Sheet1Case IDPrior RecordSentence Length10122016301840125112612271.docx

•Download as DOCX, PDF•

0 likes•2 views

Sheet1Case IDPrior RecordSentence Length1012201630184012511261227120812491481001411016120181311814124150241602217136181401902920112 .

Education

More from bjohn46

Sheet1PMGT 576 Assignment Rubric – Unit 7 Assignment20Are all of t.docx

bjohn46

Sheet1Plan APlan BPro Forma Income Statement AccountsEBIT700100013.docx

bjohn46

Sheet1Phase of Business/ Financal Management needsDebt FinancingEquity FinancingGift FinancingFinancing for StartupsConsumer Banks, Commercial Banks, SBA insured loans, Economic development agencies, Incubators, Accelerators, Leasing companies, Personal credit cardsFriends, family, Angels, Venture capital, direct public offering, CrowdfundingPersonal: Cash, pick up the tab, free use, free work, unpaid labor, overpayment, favored status/sweetheart deal forgiveness, deferralFinancing for GrowthCommercial banks, SBA, Private placement loans, Economic development agency, supplliers, leasing company, personal credit cardself generated funds, venture capital, direct public offering, merger, acquisitionInstitutional: SBIR, STTR grant, state grant, incubator, accelerator, dontated capital, tax abatement Personal: Cash, pick up the tab, free use, free work, unpaid labor, overpayment, favored status/sweetheart deal forgiveness, deferralFinancing for Operationsfactor receivables, business cc, commercial bank, sba, private placement loans, suppliers, leasing companiesself generated funds, venture capital, direct public offeringInstitutional: SBIR, STTR grant, state grant, incubator, accelerator, dontated capital, tax abatement Personal: Cash, pick up the tab, free use, free work, unpaid labor, overpayment, favored status/sweetheart deal forgiveness, deferralFinancing for Exitconsumer banks, Commercial Banks, SBA, private placement loans, economic development agencies, sba investment companies, suppliers, leasing companies, lines of creditself generate funds, venture capital, direct public offeringInstitutional: SBIR, STTR grant, state grant, incubator, accelerator, dontated capital, tax abatement Personal: Cash, pick up the tab, free use, free work, unpaid labor, overpayment, favored status/sweetheart deal forgiveness, deferral 1 Email Communication Responses – No. 1 Employment Law Compliance Plan Email Communication Responses – No. 1 Employment Law Compliance Plan From: To: “CEO Smith” [email protected][email protected] Date: November 28, 2016 Re: Employment Law Compliance Plan Mr. Smith: With reference to the email sent to Nov.1, these are and will be the measures to take regarding your request With the purpose of improving the operation of the company, it is necessary to review and update the policies of the company, as well as everything related to labor laws. This will provide the necessary means to comply with what is established by law and in turn with the company staff. If everything related to these issues is kept up to date, errors are less likely to be made when corrective measures are taken, just as it is of the utmost importance that all the members of the directive know in depth the laws that protect the workforce in all aspects. It is necessary to carry out the appropriate training as soon as possible. Remember that as a team, meeting these requirements is completely necessary. Every decision taken, entails a res.

Sheet1Phase of Business Financal Management needsDebt FinancingEq.docx

bjohn46

Sheet1PeriodEngine Failures(a) 4-period moving average(b) weighted moving average with weights of (6,3,1)(c) simple exponential smoothing with alpha=0.4 and period 2 follows naïve forecast(d) trend projection11552178326642955330632873768398Questions1. Please plot the data and describe the patterns2. Generate forecasts for all possible periods using above four methods3. Compute MAPE and explain which method you would recommend Reflection The module began with assessing the current teaching approach deployed by teachers in class. As such, I noted that teachers are using theory for grading the students instead of evaluating their practical skills. The pre-assessment given at the inception of this module showed that only 18% of the 26 students in my manufacturing class scored at the proficiency level while 70% of the students score at a lower level between 59 percent and Zero. Based on this data, I found it necessary to assess my students using Portfolio Assessment rubrics. This assessment has been used before solely focused on the theoretical assumptions taught in class while neglecting the practical skills. In this regard, the portfolio needs to be changed to incorporate the practical skills. Thus, the portfolio will be structured to integrate practical assessment for grading the students’ performance. Besides, the evaluation approach has to be changed from a system that solely assesses the student’s knowledge to one that can evaluate the student’s competence and abilities. The portfolio assessment is a collection of purposeful documents that gives the outlay on how tasks are completed and competency amongst the learners is developed. Interest in using portfolio assessment in the class is developed as part of moving away from the traditional approach used by instructors on grading based on theory rather than ascertaining the student’s practical skills. In the past, the students have been assessed through the class-based teaching practice to prove that they had acquired the skills relayed by the instructor. It is through this that I felt the teaching approach was not sufficient to enable the learners to grasp the required competence and skills. To solve the issue of enhancing teaching and learning, I think it is important for the teachers to practice the assessment through the use of a portfolio with a different module, practicum. The integration of practicum module for assessing the students is important as this enables the learner to acquire specific techniques that are imperative for future success. Additionally, there are some techniques that can be learned through actual experience. While theoretical teaching might have been ideal in the past, the students should be assessed based on their practical skills as it enhances a deeper understanding of concepts through personal experience. Notably, when I came in, the students had a problem with articulating what they know with.

Sheet1PeriodEngine Failures(a) 4-period moving average(b) weighted.docx

bjohn46

Sheet1Participant#Verbal Label Condition (Smashed or Hit)Age Condi.docx

bjohn46

Sheet1No.Strengths (3)Weaknesses (2)Recommendations (2)Evidence (used once only)Theory1Functional orientation - evidence - tangible product adv (features, performances, benefits)Inconsistent Messages (say, do, confirm)It is recommended that supermarket A is to include the term 'wsl' in adv so as to .. Result of implementing consequences theory (journals on this theory)Strength 12Symbolic/experiential orientation - cartoons, facial expressions, colours, pictures, animations - emotional - price ('8' - lucky/prosperity, '9' - longevity)ConsequencesStrength 23Category-dominance orientation (strengths only) - brand name/logo of adv (evidence) - e.g. FairPrice advertisement, Rolex, key sponsorsTrustworthinessStrength 34TOMASymbolic/experiential orientationSymbolic/experiential orientationWeakness 15Hierarchy EffectFunctional orientationFunctional orientationWeakness 26CPMAttributes - what attracts ann advertisement - features, product image, design, benefitsAttributesAttributesLaddering ProcessConsequences - adv/benefits of using advertised products/services - must believe/buy/agree your benefits & advConsequencesConsequencesValues - quality - experience post-purchase - warranties, (money-back) guarantees, 3rd party endorsement, testimonial evidences, awards won, year of history, reputationValues - critical weakness is that it lacks of…. Deemed to be a signofocant weakness… failed to apply Value Theory (journals) - if the whole industry does not offer ____, do not take it as a weakness - no need for comparisonValuesUnique Selling Proposition (USP) - Superiority - Unique - Distinctive *trademarks, patents, awards wonBrand Image (Transformational Advertising) - brand logo - fashion, prestegious productsResonance - reflect audience life experience - testimonial evidences - before & after imagesResonance - celebrity not good, lacks worthinessResonance - change endorser (Jack Neo/Tiger Woods)Emotional - colours, pictures, images, font size, choice of words, testimonial evidencesEmotional Pre-emptive - message of superiority - 'No. 1 top seller brand', 'Voted by many' - country of originCelebrity Endorser - TEARS model (credibility & attractiveness) - trustworthiness, Expertise - physical attractiveness, respect, similarity (to target audience) - Brian WongCelebrity Endorser - Jack NeoCelebrity Endorser - It is recommended that XXX should engage XXX to endorse in the brand to increase attraciveness, expertise… Celebrity Endorser Theory (journal)Typical-person EndorserTypical-person EndorserTypical-person Endorser - in order to increase attractiveness, recommended that XXX should engage a typical-person endorser (journal)Humour - cartoons, facial expressions, vocabHumour - cartoons, facial expressions, vocab*page 197 - theories 10 100PLUS ACTIVE Student’s Name Institutional Affiliation Date 100PLUS ACTIVE 1. Executive Summary Within marketing, there is a need to conduct promotions of products through .

Sheet1No.Strengths (3)Weaknesses (2)Recommendations (2)Evidence (u.docx

bjohn46

Sheet1Moisture content analysis final resultsGroupValue of m3 (g)A21.459B25 kPa34.35950 kPa18.771C19.282D17.816E23.651F26.148GTBCH28.664 LEEDS BECKETT UNIVERSITY CIVIL ENGINEERING GEOTECHNICAL ENGINEERING: APPLICATION & THEORY (BEng) Laboratory Experiment: Undrained triaxial compression test (without pore water pressure measurement) BS 1377: Part 7: 1990. Object of Experiment: To determine the undrained shear strength of a soil using the triaxial compression test. Theory/Apparatus: The apparatus consists of a cell, which is filled with water under pressure; the specimen is loaded vertically, via a proving ring to measure load. Triaxial Cell The vertical load on the specimen is increased until failure occurs, the vertical strain being recorded at the same time using a dial gauge. The test is repeated on different specimens from the same soil, using different values of cell pressure. 254 Stresses on specimen in Triaxial Cell Cell Pressure Deviator Stress =P/A 1=3+P/A 1 = major principal stress 3 = minor principal stress Therefore, P/A = (1-3) =Deviator stress The deviator stress is the load on the specimen, P, divided by the cross sectional area of the specimen. However, as the sample is compressed during the test, the cross sectional area will increase. Therefore, in calculating the deviator stress an allowance for the change in area must be considered. For the calculation of deviator stress, it is assumed that the volume of the specimen remains constant and that the sample will deform as a cylinder, e.g.   100% o X Strain L     1 3 P Deviator stress A          where P = vertical load, which is measured by a proving ring (kN) A = Area calculated using the following method;  ( ) )o o o oVolume V A L AL A L X    255    1 o o o V A or A or A L X      Method: 1. Extrude the sample from the tube and trim to size - soil sample of 38mm diameter and 76mm long. 2. Sleeve the sample with the rubber membrane. 3. Put the sample on the pedestal at the bottom of the cell and seal with the rubber ring. Place the loading cap on top of the sample and seal with rubber ring, before securing top drainage tube. 4. Mount the cell over the sample and fill as per the Flooding Triaxial Cell checklist. 5. Set-up the test with the Clisp Studio assistant, and complete the Pressurising Triaxial Cell checklist before running the test stages. 6. When test stages are complete, end the test via Clip Studio and complete the Draining Triaxial Cell checklist. Results and Calculations: • Sketch the failure mode of each sample. • Calculate the moisture content of the soil as per Appendix A. • Calculate the results as follows: (i) For each sample tested: • Find the failure strain (either the final value or.

Sheet1Moisture content analysis final resultsGroupValue of m3 (g)A.docx

bjohn46

Sheet1ManhattanBrooklynQueensThe BronxStaten IslandEducationMarital 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.

Sheet1ManhattanBrooklynQueensThe BronxStaten IslandEducationMarita.docx

bjohn46

Sheet1Learning Solultions Name:Version NumberMedium/Type:Lesson/ScenarioTaskOrderEventfunctionality descriptionGraphicsTextAnimationName the taskprovide name of screen/window/tab that is either new or needs to be modifieddescribe level of functionality needed - fully functional, view only, part functional part view only, etc.File names of screenprint JPEGs, gifs, tifs, and pngs.Text that must be programmed inDescribe internal movements or animations requiredLogin1Logon screenEntered text needs to move to the next screenlogin_dialog.jpgEnter your user name and password. For this exercise, use the name "student" and the password "learn".An arrow point to the login box. What is the final product's medium (e.g., .SWF, .PPT, .PPS. Video, .WAV) Think of sub-section as lesson or scenarios within the larger learning solution. Sheet2 Sheet3 ALL STAR CAFÉ NOVEMBER 2018 SALES PROFITS AND OPERATIONS ACTION PLAN MISSION STATEMENT: TO PROVIDE THE FRESHEST HIGH-QUALITY FOODS AND BEVERAGE PRODUCTS, SERVED BY A FULLY TRAINED AND KNOWLEDGEABLE WELL TAKEN CARE OF STAFF PRODUCING, OUTSTANDING PROFITS FOR OUR OWNERS 1) PERFECT EXECUTION OF OUR COMPANY’S MISSION STATEMENT AND CORE VALUES BREAKDOWN A. FRESHEST HIGHEST QUALITY PRODUCT INSURE PROPER RECEIVING, DATING, ROTATION OF THE PRODUCT, PROPER INVENTORY LEVELS, INSURE ACCURATE ORDERS FOR LEVELS AS WELL AS PREPARED PRODUCT B. HIRE, TRAIN AND DEVELOP A KNOWLEDGEABLE STAFF THAT IS PAID APPROPRIATELY AND GIVEN INCENTIVES TO MAINTAIN OPTIMAL PERFORMANCE. CONDUCT REGULAR EMPLOYEE REVIEWS AND KEEP ISSUES OF COMMUNICATION OPEN C. INSURE OPTIMAL PROFITS BY ENSURING THE BEST INDUSTRY PRICING MAKING SURE THAT MARGINS ARE CONSISTENT WITH THE INDUSTRY. 2) ENSURING MANAGEMENT AND STAFF ADHERE TO POLICIES, PROCEDURES AND PROTOL MANAGEMENT, STAFF AND SHIFT MEETINGS. ● BREAKDOWN- HAVE EMPLOYEE HANDBOOK AVAILABLE ● HAVE REGULAR STAFF AND MGMT MEETINGS ● SET POLICIES THAT ARE NOT CURRENTLY ENFORCED, DOCUMENTED. 3) RESPONSIBLE PARTY IS MAINTAINING A CLEAR ORGANIZED FACILITY ● USE OF CHECKLISTS ● STAFF UNDERSTAND EQUIPMENT ● STAFF UNDERSTANDS THEIR RESPONSIBILITIES 4) EFFECTIVE OVERSIGHT OF STAF IN CONSTRUCTION WITH MOMT TEAM AND HOW TO IDENTIFY KEY PERSONNEL. ● REGULAR STAFF EVALUATION ● REGULAR STAFF PEP TALKS REGULAR STAFF TRAINING SESSIONS 5) MONITORING THE DAILY+WEEKLY+MONTHLY FINANCIAL CONTROL SYSTEMS INCLUDING FLASH REPORTS, INVENTORIES, EVALUATION, RECEIVING OF PRODUCT, MONITORING OF INVOICING, S.P.M.H+ PRODUCTIVITY A. UPDATE P.O.S, ASAP B. BREAKDOWN OF REPORTS C. ACCURATE REPORTING OF ALL MONITORED COSTS 6) OVERALL DEVELOPING AND CULTIVATING AN ENVIRONMENT AND CULTURE OF HIGH ENERGY AND GUEST FIRST ORIENTED ATTITUDE THAT MOTIVATES AND PROMOTES TEAMWORK. A. MANAGEMENT LEADS B. STAFF ACCOLADES C. ENERGY IS CONTAGIOUS! 7) ABILITY OF PERSONEL TO EVALUATE, ORGANIZA AND PRIORITIZE ACTIVITIES AND RESPONSIBILITIES, INCLUDING LABOUR MANAGEMENT, EM.

Sheet1Learning Solultions NameVersion NumberMediumTypeLessonSc.docx

bjohn46

Sheet1LMH10090H80M70L605040302010NumberRisk NameFull Risk CostRisk ProbabilityFactored Risk costRisk Impact to ProjectRisk Mitigation PlanPoint of ContactExpected Risk Retire date1$20,00020%$4,000L2$03$04$05$06$07$08$09$010$0$0$0 10 1 2 3 4 5 6 8 9 7 Sheet2 Sheet3 Case Study: Edward Bernays Public Relations Pioneer Who was Edward Bernays? Born in Vienna in 1891, distant nephew of Sigmund Freud His approach to public relations was to use symbols and the mass media to engineer consent He claimed the public was essentially reactive But the rise of the middle class meant that there was no longer the ruling class and the uneducated masses who followed dumbly . . . What did he believe? This emerging new social strata needed to be controlled and led. He believed in a completely hierarchical view of society: the intelligent few have been charged with the responsibility of contemplating and influencing the tide of history and of dealing with the masses. How did he deal with the masses? Used sociology, psychology and economics and applied them to the messages and methods He saw the PR expert as an applied social scientist educated to use an understanding of these three fields to influence and direct public attitudes (in a democratic society!) How did he deal with the masses? “The conscious and intelligent manipulation of the organized habits and opinions of the masses is an important element in a democratic society. Those who manipulate this unseen mechanism of society constitute an invisible government which is the true ruling power of our country.” Edward Bernays What is PR? “Of course, you know, we don’t deal in images, we deal in reality.” For Bernays, PR was about creating and projecting credible renditions of reality itself. He called news any overt act which stands out of the routine. A PR expert carries out an overt act to interrupt the routine to bring out a response. PR is the science of creating circumstances which do not appear to be staged. Edward Bernays “The public relations counsel sometimes uses current stereotypes, sometimes combats them and sometimes created new ones. In using them, he very often brings to the public a stereotype they already know, to which he adds new ideas, this fortifies his own and gives a greater carrying power.” Edward Bernays He fully believed that to manipulate the public, one must know its public as well as know who influences that public PR experts, as molders of public opinion, must be ongoing monitors of social attitudes. Edward Bernays Part of this influencing involved using the implied authority, i.e. the social power of certain groups or leaders E.g. “Damaged Goods” – he promoted a play about syphillis by securing members of high society and doctors as advocates To encourage people to eat more bacon, he launched a campaign in which a doctor promoted the benefits of a hearty breakfast Lucky Strikes In 1929, Bernays was hired by the tobacco company that made Lucky S.

Sheet1LMH10090H80M70L605040302010NumberRisk NameFull Risk CostRisk.docx

bjohn46

Sheet1Item Price# of ItemsTotal PriceCups$1.896$11.34Plates$1.506$9Spoons$0.9710$9.70Forks$1.1010$11knifes$1.0510$10.50Beverage$2.895$14.45Food$1501$150Candy$4.687$32.76Cake$651$65Napkins$3.697$25.83Total $339.58Budget $400$60.42 1 2 3 4 5 6 7 8 9 A B C D Item Price # of Items Total Price Cups $1.89 6 $11.34 Plates $1.50 6 $9 Spoons $0.97 10 $9.70 Forks $1.10 10 $11 knifes $1.05 10 $10.50 Beverage $2.89 5 $14.45 Food $150 1 $150 Candy $4.68 7 $32.76 https://www.wordsmyth.net/ This is a free, multilingual online encyclopedia whose entries can be directly edited or added to by anyone who has access to the Web. I think is very helpful and is going to be a good recommendation tor students. Chapter 2 Computer Applications in Education INSTRUCTIONAL SOFTWARE Programs developed specifically to deliver or assist with student instruction on a topic * 3.* Instructional Software ClassificationsDrill and Practice skill practiceTutorial information delivery Simulation demonstrationexploration Instructional Games skill practice exploration Problem Solving skill practice exploration * 3.* Problem of Identifying Types of SoftwareToday’s software packagesHard to classifySeveral different activitiesOverlap of functions in one packageExample: Reader RabbitDrill activitiesProblem solvingGames 3.* Recent Trends in Software Design and DeliveryMultimedia elementsOnline access and componentsRenewed emphasis on directed strategies and networked systems * 3.* DRILL AND PRACTICE TypesFlashcard activityBranching drillExtensive feedback activities Criteria for well-designed programs Control over presentation Appropriate feedback Answer reinforcement * 3.* DRILL AND PRACTICE Benefits Immediate feedbackMotivationalSaves teacher time Limitations and problems Perceived misuses Criticism by constructivists * 3.* DRILL AND PRACTICE Ways to useTo supplement or replace worksheetsTo assist in preparing for objective tests Guidelines for useSet time limitsAssign individuallyUse learning stations * 3.* TUTORIALS Tutorial typesLinear tutorialsBranching tutorials Criteria for well-designed programs Extensive interactivity Thorough user control Appropriate pedagogy Adequate answer- judging and feedback Appropriate graphics Adequate record keeping * 3.* TUTORIALS BenefitsImmediate feedbackMotivationalSaves teacher time Limitations and problems Criticism by constructivists Hard to find Reflect only one instructional approach M. D. Roblyer Integrating Educational Technology into Teaching, 4/E Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. * 3.* TUTORIALS Ways to useSelf-paced reviewsAlternative learning strategiesWhen teachers are not available Guidelines for useAssign individuallyUse learning stations or individual checkout M. D. Roblyer Integrating Educational Technology into Teaching, 4/E Copyright ©2006 by Pearson Education, Inc. Upper Saddl.

Sheet1Item Price# of ItemsTotal PriceCups$1.896$11.34Plates$1.506$.docx

bjohn46

Sheet1In_OutAustralian_CityInternational_CityAirlineRoutePort_Coun.docx

bjohn46

Sheet1Issue LogDateIssue #Issue DescriptionImpact on ProjectDate R.docx

bjohn46

Sheet1Instructions: Review each item below and determine your current level of proficiency and the importance the item has for your career success. Use a scale of 1 to 7 (where 1 is low, and 7 is high). See Part 1, Item 1 below for an example, and then overwrite the sample ratings with your own ratings for this item. The gap for each item will be automatically calculated. Interpreting your results: In the example, the gap is -5. The large negative number indicates an item where current proficiency is low and career importance is high—so, this might be an item to address. A gap represented by a large positive number (e.g., 5) indicates that current proficiency is relatively high and career importance is relatively low. In this event, you would not want to pick the item as one to address. Part 1: Personal Leadership Assessment, Goal-Setting, and ImplementationUsing a scale of 1 to 7, where 1 is low and 7 is high, please indicate your current level of proficiency with each of the following.Using the same scale, select the number that best represents how important each item is for your career success.GapGoal-Setting1I am able to formulate a good long-term career goal.27-52I am able to analyze my personal knowledge proficiency. 03I am able to analyze my personal skill proficiency.04I take actions to address self-identified areas of strength or weakness.05I am able to formulate goals that meet the SMART criteria to help me address areas of weakness or strength.06I monitor, critically analyze, and record my progress in taking actions and achieving goals.07I seek timely support and feedback from others to help track my progress and achieve my goals.0Self-Awareness8I know my areas of personal strength in the workplace.09I understand how to leverage my strengths to achieve success.010I know what I need to improve to be an effective leader.011I understand what I need to do to make the improvements I believe are important for my career success.012I recognize actions I can take to help improve my leadership competencies.013I recognize how my behaviors may impact others.0Awareness of Others14I have a good understanding of the needs of the people I work with.015I have a good understanding of how others perceive me at work.016I am interested in learning about the people I work with.0Self-Management17I handle criticism without becoming defensive.018I am calm under pressure. 019I use personal failures as an opportunity for further growth and development.020I manage stress well.021I typically have a positive outlook.022I try to see and understand matters from others' perspectives.023I am a good listener.024I wait to form judgments until I have all the needed information. 025When I make a mistake I am not afraid to say so.0Management of Others26I am able to relate well with peers in the workplace.027I have good working relationships with those I supervise.028I have good working relationships with those I report to.0Gap for Leadership: Use your gap analysis to i.

Sheet1Instructions Review each item below and determine your curr.docx

bjohn46

Sheet1idsbpgestage139272242334025458335533564327739318442895229104530114528124026134128144033153531162929173928183425193732204233212623224429234427242925255028263629274831284031294233304830313026324029332525345229353125363528374431384230395229404228413627424324434333445131453928464233473429483127494427503928514329522727533627544732554431565128574027584531594429603628 Question1 A cross-sectional study was conducted to examine the effect of gestational age on systolic blood pressure (SBP) of low birth weight babies who weigh less than 1500 gms. Data was collected on 60 such babies and posted on Moodle in the Excel file Assign2Q1.xls. The dataset contains the following variables. ID: Participant ID number sbp = Systolic blood pressure (mmHg) gestage = gestational age in weeks a) What are the study factor and the outcome factor? b) To explore the association, calculate the correlation coefficient and interpret it? c) Conduct a simple linear regression using Stata and report the Stata output. What are the assumptions for a linear regression? Examine the assumptions with the support of relevant graphs and statistics. d) Write down the regression equation and interpret the regression coefficients and their 95% confidence interval from part c. e) What is the expected systolic blood pressure of a newborn whose gestational age is 24 weeks? Show your workings. Page 2 of 9 PHCM9498EpidemiologyandStatistics– Question2 A case-control study was planned to investigate whether there was an association between a mother being diagnosed with toxaemia (A condition in pregnancy, also known as pre-eclampsia characterized by abrupt hypertension, albuminuria and oedema) and the baby being born with low birth weight. The research team wished to recruit the cases and controls from antenatal clinics. Based on a pilot study, the team expected that the odds ratio of the association in question would be 2.5 using a two-sided significance test and the prevalence of toxaemia among women giving birth to a normal weight baby is 6%. a) If equal number of cases and controls could be recruited in this study, how many in each group would be required to achieve 90% power at 5% level of significance? Include a screenshot of your Stata command and output with your response. b) One of the researchers thought that prevalence of toxaemia among the controls would be 4%. i. What effect will this have on the required sample size to detect an OR of 2.5 with the same power and level of significance as in part a)? ii. If the prevalence of toxaemia in the control group is uncertain, would it be preferable to assume that 4% or 6% of the control mothers have the condition? Describe your reason. c) A similar study on the same source population found that approximately 80% of the mothers approached for the study would agree to participate. From this information, how many mothers of newborn will need to be approached to achieve the sample size that you est.

Sheet1idsbpgestage139272242334025458335533564327739318442895229104.docx

bjohn46

Sheet1idageage1birracethneducatnmaritalkidshhpovertyervisitdocvisi.docx

bjohn46

Sheet1Group Symbol & Bacteria NumberParticipant 1Participant 2Part.docx

bjohn46

Sheet1Group 1Group 2Group 3Language developmentAmandaTamyraOreshaAPA Citation for Article OR Org. Name / Contact Info / Brief Description of Serviceshttps://www.readingrockets.org/article/preschool-language-and-literacy-practices Reading Rockets offers research-based strategies, lessons and activities designed to help young children learn how to read and better read. The resources aid to teachers, parents and other educators in helping struggling readers build fluency, vocabulary and comprehension skills.Language development in children: 0-8 years. (2017, November 27). Retrieved from https://raisingchildren.net.au/babies/development/language-development/language-development-0-8. This article descirbes how the language development in children is so important and crucial. It also provides tips on how to enhance children language development and help to build their vocabulary and comprehension. LiteracyLateachaEricaPreciousAPA Citation for Article OR Org. Name / Contact Info / Brief Description of Serviceshttp://www.getreadytoread.org/ National Center for Learning Disabilities 32 Laight Street, Second Floor New York, NY 10013, Get Ready to Read is a resource from the National Center for Learning Disabilities that provides services to parents and teachers, such as skill building activities, games, webinars and checklists in the hopes of improving and promoting literacy growth and development in youth children, especially those with disabilites.Art—music, creative movement, dance, drama, or visual artsDeliaShanitaCaitlynAPA Citation for Article OR Org. Name / Contact Info / Brief Description of Services Samuelsson, I. P., Carlsson, M. A., Olsson, B., Pramling, N., & Wallerstedt, C. (2009). The Art of Teaching Children the Arts: Music, Dance, and Poetry with Children Aged 2-8 Years Old. International Journal of Early Years Education, 17(2), 119–135. Through empirical examples from a large-scale research project, we illustrate the tools of developmental pedagogy and show how this perspective contributes to our understanding of children’s learning of music, dance, and poetry(Samuelsson, Carlsson, Olsson, Pramling & Wallerstedt, 2009). https://classroom-aid.com/educational-resources/arts-and-music/ This site allows educators to create Curriculum and lessons to help teach music and arts. National Standards for Arts Education comes from the Consortium of National Arts Education Associations. MathematicsHelenQuentinaTranishaAPA Citation for Article OR Org. Name / Contact Info / Brief Description of ServicesTeaching math to young children practice guide helps with teaching young children about math. In this article is presents five reommendations to help children to understand and th natural interest in math in preschool. The recommendation is suggested with a panel members that are expertise and experiances and systematic review. The guide helps teachers of young children to intr.

Sheet1Group 1Group 2Group 3Language developmentAmandaTamyraOreshaA.docx

bjohn46

Short Essay: Answer in 2-3 sentences Explain what Olaudah Equiano said about the slave trade. Long Essay(1-2 paragraph) : Answer the following prompt with two examples: How does the selection from Swift’s Gulliver’s Travels exhibit Juvenalian satire (a type of more biting, savage and serious corrective ridicule)? You must answer the long esson the test itself unless I have made prior arrangements with you. .

Short Essay Answer in 2-3 sentencesExplain what Olaudah Equiano.docx

bjohn46

Short Essay Assignment Northern Ireland and "The Troubles" Marc Mulholland's Northern Ireland: A Very Short Introduction is a concise account of the history of the contested space and identities in Britain's last Irish territory. In two pages, discuss the tensions between the British government in Westminster (London) and the various constituencies in Northern Ireland (Unionists, Republicans, Catholics, Protestants). .

Short Essay AssignmentNorthern Ireland and The TroublesM.docx

bjohn46

More from bjohn46 (20)