet to write down your answers to each of the questions
1) Based on this movie, how would you describe the culture—values and beliefs about what is “right” and “wrong”—in Japanese companies?
2) Based on this movie, how would you describe the culture—values and beliefs about what is “right” and “wrong”—in American companies?
3) Drawing on your answers on questions 1 and 2, what would be an effective leadership style in Japanese organizations? Alternatively, what would be an effective leadership style in American organizations?
4) Gung Ho means working together in Chinese. What tactics did the leaders of this factory use to get workers from different cultures to work together?
5) How would you describe Hunt’s leadership style at the beginning of the movie? What about the end of the movie? Support your answers with specific examples from the movie.
6) How would you describe the leadership style of the executives at Assan Motors (such as Kazihiro and Saito)? Support your answers with specific examples from the movie.
HW
4:
Gung
Ho
Commentary
DUE:
Thursday,
April
20
at
5:05
PM
on
Isidore
(upload)
and
in
class
(hard
copy)
Unlike
watching
a
movie
for
entertainment,
this
assignment
requires
you
to
mindfully
pay
attention
to
how
leadership
is
expressed,
and
how
people
from
different
cultures
differ
in
their
leadership
styles.
Specifically,
use
the
guide
below
to
(1)
describe
leaders,
(2)
analyze
effective
and
ineffective
leadership
styles,
and
(3)
provide
suggestions
for
improving
leadership
in
cross-cultural
situations.
Use
the
entire
movie
to
inform
your
answers.
Read
this
viewing
guide
BEFORE
you
begin
watching
the
movie.
AFTER
watching
the
movie,
write
down
your
observations
and
analysis
pertaining
to
each
of
these
questions.
Instructions
·
Read
through
the
questions
in
this
worksheet
·
Watch
the
movie
“
Gung
Ho
”
·
Use
this
worksheet
to
write
down
your
answers
to
each
of
the
questions
...
HW 5 Math 405. Due beginning of class – Monday, 10 Oct 2016.docxwellesleyterresa
Romeo and Juliet's relationship is modeled mathematically. Their love and hate for each other oscillates over time based on a set of differential equations. Mercutio tries to interfere by negatively influencing Romeo's feelings for Juliet. This changes the model and results in a different outcome for Romeo and Juliet's relationship. The model is further complicated by Mercutio developing feelings for Juliet and Juliet having mixed feelings for both Romeo and Mercutio, creating a love triangle. The dynamics of this new system are analyzed using eigenvalues and phase planes. Additional models examine planetary orbits and competition between rabbits and sheep.
HW 5-RSA/ascii2str.m
function str = ascii2str(ascii)
% Convert to string
str = char(ascii);
HW 5-RSA/bigmod.m
function remainder = bigmod (number, power, modulo)
% modulo function for large numbers, -> number^power(mod modulo)
% by bennyboss / 2005-06-24 / Matlab 7
% I used algorithm from this webpage:
% http://www.disappearing-inc.com/ciphers/rsa.html
% binary decomposition
binary(1,1) = 1;
col = 2;
while ( binary(1, col-1) <= power-binary(1, col-1) )
binary(1, col) = 2*binary(1, col-1);
col = col + 1;
end
% flip matrix
binary = fliplr(binary);
% extract binary decomposition from number
result = power;
cols = length(binary);
extracted_binary = zeros(1, cols);
index = zeros(1, cols);
for ( col=1 : cols )
if( result-binary(1, col) > 0 )
result = result - binary(1, col);
extracted_binary(1, col) = binary(1, col);
index(1, col) = col;
elseif ( result-binary(1, col) == 0 )
extracted_binary(1, col) = binary(1, col);
index(1, col) = col;
break;
end
end
% flip matrix
binary = fliplr(binary);
% doubling the powers by squaring the numbers
cols2 = length(extracted_binary);
rem_sqr = zeros(1, cols);
rem_sqr(1, 1) = mod(number^1, modulo);
if ( cols2 > 1 )
for ( col=2 : cols)
rem_sqr(1, col) = mod(rem_sqr(1, col-1)^2, modulo);
end
end
% flip matrix
rem_sqr = fliplr(rem_sqr);
% compute reminder
index = find(index);
remainder = rem_sqr(1, index(1, 1));
cols = length(index);
for (col=2 : cols)
remainder = mod(remainder*rem_sqr(1, index(1, col)), modulo);
end
HW 5-RSA/EGCP447-Lecture No 10.pdf
RSA Encryption
RSA = Rivest, Shamir, and Adelman (MIT), 1978
Underlying hard problem
– Number theory – determining prime factors of a given
(large) number
e.g., factoring of small #: 5 -) 5, 6 -) 2 *3
– Arithmetic modulo n
How secure is RSA?
– So far remains secure (after all these years...)
– Will somebody propose a quick algorithm to factor
large numbers?
– Will quantum computing break it? -) TBD
RSA Encryption
In RSA:
– P = E (D(P)) = D(E(P)) (order of D/E does not matter)
– More precisely: P = E(kE, D(kD, P)) = D(kD, E(kE, P))
Encryption: C = Pe mod n KE = e
– n is the key length
– Note, P is turned into an integer using a padding
scheme
– Given C, it is very difficult to find P without knowing
KD
Decryption: P = Cd mod n KD = d
We will look at this algorithm in detail next time
RSA Algorithm
1. Key Generation
– A key generation algorithm
2. RSA Function Evaluation
– A function F, that takes as an input a point x and a
key k and produces either an encrypted result or
plaintext, depending on the input and the key
Key Generation
The key generation algorithm is the most
complex part of RSA
The aim of the key generation algorithm is to
generate both th ...
HW 3 Project Control• Status meeting agenda – shows time, date .docxwellesleyterresa
HW 3: Project Control
• Status meeting agenda – shows time, date and location of the meeting. Each agenda item should show the item to be discussed, who is the primary facilitator for that topic, and how long the item is estimated to be discussed. A section of the form should capture action items taken from the meeting, including who is responsible and what the desired date for conclusion is.
• Issues tracking worksheet – allows all open issues on a project to be captured, along with a rating of their importance, point person responsible, notes, and desired date of resolution.
• Status report form – includes the most important elements of project status. Examples: project name, brief scope, CPI, SPI, project manager, key issues, key risks, recent accomplishments, upcoming accomplishments.
...
HW 1January 19 2017Due back Jan 26, in class.1. (T.docxwellesleyterresa
HW 1
January 19 2017
Due back Jan 26, in class.
1. (Tadelis p.12) You plan on buying a used car. You have $12,000 and you are not
eligible for any loans. the prices of available cars on the lot are given as follows:
Make, model and year Price
Toyota Corolla 2002 9350
Toyota Camry 2001 10500
Buick Lesabre 2001 8825
Honda Civic 2000 9215
Subaru Impreza 2000 9690
For any given year, you prefer a Camry to an Impreza, an Impreza to a Corolla, a
Corolla to a Civic, and a Civic to a LeSabre. For any given year, you are willing to
pay $999 to move from any given car to the next preferred one. For example, if the
price of the Corolla is z, then you are willing to buy it rather than a Civic if the Civic
costs more than z−999 but prefer the civic if it costs less than this. For any given car,
you are willing to move to a model a year older if it is cheaper by at least $500. For
example, if the price of a 2003 Civic is x, then you are willing to buy it rather than a
2002 Civic, if the 2002 Civic costs more than x−500.
(a) What is your set of possible alternatives?
(b) What are your preferences between each pair of alternatives in your set?
(c) What car would you choose?
2. Harrington, end of Chapter 2, #1
3. Harrington, end of Chapter 2, #6
4. Harrington, end of Chapter 2, #9.
1
Symmetric Information and Competitive
Equilibrium
Neil Wallace
January 3, 2017
1 Introduction
We are all familiar with the general idea of uncertainty. We are uncertain
about tomorrow’s weather, about whether we will wake up with a headache
tomorrow morning, and about whether someone’s estimate of the labor re-
quired to repair our car is correct. Considerable effort is directed toward
coping with uncertainty. Some farmers have costly irrigation systems in or-
der to make output less dependent on variations in rainfall. And many of
us buy insurance of various sorts to limit our exposure to some kinds of un-
certainty. Moreover, there are government programs like disaster aid and
unemployment insurance that are intended to offset some of the effects of
uncertainty.
Here is an example of the kind of setting we will study. There are N
people labelled 1, 2, ...,N. Rainfall is uncertain and it can either be high or
low, just two possibilities. We denote the level of rainfall by s ∈ {H,L},
where we use the letter s as a shorthand for state or state-of-the-world and
where H stands for high and L for low. We suppose that each person has
some land that will without effort bear a crop of some amount of rice. The
size of the crop will depend on whether rainfall is high or low. For person n,
we denote the size of the rice crop by (wnH,wnL), where wns is the crop on
n’s land if the state is s. We assume that wns > 0, but, otherwise, make no
other special assumptions about it. In particular, we want to assume that
some land does better with high rainfall and other land does better with low
rainfall. If s = H, the total crop is
∑N
n=1 wnH, denoted WH; if s = L, t ...
hw1.docxCS 211 Homework #1Please complete the homework problem.docxwellesleyterresa
hw1.docxCS 211 Homework #1
Please complete the homework problems on the following page using a separate piece of paper. Note that this is an individual assignment and all work must be your own. Be sure to show your work when appropriate. This assignment is due in lab on Monday, October 10, 2016.
1. [3] Given the following pre-order and in-order traversals, reconstruct the appropriate binary tree. NOTE: You must draw a single tree that works for both traversals.
Pre-order: A, E, D, G, B, F, I, C
In-order: D, E, B, G, A, F, I, C
2. [3] Starting with an empty BST, draw each step in the following operation sequence. Assume that all removals come from the left subtree when the node to remove is full.
Insert(5), Insert(10), Insert(2), Insert(9), Insert(1), Insert(3), Remove(5).
3. [3] Starting with an empty BST, draw each step in the following operation sequence. Assume that all removals come from the right subtree when the node to remove is full.
Insert(10), Insert(5), Insert(23), Insert(4), Insert(19), Insert(7), Insert(9), Insert(6), Remove(5).
4. Given the following binary tree:
A. [1] What is the height of the tree?
B. [1] What is the depth of node 90?
C. [1] What is the height of node 90?
D. [3] Give the pre-order, in-order, and post-order traversal of this tree.
5. Given the following two functions:
int f(int n)
{
if(n <= 0)
{
Return 0;
}
return 1 + f(n - 1);
}
int g(int n)
{
int sum = 0;
for(int i = 0; i < n; i++)
{
sum += 1;
}
Return sum;
}
A. [2] State the runtime complexity of both f() and g()
B. [2] State the memory complexity for both f() and g()
C. [4] Write another function called "int h(int n)" that does the same thing but has a more efficient runtime complexity.
Requirements:
This abstract and outline is for your individual paper that you will be handing in on finals week. Same topic as with your team, but you will write a one paragraph abstract describing your topic, and how you plan to treat it. While you will be walking through all the steps of the Systems Process (which I understand we havent covered in full yet) you may in your abstract and outline want to mention parts that will have more emphasis based on your knowledge of the background of your problem. The outline should obviously include all the steps of the systems process with extra elements based your what you think will have heavier emphasis.
Idea:
So as you know, Elon Musk has just announced SpaceX plan to colonize Mars in the upcoming decades and we thought this would be an interesting topic to research through the 13 steps of the systems engineering process.
Links:
Full Video: https://www.youtube.com/watch?v=IAZ-Xbn5hr0
Short Abbreviated: https://www.youtube.com/watch?v=Yzw6_V7LGeY
Our group idea: after people went to Mars, they will build a system
these ideas supposed to be I think or depends on you:
Buildings, spaces to live, water, and other elements required for life, write in an engineering ...
HUS 335: Interpersonal Helping Skills
Case Assessment Format
The case assessment takes place after the intake and assessment interviews have been conducted. The helping professional must evaluate the application for services to determine eligibility for services. This is just one process for conducting a case assessment.
Step 1. Provide me with your agency’s profile with your eligibility guidelines (on a separate page)
Step 2. Review the case assessment process (things to think about as you complete the assessment)
Step 3. Complete the Case Assessment (p. 2)
I. Examine your agency’s guidelines for eligibility as well as federal or state guidelines, if applicable. What are your agency’s guidelines for eligibility?
II. Review all the information you have gather on your client during the initial contact, intake, and assessment phases.
a. Applicant’s reason for applying for services
b. His/her background
c. Strengths
d. Weaknesses
e. The problem that is causing difficulty
f. What the applicants want to have happen as a result of service delivery
III. Determine if the client is eligible for services at your agency.
A. Is the client eligible for services? Why or why not?
B. What problems are identified (i.e., presenting problem)?
C. Are services or resources available that relate to the problems identified?
D. Will the agency’s involvement help the client reach the objectives goals that have been established.
E. Is more information needed (e.g., referral source, client’s family, chool officials, employer, medical doctor, mental health professional, previous social service agencies, etc.)
IV. Impressions
V. Assessment
VI. Service Identification/Recommendations for Services
VII. Case Assignment
Your Agency’s Name
Case Assessment
Pseudo Client Name: ____________________________________________ Date: _________________
Human Services Professional: ______________________________________ Title: _________________
Intake Date: ______________________ Assessment Interview Date: _________________________
I. Demographic description of client
Age, gender, cultural background, race, socioeconomic status, religion, occupation, marital/family status, education
II. Presenting Problem
Indicate referral source (e.g., self-referred or agency referral). If an agency referred the client, state why they referred the client to your agency.
State what brought the client to your agency from the client’s perspective. (This only needs to be a few sentences and not the history of the client.)
III. Impression/Interview affect, behavior, and mental status
How does the client appear to you (grooming, dress, voice, tone, mood, timeliness for the interview, cooperativeness, etc.)? Has this been consistent or changed throughout sessions (intake and assessment interview sessions)?
IV. History
Present the history as objectively as possible and only key information. Facts that were collected from the client, significant records, and referral source. Let the facts s ...
HW #1Tech Alert on IT & Strategy (Ch 3-5Ch 3 -5 IT Strategy opt.docxwellesleyterresa
Zara gathers customer feedback and sales data from its stores to inform product design and inventory decisions. Store managers use PDAs to chat with customers and get input on styles. After closing, they analyze unsold items to identify customer preferences. Manager updates combine this qualitative feedback with quantitative sales data from POS systems. This evidence-based approach allows Zara to quickly design and reorder based on demand rather than guesses, helping it dominate the fast fashion industry.
HW 2 (1) Visit Monsanto (httpwww.monsanto.com) again and Goog.docxwellesleyterresa
HW 2
(1) Visit Monsanto (http://www.monsanto.com) again and Google to find various information about internal factors of Monsanto.
(2) Based on the information, perform your own internal audit for Monsanto. You do not need to perform financial analysis for this assignment. If you perform the internal audit, you will find strengths and weaknesses of Monsanto.
(3) List the strengths and weaknesses of Mondanto. Then, explain why you think so.
Note: Strengths and Weakness are SW of SWOT analysis. We will use strengths and weaknesses in the last module later.
1
Class Today
• Print notes and examples
• Trusses
– Definition
– Working with Trusses
– Truss Analysis
• Example Problems
• Group Work Time
http://www.mst.edu/~ide50-3/printable_notes/13_Trusses.pdf
http://www.mst.edu/~ide50-3/printable_notes/13_Trusses_examples.pdf
…these are cool trusses
Norman Foster
Sainsbury Centre
Santiago Calatrava
Turning Torso
Shigeru Ban
Japanese Pavilion
KMR
… be inspired!
3
Renzo Piano
Kansai International Airport
Rem Koolhaas
The Shenzhen Stock Exchange
KMR
So what are trusses?
http://bridgehunter.com/story/1109/
http://www.americanpoleandtimber.com/img/wood-timber-trusses-park-BIG.jpg
http://www.hndszj.com/eng/uploads/201008101822313.jpg
Trusses are …
• Structures designed to support loads:
− Will transmit loads through the joints of the structure
− Will ultimately transmit loads to the foundation
• Cost effective in design because:
− Weight is minimized (weight of members is typically
light compared to loads carried, so it is often
neglected)
− Strength to weight ratio is maximized
Image copyright 2013, Pearson Education, publishing as Prentice Hall
Working with Trusses:
Assumptions
• All loads are applied / transmitted at joints
• All members are joined by pin connections
• Consist entirely of two-force members
(review section 5.4)
• Can contain zero-force members
Image copyright 2013, Pearson Education, publishing as Prentice Hall
Zero-force Members
What are zero-force members?
• Structural members that carry no force
Why do we use them?
• Used to provide stability
– During construction
– If (intermittent) loading of the truss changes
• Shortens chord length and increases
buckling capacity of compression members
7
Zero-force Members: Case 1
Zero-force Members: Case 2
10
http://www.tatasteelconstruction.com/static_files/Images/Construction/Reference/
architectural%20studio/elements/Structural%20steel%20trusses/j2.jpg
http://www.tboake.com/SSEF1/rose2.shtml
http://sluggyjunx.com/rr/georgetown_branch/gallery/04_16_0
3_gb_canal_bridges/04_16_03-gb_canal_br-34.jpg
Gusset plate
pin
Joint Connections
Welded
connection http://www.tatasteelconstruction.com/en/reference/teaching-
resources/architectural-teaching-resource/elements/connections/connections-
in-trusses
11
http://civildigital.com/wp-con ...
Hunters Son Dialogue Activity1. Please write 1-2 sentences for e.docxwellesleyterresa
Hunters Son Dialogue Activity
1. Please write 1-2 sentences for each of the characters below, explaining the broader point of view that they represent:
HUNTER:
HUNTER’S SON:
THE BOY:
2. Based on your answers above, please explain in 2-3 sentences what you think the author is trying to achieve by bringing these perspectives together and having them speak with one another.
3. In a sentence or two, please explain what you think the play is telling us (the reader) about how indigenous writers and people relate to animals?
...
HW 2 - SQL The database you will use for this assignme.docxwellesleyterresa
HW 2 - SQL
The database you will use for this assignment contains information related to Major League
Baseball (MLB) about players, teams, and games. The relations are:
Players(playerID, playerName, team, position, birthYear)
● playerID is a player identifier used in MLB, and all players throughout the history of
baseball have a unique ID
● playerName is player’s name
● team is the name of the MLB team the player is currently playing on (or the last team the
player played for if they are not currently playing)
● position is the position of the player
● birthYear is the year that player was born
Teams(teamID, teamName, home, leagueName)
● teamID is a unique ID internal to MLB.
● teamName is the name of the team
● home is the home city of the team
● leagueName is the league the team is in, i.e. either “National” or “American”, which
stands for “National League” and “American League”, respectively
Games(gameID, homeTeamID, guestTeamID, date)
● gameID is a unique ID used internally in MLB
● homeTeamID is the ID of the hometeam
● guestTeamID is the ID of the visiting team
● date is the date of the game.
A sample instance of this database is given at the end of this homework handout. Since it is just
one instance of the database designed to give you some intuition, you should not “customize”
your answer to work only with this instance.
1. (10 points each) Write the following queries in SQL, using the schema provided
above. (Note: Your queries must not be “state-dependent", that is, they should work without
modification even if another instance of the database is given.)
(a) Print the names of all players who were born in 1970 and played for the Braves.
(b) Print the names of teams that do not have a pitcher.
(c) Print names of all players who have played in the National League.
(d) Print all gameIDs with Phillies as the home team.
2. (15 points each) Write the following queries in SQL, using the schema provided
above.
(a) Print all teamIDs where the team played against the Phillies but not against the Braves.
(b) Print all tuples (playerID1, playerID2, team) where playerID1 and playerID2 are (or have
been) on the same team. Avoid listing self-references or duplicates, e.g. do not allow
(1,1,”Braves”) or both (2,5,”Phillies”) and (5,2,”Phillies”).
(c) Print all tuples (teamID1, league1, teamID2, league2, date) where teamID1 and teamID2
played against each other in a World Series game. Although there is no direct information
about the World Series games in the relations, we can infer that when two teams from different
leagues play each other, it is a World Series game. So, in this relation, league1 and league2
should be different leagues.
(d) List all cities that have a team in all leagues. For example, there are currently two leagues
(National and American). Although not shown in this instance, New York is home to the Mets in
the National ...
Humanities Commons Learning Goals1. Write about primary and seco.docxwellesleyterresa
Humanities Commons Learning Goals
1. Write about primary and secondary texts on the topic of literacy from the perspective of English Studies and at least one additional discipline in the Humanities Commons in a manner that reflects their ability to read critically;
2. Engage in a process approach to writing college-level prose;
3. Produce rhetorically effective college-level expository prose;
4. Demonstrate effective use of scholarly sources in their writing;
5. Recount in college-level prose their personal literacy histories and current literacy practices;
6. Examine in writing the discourse of a community different from themselves with respect to factors such as race, class, gender, sexuality, and so forth.
7. Explore the relevance of Catholic intellectual tradition for the study of reading, writing, and/or rhetoric as human endeavors.
you are to put together your Final Exam Portfolio. In this, you should have your Diagnostic Essay, drafts and revisions of your Literacy Narrative/Metawriting Assignment, Catholic Intellectual Tradition Response, Discourse Community Ethnography, and Argumentative Proposal Synthesis. You also need a final reflective essay discussing how you have grown as a writer over the term. This should be around one to three pages, but may go longer.
As a review, here is an overview of the material we covered:
Humanities Commons Learning Goals
Write about primary and secondary texts on the topic of literacy from the perspective of English Studies and at least one additional discipline in the Humanities Commons in a manner that reflects their ability to read critically;
Engage in a process approach to writing college-level prose;
Produce rhetorically effective college-level expository prose;
Demonstrate effective use of scholarly sources in their writing;
Recount in college-level prose their personal literacy histories and current literacy practices;
Examine in writing the discourse of a community different from themselves with respect to factors such as race, class, gender, sexuality, and so forth.
Explore the relevance of Catholic intellectual tradition for the study of reading, writing, and/or rhetoric as human endeavors.
Metawriting
“Sponsors of Literacy” - Brandt
Portrait of the Artists as
A Young Person – Literacy Narrative
A Young Adult – Autoethnography
MLA Conventions
Library Research
Grammar
Write in Active Voice
Seven Comma Rules
Affect/Effect; it’s its; etc.
Introduce Quotations
Quote, Summary, Paraphrase
Hamburger Metaphor for integrating quotes
Classical Aristotelian Essay Form
Rebuttal
Compare Contrast Essay: Block vs. Alternating
Works Cited List
Top Twenty Errors
Discourse Community Ethnography
“The Concept of a Discourse Community” – Swales
C.A.R.S. – Creating a Research Space – Swales
“Learning to Serve: The Language and Literacy of Food Service Workers” – Mirabelli
“Rethinking Subcultural Resistance: Core Values of the Straight Edge Movement” –
Haenfl ...
HURRICANE KATRINA A NATION STILL UNPREPARED .docxwellesleyterresa
The document summarizes a Senate report on the government's response to Hurricane Katrina. It finds that while officials were warned of Katrina's potential devastation, they failed to adequately prepare. Evacuation and shelter plans for New Orleans were incomplete. The storm exceeded the response capacity of all levels of government. Leadership failures at the federal, state and local levels compounded the crisis. FEMA and DHS were unprepared for a catastrophe of this scale.
Humanities 115
Short Essay Grading Criteria
Excellent
Passing
Unacceptable
Analysis
25, 18, 10
Details of individual myths are discussed thoughtfully, articulately, and accurately. Critical approaches and terminology are applied accurately and insightfully. Discussion of myths reflects rich, genuine intellectual engagement.
Applications of critical approaches and terms to myths occur, and demonstrate intellectual engagement with course materials, but maybe relatively superficial or contain some inaccuracy. Discussion may at times be vague, ideas may be somewhat underdeveloped.
Important elements missing or very underdeveloped. Substantial inaccuracies may occur.
Scholarly Rigor
13, 9, 5
Assertions are consistently backed with textual evidence. Sources are precisely cited with in-text parenthetical citations as well as a works cited page, if applicable.
Text-based support is sometimes used, citation is imprecise or incomplete.
Text-based support is generally absent, and/or citations are absent.
Coherence
5, 3, 1
Ideas are organized into coherent paragraphs. Transitions are used effectively within paragraphs. Transitions also fluently connect paragraphs.
Ideas are organized into paragraphs. Transitions are usually present and effective.
Essay lacks coherent paragraphs and transitions are absent or ineffective.
Grammar
& Mechanics
5, 3, 1
Standard Academic English is deployed in a controlled manner. Punctuation is precise. Small, occasional errors might occur, but never impede meaning.
Controlled deployment of Academic English is emerging. When errors occur, they only occasionally impede meaning.
Errors are numerous and consistently impede meaning.
Formatting
2, 1, 0
The following conventions of Modern Language Association format are used precisely: essay is consistently double-spaced throughout; a heading with your name, instructor’s name, course name, and date appears at the top left corner of the first page; title is centered just below the heading; text of the journal begins one double spaced line below the title; last name and page number appear at the top right of each page.
Most conventions are followed.
Most conventions are not followed.
Student Sample Essay #2
Genesis Myth
“And God created man in His own image, in the image of God he created male and female. He created them. And God blessed them.” (Leonard, Mcclure, 87) Unfortunately, the sentiment that men and women are equals is contradicted several times in the Genesis myth. The Genesis myth has had a negative influence on women’s roles in society that continually have impacts in today’s modern world. The myth describes women’s purpose as being subservient to men, women are easily swayed and manipulated, and that for seeking knowledge, women deserve the painful shame of childbirth. This patriarchal creation myth has played a role in justifying the suppression of equal rights throughout history and is still debated today.
To begin, the sole reason for the creation of woman ...
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
3. credits, and GPA
n Mean ± st.dev Range
Age (years) 350 20.2± 4.3 17-64
Credits taken Fall 2017 350 15.0± 2.8 4-28
GPA 350 3.4 ± 0.5 1.0-4.8
Table 3a. HS2000 student sleepbehaviors and
caffeine intake
Sleep Measures
n Mean ± st.dev Range
Hours of Sleep1 350 6.8 ± 1.32 3-14
Sleep Quality Score2 324 6.1 ± 2.6 0-17
Caffeine Intake
Caffeine Survey
Score3
350 5.94± 4.5 0-26
Table 3b. Frequency and type of caffeine intake
among HS2000 students
Caffeinate Intake and Sources4 (n=350)
Never n(%) Lowintake n(%) Moderate Intake
n(%)
High Intake n(%)
Coffee 131 (37.4%) 126 (36%) 74 (21%) 19
(5.4%)
Espresso/
4. Cappuccino
210 (60%) 127 (36.3%) 11 (3.1%) 2 (0.6%)
Tea (black or
green)
180 (51.4%) 147 (42.0%) 21 (6.0%) 2 (0.6%)
Carbonated
Beverages
(Soda/pop)
138 (39.4%) 170 (48.6%) 33 (9.4%) 9 (2.6%)
Energy Drinks 267 (76.3%) 78 (22.3%) 4 (1.1%)
1 (0.3%)
Supplements or
Medications
279 (79.7%) 59 (16.9%) 11 (3.1%) 1 (0.3%)
1 Based on students’ self-reported hours of
sleep
2 PittsburghSleep Quality Index: 6
subcomponent scores were calculated from the
questions.
Ranges of the subcomponents were 0-3. All
subcomponents were added to create a final
Sleep
Quality Score. Scores could range from 0-18.
Higher scores indicate lower quality of
sleep
3 Caffeine Survey Score: All answers to
5. questions in Lynch’s Caffeine Survey were given
a numerical
value 0-8 (0=Never, 8=5 or more servings per day).
Scores for each question were added for a
total
Score. Ranges could be from 0 to 48. Higher
scores indicate higher caffeine intake.
4 Answers for the Caffeine Survey were combined to
create 4 categories as follows
• Never: Reported “Never” consuming those
beverages
• Low Intake: Reported consuming a
beverage/supplement less than once per week, 2-
3 per
week, or 4-6 per week.
• Moderate Intake: Reported consuming a
beverage/supplement once or twice daily.
• High Intake: Reported consuming a
beverage/supplement 3-5 or more times per
day.
Table 4. Correlations between hours of sleep,
sleepquality scores, and caffeine survey scores
Hours of Sleep Sleep Quality Scores
Caffeine Score
r-value p-value r-value p-value r-value p-
value
Hours of Sleep 1 -0.549 0.01 -0.210
0.01
Sleep Quality Scores -0.549 0.01 1 0.301
.01
6. Caffeine Survey Scores -0.210 0.01 0.301 .001 1
Table 5. Comparisons of sleepand caffeine intake
between male and female HS2000 students
Males Females
n Mean ± st.dev n Mean ± st.dev
p-value
Hours of Sleep 106 7.0 ± 1.5 244 6.8 ±1.2
0.201
Sleep Quality
Scores
99 5.7 ± 2.5 225 6.2 ±2.6 0.089
Caffeine Survey
Scores
106 5.9 ± 4.9 244 5.9 ± 4.2 0.999
Table 6. Comparisons of sleepand caffeine intake
among students who live on-campus and
off-campus
On-campus Off-campus
n Mean ± st.dev n Mean ± st.dev
p-value
Hours of Sleep 103 7.1 ± 1.2 247 6.7 ±1.3
0.016
Sleep Quality
Scores
96 6.0 ± 2.6 228 6.1 ±2.6 0.663
7. Caffeine Survey
Scores
103 5.3 ± 4.9 247 6.1 ± 4.7 0.135
Figure 1. Relationship between hours of sleep
and caffeine intake
Figure 2. Relationship between sleepquality and
caffeine intake
r-value= -0.210
p-value= <0.01
r-value= 0.301
p-value= <0.01
HS2000 Class Survey Questions
THE FOLLOWING QUESTIONS ASK FOR INFORMATION
ABOUT YOURSELF.
What is your sex? Male or Female
8. How many credits are you enrolled in this
semester?
What is your approximate GPA? If you are
new to OU, please put your graduating high
school GPA.
How old are you? (years)
What is your major?
• Health Sciences (pre-health professional)
• Health Sciences, Pre-PT
• Health Sciences, Exercise Science concentration
• Health Sciences, Nutrition concentration
• Health Sciences, Integrative and holistic medicine
• Wellness and health promotion
• Biomedical, Diagnostic, and Therapeutic Sciences
• Other (Please state)
• Undecided
Why are you taking HS201? (select one)
• It is required for my major.
• To complete the Gen Ed for Science and Technology
• Other
Where do you currently live?
•On-Campus (residencehall; frat/sorority house; campus
apts, etc.)
•Off-Campus in parent/guardian home
9. •Off-Campus NOT with parent/guardian
THE FOLLOWING QUESTIONS RELATE TO YOUR
USUAL SLEEP HABITS DURING THE PAST
MONTH ONLY. YOUR ANSWERS SHOULD
INDICATE THE MOST ACCURATE REPLY
FOR THE
MAJORITY OF DAYS ANDNIGHTS IN THE PAST
MONTH.
*These questions are from the PittsburghSleep Quality
Index, a questionnaire developed
and tested by Buysse and colleagues (1989).
1. During the past month, when have you usually
gone to bed at night? PLEASE INDICATE
AM or PM! For example, 2:00AM or 11:00PM
2. During the past month, how long (in minutes)
has it usually taken you to fall asleep at
night? _______________minutes
3. During the past month, when have you usually
gotten up in the morning? Please write
AM. For example: 6:45AM or 10:00AM.
4. During the past month, how many hours of
actual sleepdid you get at night? (This
may
be different than the number of hours you
spend in bed.)Please writeyour answer in
HOURS.
10. FOR EACH OF THE REMAINING QUESTIONS,
SELECT THE ONE BEST RESPONSE.
5. During the past month, how oftenhave you had
trouble sleeping because you cannot get
to sleepwithin 30 minutes?
Not during the past month
Less than once a week
Onceor twice a week
Three or moretimes a week
6. During the past month, how oftenhave you had
trouble sleeping because you wakeup
in the middle of the nightor earlymorning?
Not during the past month
Less than once a week
Onceor twice a week
Three or more times a week
7. During the past month, how oftenhave you had
trouble sleeping because you have to
get up to use the bathroom?
Not during the past month
Less than once a week
Onceor twice a week
Three or more times a week
8. During the past month, how oftenhave you had
trouble sleeping because you cannot
breathe comfortably?
Not during the past month
Less than once a week
Onceor twice a week
Three or more times a week
11. 9. During the past month, how oftenhave you had
trouble sleeping because you cough or
snore loudly?
Not during the past month
Less than once a week
Onceor twice a week
Three or more times a week
10. During the past month, how oftenhave you had
trouble sleeping because you feel too
cold?
Not during the past month
Less than once a week
Onceor twice a week
Three or more times a week
11. During the past month, how oftenhave you had
trouble sleeping because you feel too
hot?
Not during the past month
Less than once a week
Onceor twice a week
Three or more times a week
12. During the past month, how oftenhave you had
trouble sleeping because you had bad
dreams?
Not during the past month
Less than once a week
Onceor twice a week
Three or more times a week
13. During the past month, how oftenhave you had
12. trouble sleeping because you have
pain?
Not during the past month
Less than once a week
Onceor twice a week
Three or more times a week
14. During the past month, how oftenhave you had
trouble sleeping for otherreasons not
covered in the previous questions?
Not during the past month
Less than once a week
Onceor twice a week
Three or more times a week
15. During the past month, how oftenhave you taken
medicine (prescribed or “over the
counter”) to help you sleep?
Not during the past month
Less than once a week
Onceor twice a week
Three or more times a week
16. During the past month, how oftenhave you had
trouble staying awake while driving,
eating meals, or engaging in social activity?
Not during the past month
Less than once a week
Onceor twice a week
Three or more times a week
17. During the past month, how much of a
problem has it been for you to keep up enough
enthusiasm to get things done?
Not during the past month
13. Less than once a week
Onceor twice a week
Three or more times a week
THE NEXT QUESTIONS WILL ASK YOUABOUT
caffeinated BEVERAGE INTAKE*
*These questions were developed by Dr. Lynch, a
Health Sciences professor, specifically for
this class survey.
1. Please indicate your average total use, during
the past TWO WEEKS of Regular coffee (1
serving=8oz)
Never
Less than once per week
2-3 per week
4-6 per week
One per day
2 servings per day
3 servings per day
4 servings per day
5 or more servings per day
2. Please indicate your average total use, during
the past TWO WEEKS of Espresso or
cappuccino (noteif you have a DOUBLE espresso or
cappuccino please count it as TWO
servings)
Never
Less than once per week
2-3 per week
4-6 per week
14. One per day
2 servings per day
3 servings per day
4 servings per day
5 or more servings per day
3. Please indicate your average total use, during
the past TWO WEEKS of Regular or
Caffeinated tea, black or green tea (1
serving=8oz)
Never
Less than once per week
2-3 per week
4-6 per week
One per day
2 servings per day
3 servings per day
4 servings per day
5 or more servings per day
4. Please indicate your average total use, during
the past TWO WEEKS of Caffeinated
regular or diet pop/soda (e.g. Pepsi, Coke, Faygo,
Mountain Dew, Dr. Pepper) (1
serving=12oz)
Never
Less than once per week
2-3 per week
4-6 per week
One per day
2 servings per day
3 servings per day
15. 4 servings per day
5 or more servings per day
5. Please indicate your average total use, during
the past TWO WEEKS of Energy drinks
(e.g Monster, Red Bull)(1 serving=1 can)
Never
Less than once per week
2-3 per week
4-6 per week
One per day
Less than once per week
2-3 per week
4-6 per week
2 servings per day
3 servings per day
4 servings per day
5 or more servings per day
6. Finally, in the past two weeks, how oftendid
you take supplements or medications
containing caffeine?
Never
Less than once per week
2-3 per week
4-6 per week
One per day
Less than once per week
2-3 per week
4-6 per week
2 servings per day
3 servings per day
4 servings per day
5 or more servings per day
16. What is a P-value?
I have found that many students are unsure about the
interpretation of P-values and other
concepts related to tests of significance. These ideas are used
repeatedly in various
applications so it is important that they be understood. I will
explain the concepts in
general terms first, then their application in the problem of
assessing normality.
We wish to test a null hypothesis against an alternative
hypothesis using a dataset. The two
hypotheses specify two statistical models for the process that
produced the data. The
alternative hypothesis is what we expect to be true if the null
hypothesis is false. We
cannot prove that the alternative hypothesis is true but we may
be able to demonstrate that
the alternative is much more plausible than the null hypothesis
given the data. This
demonstration is usually expressed in terms of a probability (a
P-value) quantifying the
strength of the evidence against the null hypothesis in favor of
the alternative.
We ask whether the data appear to be consistent with the null
hypothesis or whether it is
unlikely that we would obtain data of this kind if the null
hypothesis were true, assuming
that at least one of the two hypotheses is true. We address this
question by calculating the
value of a test statistic, i.e., a particular real-valued function of
17. the data. To decide whether
the value of the test statistic is consistent with the null
hypothesis, we need to know what
sampling variability to expect in our test statistic if the null
hypothesis is true. In other
words, we need to know the null distribution, the distribution of
the test statistic when the
null hypothesis is true. In many applications, the test statistic is
defined so that its null
distribution is a “named” distribution for which tables are
widely accessible; e.g., the
standard normal distribution, the Binomial distribution with n =
100 and p = 1/2, the t
distribution with 4 degrees of freedom, the chi-square
distribution with 23 degrees of
freedom, the F distribution with 2 and 20 degrees of freedom.
Now, given the value of the test statistic (a number), and the
null distribution of the test
statistic (a theoretical distribution usually represented by a
probability density), we want to
see whether the test statistic is in the middle of the distribution
(consistent with the null
hypothesis) or out in a tail of the distribution (making the
alternative hypothesis seem more
plausible). Sometimes we will want to consider the right-hand
tail, sometimes the left-hand
tail, and sometimes both tails, depending on how the test
statistic and alternative hypothesis
are defined. Suppose that large positive values of the test
statistic seem more plausible
under the alternative hypothesis than under the null hypothesis.
Then we want a measure
of how far out our test statistic is in the right-hand tail of the
null distribution. The P-value
provides a measure of this distance. The P-value (in this
18. situation) is the probability to the
right of our test statistic calculated using the null distribution.
The further out the test
statistic is in the tail, the smaller the P-value, and the stronger
the evidence against the null
hypothesis in favor of the alternative.
The P-value can be interpreted in terms of a hypothetical
repetition of the study. Suppose
the null hypothesis is true and a new dataset is obtained
independently of the first dataset
but using the same sampling procedure. If the new dataset is
used to calculate a new value
of the test statistic (same formula but new data), what is the
probability that the new value
will be further out in the tail (assuming a one-tailed test) than
the original value? This
probability is the P-value.
The P-value is often incorrectly interpreted as the probability
that the null hypothesis is
true. Try not to make this mistake. In a frequentist
interpretation of probability, there is
nothing random about whether the hypothesis is true, the
randomness is in the process
generating the data. One can interpret “the probability that the
null hypothesis is true” using
subjective probability, a measure of one’s belief that the null
hypothesis is true. One can
then calculate this subjective probability by specifying a prior
probability (subjective belief
before looking at the data) that the null hypothesis is true, and
then use the data and the
19. model to update one’s subjective probability. This is called the
Bayesian approach because
Bayes’ Theorem is used to update subjective probabilities to
reflect new information.
When reporting a P-value to persons unfamiliar with statistics,
it is often necessary to use
descriptive language to indicate the strength of the evidence. I
tend to use the following
sort of language. Obviously the cut-offs are somewhat arbitrary
and another person might
use different language.
P > 0.10 No evidence against the null hypothesis. The data
appear to be
consistent with the null hypothesis.
0.05 < P < 0.10 Weak evidence against the null hypothesis in
favor of the alternative.
0.01 < P < 0.05 Moderate evidence against the null hypothesis
in favor of the
alternative.
0.001 < P < 0.01 Strong evidence against the null hypothesis in
favor of the
alternative.
P < 0.001 Very strong evidence against the null hypothesis in
favor of the
alternative.
In using this kind of language, one should keep in mind the
difference between statistical
significance and practical significance. In a large study one
may obtain a small P-value
20. even though the magnitude of the effect being tested is too
small to be of importance (see
the discussion of power below). It is a good idea to support a
P-value with a confidence
interval for the parameter being tested.
A P-value can also be reported more formally in terms of a
fixed level α test. Here α is a
number selected independently of the data, usually 0.05 or 0.01,
more rarely 0.10. We
reject the null hypothesis at level α if the P-value is smaller
than α, otherwise we fail to
reject the null hypothesis at level α. I am not fond of this kind
of language because it
suggests a more definite, clear-cut answer than is often
available. There is essentially no
difference between a P-value of 0.051 and 0.049. In some
situations it may be necessary
to proceed with some course of action based on our belief in
whether the null or alternative
hypothesis is true. More often, it seems better to report the P-
value as a measure of
evidence.
A fixed level α test can be calculated without first calculating a
P-value. This is done by
comparing the test statistic with a critical value of the null
distribution corresponding to the
level α. This is usually the easiest approach when doing hand
calculations and using
statistical tables, which provide percentiles for a relatively
small set of probabilities. Most
statistical software produces P-values which can be compared
directly with α. There is no
need to repeat the calculation by hand.
21. Fixed level α tests are needed for discussing the power of a test,
a useful concept when
planning a study. Suppose we are comparing a new medical
treatment with a standard
treatment, the control. The null hypothesis is that of no
treatment effect (no difference
between treatment and control). The alternative hypothesis is
that the treatment effect
(mean difference of treatment minus control using some
outcome variable) is positive. We
want to have good chance of reporting a small P-value assuming
the alternative hypothesis
is true and the magnitude of the effect is large enough to be of
practical importance. The
power of a level α test is defined to be the probability that the
null hypothesis will be
rejected at level α (i.e., the P-value will be less than α)
assuming the alternative hypothesis
is true. The power generally depends on the variability of the
data (lower variance, higher
power), the sample size (higher n, higher power), and the
magnitude of the effect (larger
effect, higher power).
Assessing normality using the Ryan-Joiner test.
Null hypothesis: the data {x1, ..., xn} are a random sample of
size n from a normal
distribution.
Alternative hypothesis: the data are a random sample from
some other distribution.
22. Test statistic: r = the correlation between the data and the
normal scores.
The normal scores are defined by the following graph.
Normal score
corresponding to xi
Standard
normal density
Shaded area equals
{rank(xi ) - 3/8}/{n + 1/4}
Rationale: If the data are a sample from a normal distribution
then the normal probability
plot (plot of normal scores against the data) will be close to a
straight line, and the
correlation r will be close to 1. If the data are sampled from a
non-normal distribution then
the plot may show a marked deviation from a straight line,
resulting in a smaller correlation
r. Smaller values of r are therefore regarded as stronger
evidence against the null
hypothesis.
Null distribution of r: I do not know whether this distribution
has a name. We might call it
the Ryan-Joiner distribution, corresponding to the name of the
test. The density will be
skewed to the left, with most of the probability close to 1, as in
the picture below.
P-value: The probability to the left of the observed correlation
23. r calculated using the null
distribution; i.e., the area under the density to the left of r. You
do not need to know how
to calculate this. Minitab does the calculation for you.
Interpretation: If you want to use simple descriptive language,
you can use the table above.
The strength of evidence is described directly in terms of the P-
value.
r
density for the null
distribution of r
1
P-value =
shaded area
Total area
under curve is
one.
“Health Behaviors in HS2000 Students”
Winter 2018
Assignment formatting guidelines:
· Your report should contain the following sections numbered
and titled as shown below. Do NOT submit your assignment in
essay format, type your answers directly into the sections
below.
· In addition to the points below, you will be graded on the
quality of writing, which includes use of proper grammar,
spelling, and clarity of thought in writing.
24. · Reports must be typed using Times New Roman 12 point font
or 11 point Arial, Calibri, or Cambria with 1” margins.
· Reports must be uploaded to moodle by the due date as a Word
document (.doc, .docx) or as a rich text file (.rtf). Any other
formats will not be graded and late penalties will apply.
· APA format must be used for all in-text citations and for the
formatting of the references section.
Learning Objectives
In completing this assignment students will demonstrate that
they can:
1. Create a testable hypothesis and interpret statistical data to
identify hypothesis support.
2. Explain and critique study design and variable measurement.
3. Describe sample characteristics and identify similarities with
and differences between the sample and the study population.
4. Apply recommendations to the interpretation of sample
characteristics.
5. Interpret p-values and r-values to explain statistical
relationships between variables.
6. Develop conclusions about a research study grounded in the
data collected and analyzed.
7. Identify health risks and health benefits of sleep behaviors
and caffeine consumption and draw conclusions for
recommendations.
TOPIC OF RESEARCH REPORT #1
This Research Report will examine the relationship between
sleep characteristics and caffeine intake in HS2000 students.
Data collected from a survey of HS2000 students, was analyzed
25. and the results posted on moodle for you to analyze in exploring
this concept.
Winter 2018
1
STEP 1: HYPOTHESIS FORMATION (6 points total)
A hypothesis is a statement that predicts a relationship between
variables. It is specific and testable. A hypothesis is written in
one sentence and includes both independent and dependent
variables. In this report, you will write a hypothesis that
predicts how caffeine intake affects sleep (or, how sleep affects
caffeine intake).
In one sentence, write your hypothesis about the relationship
between sleep behaviors and caffeine consumption. Be specific
about what variables your hypothesis includes and how you
expect the independent variable to influence/change the
dependent variable. At the end of the assignment, you will
assess whether or not your hypothesis was supported by the
data, so please make sure your hypothesis fits with the content
of this assignment and the variables that were measured.
1. Write your hypothesis. (4 points)
2. What is the independent variable? (1 point)
3. What is the dependent variable? (1 point)
STEP 2: METHODS (20 points total)
The methods of a research study are how data are
26. measured/collected. In our class survey study, data was
collected from students taking HS2000 in the Winter of 2018. In
this section you will describe and explain how the data were
collected and identify strengths and weaknesses of the methods.
4. Is this class survey study cross-sectional, longitudinal
(prospective), or experimental? Describe the strengths and
weaknesses of this type of study? (6 points)
5. The class survey included two questionnaires: The Pittsburgh
Sleep Quality Questionnaire1 and Dr. Lynch’s Caffeine
Consumption survey, which was made up by a Health Sciences
professor for this survey. For each survey, describe the survey,
WHAT variables were measured, and HOW they were measured.
Do not repeat the questions and answer choices, give an overall
description of the surveys. (6 points)
5.a. Pittsburgh Sleep Quality Questionnaire
5.b. Caffeine Consumption Survey
6. What is one strength and one weakness of the survey methods
used to explore the relationship between sleep and caffeine? (4
points)
7. Identify one way that our study could be made stronger.
Consider either better measurements for the variables or a
different study type. Explain why this is stronger. (4 points)
STEP3: RESULTS (44 points total)
The results section is where researchers describe their sample,
their findings, and explain statistical relationships. In this
section you will also evaluate generalizability of the findings,
27. compare reported student behaviors with recommendations, and
identify health risks or benefits of the behaviors.
8. Compare and contrast the study sample (HS2000 class)
characteristics (Found in Table 1 & 2) to the OU student
population characteristics (found in the supplemental document
on Moodle) on the following variables. Be specific in your
answers (use numbers or percent in your comparisons of both
groups) and describe how the groups are similar or different. (6
points, 2 points each)
a. Age
b. Male/female ratio
c. Residence
9. Do you think the findings of this survey are generalizable to
the OU student population as a whole? Why or why not?
Consider both the sample characteristics examined in Question
8 and other factors that impact generalizability. (3 points)
The following questions ask you to examine data presented in
Table 3.
10. a. Compared to recommendations for hours of sleep, how
are HS2000 students doing on sleep? (2 points)
10.b. Based on this assessment and existing research, what are
some long-term OR short-term health risks (or benefits) that the
average HS2000 student might experience? You must use and
cite at least 1 credible source. You MAY NOT use or cite your
textbook. Be sure to add your source to the references in
Question 17. (4 points)
11. a. Although average caffeine consumption could not be
28. calculated, you can see ranges in students’ consumption of
caffeine. Summarize the caffeine consumption habits and
sources of caffeine consumption of students in HS2000 (2
points)
11.b. Based on existing research, identify ONE health benefit
and ONE health risk of caffeine consumption. You must use and
cite at least 1 credible source. You MAY NOT use or cite your
textbook. Be sure to add your source to the references in
Question 17. (4 points)
Now that you have described the study sample characteristics,
you will examine the relationships between caffeine intake and
sleep. These analyses can be found in Table 4 and in the
Figures.
12. Identify and interpret the statistical relationship between the
following sleep variables and caffeine consumption. Include the
statistics (p-values and r-values), an interpretation of the r-
value, and a statement about significance.
a. Hours of sleep and caffeine consumption (3.5 points)
a.1. r-value:
a.2. p-value:
a.3. Is this statistically significant?
a.4. What is your interpretation of the relationship between
these variables based on these statistics?
b. Sleep quality index score and caffeine consumption (3.5
points)
a.1. r-value:
a.2. p-value:
a.3. Is this statistically significant?
29. a.4. What is your interpretation of the relationship between
these variables based on these statistics?
13. Based on these results, what do you conclude is the
relationship between caffeine intake and sleep? (2 points)
14. Was your hypothesis supported? Explain WHY you think it
was/was not supported. That is, thinking critically, why do you
think this result occurred? If your hypothesis was supported,
what is the link between variables. If it was not, what are some
alternative explanations? You are graded on your assessment of
support and for your explanations, NOT that your hypothesis
was correct. (4 points)
Different groups of students may have different sleep habits or
caffeine use. Our statistical analysis also examines differences
in sleep quality and caffeine use between men and women and
students’ living situations. Look at Table 5 and 6, which shows
the group means along with a p-value for group differences.
15. Identify which variables are significantly different between
men and women and explain the differences (e.g. if there is a
significant difference in caffeine use, explain whether men or
women are higher and by how much). (2 points)
16. Identify which variables are significantly different between
students who live on-campus and those who live off-campus.
Again explain the differences. (2 points)
17. References (6 points) Using APA formatting, include full
reference information for sources cited in questions 10 and 11.
You will be scored based on the quality of your references
(peer-reviewed, credible sources), as well as utilizing correct
APA formatting.
30. References used in these instructions
1. Buysse,D.J., Rynolds, C.F., Monk, T.H., Berman, S.R.,
Kupfer, D.J. (1989). The Pittsburgh Sleep Quality Index: A new
instruction for psychiatric practice and research. Psychiatry
Res, 28(2), 193- 213.