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Sheet3IDAGESEXGROUPCHNG_CHOLHDLGLYHB15112-2337.72221122366.9933511-5474.8444921-1514.5353911-15474.8164212-1345.26717111444.7782011-6434.7794922-2435.84105221-3534.441120120345.28125511-9404.641344220424.841423120305.98156321-9544.47166511-10494.671723221515.14184411-7564.59192922-1415.56203311-5544.632118121286.75222212-2384.97234321-3524.31243921-8464.73253822-2415.28262322-1536.72274311-4424.53283722-2395.12294921-2643.98303212-1495.053144210514.253235220454.64334711-4444.523431120365.14353722-1474.67362921-10513.81374921-8693.943835222466.22392821-5493.944050121384.87 © 2018 Laureate Education, Inc. PUBH6032 - Module 6 Application Step-By-Step Guide Step 1: Import the Microsoft Excel data file into SPSS (see Module 4 step-by-step guide) or use the correct saved SPSS data file from Module 4. 1. Open SPSS, select “Open an existing data source,” highlight “More Files,” and click OK. 2. Locate the folder where you saved the Module 4 Application dataset SPSS file, highlight it, and click OK. Step 2: Conduct an independent samples t-test to determine if there is a difference between Group 1 (medication) and Group 2 (placebo) in terms of changes in cholesterol values. Note that the independent variable is GROUP, and the dependent variable is CHNG_CHOL. For this analysis, use the default setting for a two-tailed test of significance. 1. In the top menu bar select Analyze > Compare Means > Independent Sample T Test. 2. Highlight CHNG_CHOL then click on the arrow button to move it over to the “Test Variable(s)” box. 3. Highlight GROUP then click on the arrow button to move it over to the “Grouping Variable” box. 4. Click on the Define Groups button. In the “Group 1” box enter “1.” In the “Group 2” enter “2.” Click Continue. 5. Click OK. Step 3: Conduct a between-subjects ANOVA to determine if there is a difference between sex (males vs. females) and HDL. Note that the independent variable is SEX, and the dependent variable is HDL. For this analysis, use the default setting for a two-tailed test of significance. 1. In the top menu bar select Analyze > Compare Means > One-Way ANOVA. 2. Highlight HDL then click on the arrow button to move it over to the “Dependent List” box. 3. Highlight SEX then click on the arrow button to move it over to the “Factor” box. 4. Click on the Options button and select “Descriptive.” Click Continue. 5. Click OK. Step 4: Conduct a Pearson correlation to determine if there is a relationship between HDL and GLYHB. For this analysis, use the default setting for a two-tailed test of significance. 1. In the top menu bar select Analyze > Correlate > Bivariate. 2. Highlight HDL and GLYHB then click on the arrow button to move it over to the “Variables” box. 3. Click on the Options button and select “Means and standard deviations.” Click Continue. © 2018 Laureate Education, Inc. 4. Click OK. Step 5: Review your SPSS output and answer each of the foll.
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Assignment 2 Tests of SignificanceThroughout this assignmen.docx
Assignment 2: Tests of Significance
Throughout this assignment you will review mock studies. You will needs to follow the directions outlined in the section using SPSS and decide whether there is significance between the variables. You will need to list the five steps of hypothesis testing (as covered in the lesson for Week 6) to see how
every
question should be formatted. You will complete all of the problems. Be sure to cut and past the appropriate test result boxes from SPSS under each problem and explain what you will do with your research hypotheses.
All calculations should be coming from your SPSS
. You will need to submit the SPSS output file to get credit for this assignment. This file will save as a .spv file and will need to be in a single file. In other words, you are not allowed to submit more than one output file for this assignment.
The five steps of hypothesis testing when using SPSS are as follows:
State your research hypothesis (H
1
) and null hypothesis (H
0
).
Identify your significance level (.05 or .01)
Conduct your analysis using SPSS.
Look for the valid score for comparison. This score is usually under ‘Sig 2-tail’ or ‘Sig. 2’. We will call this “p”.
Compare the two and apply the following rule:
If “p” is < or = significance level, than you reject the null.
Be sure to explain to the reader what this means in regards to your study. (Ex: will you recommend counseling services?)
* Be sure that your answers are clearly distinguishable. Perhaps you bold your font or use a different color.
This assignment is due no later than Sunday of Week 6 by 11:55 pm ET. Save the file in the following format: [your last name_SOCI332_A2]. The file must be a word file.
t Tests
t Test for a Single Sample (20 points)
Open SPSS
Enter the number of activities of daily living performed by the depressed clients studied in #1 in the Data View window.
In the Variable View window, change the variable name to “ADL” and set the decimals to zero.
Click Analyze
à
Compare Means
à
One-Sample T test
à
the arrow to move “ADL” to the Variable(s) window.
Enter the population mean (17) in the “Test Value” box.
Click OK.
1.
Researches are interested in whether depressed people undergoing group therapy will perform a different number of activities of daily living after group therapy. The researchers have randomly selected 12 depressed clients to undergo a 6-week group therapy program.
Use the five steps of hypothesis testing to determine whether the average number of activities of daily living (shown below) obtained after therapy is significantly different from a mean number of activities of 17 that is typical for depressed people. (Clearly indicate each step).
Test the difference at the .05 level of significance and at the .01 level (in SPSS this means you change the “confidence level” from 95% to 99%).
As part of Step 5, indicate whether the behavioral scientists should recommend group therapy for all depressed people based.
Assignment 2 Tests of SignificanceThroughout this assignment yo.docx
Assignment 2: Tests of Significance
Throughout this assignment you will review mock studies. You will needs to follow the directions outlined in the section using SPSS and decide whether there is significance between the variables. You will need to list the five steps of hypothesis testing (as covered in the lesson for Week 6) to see how every question should be formatted. You will complete all of the problems. Be sure to cut and past the appropriate test result boxes from SPSS under each problem and explain what you will do with your research hypotheses. All calculations should be coming from your SPSS. You will need to submit the SPSS output file to get credit for this assignment. This file will save as a .spv file and will need to be in a single file. In other words, you are not allowed to submit more than one output file for this assignment.
The five steps of hypothesis testing when using SPSS are as follows:
1. State your research hypothesis (H1) and null hypothesis (H0).
2. Identify your confidence interval (.05 or .01)
3. Conduct your analysis using SPSS.
4. Look for the valid score for comparison. This score is usually under ‘Sig 2-tail’ or ‘Sig. 2’. We will call this “p”.
5. Compare the two and apply the following rule:
a. If “p” is < or = confidence interval, than you reject the null.
Be sure to explain to the reader what this means in regards to your study. (Ex: will you recommend counseling services?)
* Be sure that your answers are clearly distinguishable. Perhaps you bold your font or use a different color.
ASSIGNMENT 2(200) WORD MINIUM
1. They allow us to see if our relationship is "statistically significant". (Remember that this only shows us that there is or is not a relationship but does NOT show us if it is big, small, or in-between.)
2. It let's us know if our findings can be generalized to the population which our sample was selected from and represents.
This week you will decide which test of significance you will use for your project. For this class your choices for tests will include one of the following:
· Chi-square
· t Test
· ANOVA
We will be using a process for hypothesis testing which outlines five steps researchers can follow to complete this process:
1. Write your research hypothesis (H1) and your null hypothesis (H0).
2. Identify and record your confidence interval. These are usually .05 (95%) or .01 (99%).
3. Complete the test using SPSS.
4. Identify the number under Sig. (2-tail). This will be represented by "p".
5. Compare the numbers in steps 2 and 4 and apply the following rule:
1. If p < or = confidence interval, than you reject the null hypothesis
Determine what to do with your null and explain this to your reader. Be sure to go beyond the phrase "reject or fail to reject the null" and explain how that impacts your research and best describes the relationship between variables.
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Q1
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For quantitative variables (scale)
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Median with range or interquartile range are used to summarize skewed scale variables
The three steps to evaluate the normality assumption are:
Compare the statistics values ( mean versus median)
Obtain the histogram with normal curve
Obtain the Box-Whiskers plot
For this class,
If there is any extreme outliers, median with range should be used to summarize the variable of interest
If there is any outliers (regular outliers), you need to based your decision regarding the best measure (mean with SD or median with range) to summarize the variable of interest on the shape of the histogram
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For qualitative variable (nominal or ordinal)
Frequency distributions (number with percentages) are used to summarize qualitative variables
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Please note that you have to un-split the data before running further analysis
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Introduction
3
4
Types of variables
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Qualitative (Categorical) Variables
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Interval/Ratio
Number and Percent
N (%)
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1- Statistics {Mean and Median}
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Box-Whiskers Plot
5
6
7
Box-Whiskers Plot
Source: http://support.sas.com/documentation/cdl/en/statug/63347/HTML/default/viewer.htm#statug_boxplot_sect017.htm
8
Extreme outliers (values greater than 3 IQR from Q1/Q3)
Outliers (values between 1.5 and 3 IQRs from Q1/Q3)
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9
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Un-split the data before running further analysis
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10
Split File
Qualitative or Categorical Variable (Grouping variable)
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WEEK 6 – EXERCISES
Enter your answers in the spaces provided. Save the file using your last name as the beginning of the file name (e.g., ruf_week6_exercises) and submit via “Assignments.” When appropriate,
show your work
. You can do the work by hand, scan/take a digital picture, and attach that file with your work.
1
.
A psychotherapist studied whether his clients self-disclosed more while sitting in an easy chair or lying down on a couch. All clients had previously agreed to allow the sessions to be videotaped for research purposes. The therapist randomly assigned 10 clients to each condition. The third session for each client was videotaped and an independent observer counted the clients’ disclosures. The therapist reported that “clients made more disclosures when sitting in easy chairs (
M
= 18.20) than when lying down on a couch (
M
= 14.31),
t
(18) = 2.84,
p
< .05, two-tailed.” Explain these results to a person who understands the
t
test for a single sample but knows nothing about the
t
test for independent means.
2.
A researcher compared the adjustment of adolescents who had been raised in homes that were either very structured or unstructured. Thirty adolescents from each type of family completed an adjustment inventory. The results are reported in the table below. Explain these results to a person who understands the
t
test for a single sample but knows nothing about the
t
test for independent means.
Means on Four Adjustment Scales for
Adolescents from Structured versus Unstructured Homes
Scale
Structured Homes
Unstructured Homes
t
Social Maturity
106.82
113.94
–1.07
School Adjustment
116.31
107.22
2.03*
Identity Development
89.48
94.32
1.93*
Intimacy Development
102.25
104.33
.32
______________________
*
p
< .05
3.
Do men with higher levels of a particular hormone show higher levels of assertiveness? Levels of this hormone were tested in 100 men. The top 10 and the bottom 10 were selected for the study. All participants took part in a laboratory simulation in which they were asked to role-play a person picking his car up from a mechanic’s shop. The simulation was videotaped and later judged by independent raters on each of four types of assertive statements made by the participant. The results are shown in the table below. Explain these results to a person who fully understands the
t
test for a single sample but knows nothing about the
t
test for independent means.
Mean Number of Assertive Statements
Type of Assertive Statement
Group
1
2
3
4
Men with High Levels
2.14
1.16
3.83
0.14
Men with Low Levels
1.21
1.32
2.33
0.38
t
3.81**
0.89
2.03*
0.58
______________________
*
p
< .05;
**
p
< 0.1
4.
A manager of a small store wanted to discourage shoplifters by putting signs around the store saying “Shoplifting is a crime!” However, he wanted to make sure this would not result in customers buying less. To test this, he displayed the signs every other W.
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Don't be an ignoramus, don't lie, investigate both missing data and outliers.
Outliers? I'll show you cases, where the truly worrying data aren't even visible.
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Assignment 2 Tests of SignificanceThroughout this assignmen.docx
Assignment 2: Tests of Significance
Throughout this assignment you will review mock studies. You will needs to follow the directions outlined in the section using SPSS and decide whether there is significance between the variables. You will need to list the five steps of hypothesis testing (as covered in the lesson for Week 6) to see how
every
question should be formatted. You will complete all of the problems. Be sure to cut and past the appropriate test result boxes from SPSS under each problem and explain what you will do with your research hypotheses.
All calculations should be coming from your SPSS
. You will need to submit the SPSS output file to get credit for this assignment. This file will save as a .spv file and will need to be in a single file. In other words, you are not allowed to submit more than one output file for this assignment.
The five steps of hypothesis testing when using SPSS are as follows:
State your research hypothesis (H
1
) and null hypothesis (H
0
).
Identify your significance level (.05 or .01)
Conduct your analysis using SPSS.
Look for the valid score for comparison. This score is usually under ‘Sig 2-tail’ or ‘Sig. 2’. We will call this “p”.
Compare the two and apply the following rule:
If “p” is < or = significance level, than you reject the null.
Be sure to explain to the reader what this means in regards to your study. (Ex: will you recommend counseling services?)
* Be sure that your answers are clearly distinguishable. Perhaps you bold your font or use a different color.
This assignment is due no later than Sunday of Week 6 by 11:55 pm ET. Save the file in the following format: [your last name_SOCI332_A2]. The file must be a word file.
t Tests
t Test for a Single Sample (20 points)
Open SPSS
Enter the number of activities of daily living performed by the depressed clients studied in #1 in the Data View window.
In the Variable View window, change the variable name to “ADL” and set the decimals to zero.
Click Analyze
à
Compare Means
à
One-Sample T test
à
the arrow to move “ADL” to the Variable(s) window.
Enter the population mean (17) in the “Test Value” box.
Click OK.
1.
Researches are interested in whether depressed people undergoing group therapy will perform a different number of activities of daily living after group therapy. The researchers have randomly selected 12 depressed clients to undergo a 6-week group therapy program.
Use the five steps of hypothesis testing to determine whether the average number of activities of daily living (shown below) obtained after therapy is significantly different from a mean number of activities of 17 that is typical for depressed people. (Clearly indicate each step).
Test the difference at the .05 level of significance and at the .01 level (in SPSS this means you change the “confidence level” from 95% to 99%).
As part of Step 5, indicate whether the behavioral scientists should recommend group therapy for all depressed people based.
Assignment 2 Tests of SignificanceThroughout this assignment yo.docx
Assignment 2: Tests of Significance
Throughout this assignment you will review mock studies. You will needs to follow the directions outlined in the section using SPSS and decide whether there is significance between the variables. You will need to list the five steps of hypothesis testing (as covered in the lesson for Week 6) to see how every question should be formatted. You will complete all of the problems. Be sure to cut and past the appropriate test result boxes from SPSS under each problem and explain what you will do with your research hypotheses. All calculations should be coming from your SPSS. You will need to submit the SPSS output file to get credit for this assignment. This file will save as a .spv file and will need to be in a single file. In other words, you are not allowed to submit more than one output file for this assignment.
The five steps of hypothesis testing when using SPSS are as follows:
1. State your research hypothesis (H1) and null hypothesis (H0).
2. Identify your confidence interval (.05 or .01)
3. Conduct your analysis using SPSS.
4. Look for the valid score for comparison. This score is usually under ‘Sig 2-tail’ or ‘Sig. 2’. We will call this “p”.
5. Compare the two and apply the following rule:
a. If “p” is < or = confidence interval, than you reject the null.
Be sure to explain to the reader what this means in regards to your study. (Ex: will you recommend counseling services?)
* Be sure that your answers are clearly distinguishable. Perhaps you bold your font or use a different color.
ASSIGNMENT 2(200) WORD MINIUM
1. They allow us to see if our relationship is "statistically significant". (Remember that this only shows us that there is or is not a relationship but does NOT show us if it is big, small, or in-between.)
2. It let's us know if our findings can be generalized to the population which our sample was selected from and represents.
This week you will decide which test of significance you will use for your project. For this class your choices for tests will include one of the following:
· Chi-square
· t Test
· ANOVA
We will be using a process for hypothesis testing which outlines five steps researchers can follow to complete this process:
1. Write your research hypothesis (H1) and your null hypothesis (H0).
2. Identify and record your confidence interval. These are usually .05 (95%) or .01 (99%).
3. Complete the test using SPSS.
4. Identify the number under Sig. (2-tail). This will be represented by "p".
5. Compare the numbers in steps 2 and 4 and apply the following rule:
1. If p < or = confidence interval, than you reject the null hypothesis
Determine what to do with your null and explain this to your reader. Be sure to go beyond the phrase "reject or fail to reject the null" and explain how that impacts your research and best describes the relationship between variables.
TEST QUESTIONS-NEED FULL ANSWERS
Q1
Make up and discuss research examples corresponding to the various ...
LAB 2 Descriptive Statistics1Descriptive statisti.docx
LAB 2:
Descriptive Statistics
1
Descriptive statistics are numerical estimates that organize and sum up or present the data.
For quantitative variables (scale)
Mean with Standard deviation are used to summarize non-skewed scale variables
Median with range or interquartile range are used to summarize skewed scale variables
The three steps to evaluate the normality assumption are:
Compare the statistics values ( mean versus median)
Obtain the histogram with normal curve
Obtain the Box-Whiskers plot
For this class,
If there is any extreme outliers, median with range should be used to summarize the variable of interest
If there is any outliers (regular outliers), you need to based your decision regarding the best measure (mean with SD or median with range) to summarize the variable of interest on the shape of the histogram
Introduction
2
For qualitative variable (nominal or ordinal)
Frequency distributions (number with percentages) are used to summarize qualitative variables
Descriptive statistics for multiple groups:
Use Split file option in SPSS to obtain the measures of central tendency and the measures of variation for quantitative variables.
After you split your file by the grouping variable, you should follow the previous steps to select the most appropriate measures to summarize your variable of interest.
Please note that you have to un-split the data before running further analysis
Use Crosstabs option in SPSS to obtain the frequency distributions (number with percentages) for the qualitative variables
Introduction
3
4
Types of variables
Continuous (Quantitative) Variables
Qualitative (Categorical) Variables
Nominal/ Ordinal
Interval/Ratio
Number and Percent
N (%)
Normal distribution
1- Statistics {Mean and Median}
2- Histogram with Normal Curve
3- Box-Whiskers Plot
No
Median with Range
Yes
Mean with Standard Deviation
Box-Whiskers Plot
5
6
7
Box-Whiskers Plot
Source: http://support.sas.com/documentation/cdl/en/statug/63347/HTML/default/viewer.htm#statug_boxplot_sect017.htm
8
Extreme outliers (values greater than 3 IQR from Q1/Q3)
Outliers (values between 1.5 and 3 IQRs from Q1/Q3)
Whisker extends to furthest observation within Q3 + 1.5*IQR
Whisker extends to furthest observation within Q1 - 1.5*IQR
9
Example
Types of Variables
Procedures
Un-split the data before running further analysis
Descriptive Statistics for Multiple Groups
10
Split File
Qualitative or Categorical Variable (Grouping variable)
Crosstabs
Qualitative or Categorical Variable
Qualitative or Categorical Variable
Continuous or Quantitative Variable
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Baseline Pulse
Females (Gender)
Widowed (Marital Status)
Example:
Following is a dictionary for a data set. The data collected on a number of people from Cornwall, Ontario, Canada who at ...
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WEEK 6 – EXERCISES Enter your answers in the spaces pr.docx
WEEK 6 – EXERCISES
Enter your answers in the spaces provided. Save the file using your last name as the beginning of the file name (e.g., ruf_week6_exercises) and submit via “Assignments.” When appropriate,
show your work
. You can do the work by hand, scan/take a digital picture, and attach that file with your work.
1
.
A psychotherapist studied whether his clients self-disclosed more while sitting in an easy chair or lying down on a couch. All clients had previously agreed to allow the sessions to be videotaped for research purposes. The therapist randomly assigned 10 clients to each condition. The third session for each client was videotaped and an independent observer counted the clients’ disclosures. The therapist reported that “clients made more disclosures when sitting in easy chairs (
M
= 18.20) than when lying down on a couch (
M
= 14.31),
t
(18) = 2.84,
p
< .05, two-tailed.” Explain these results to a person who understands the
t
test for a single sample but knows nothing about the
t
test for independent means.
2.
A researcher compared the adjustment of adolescents who had been raised in homes that were either very structured or unstructured. Thirty adolescents from each type of family completed an adjustment inventory. The results are reported in the table below. Explain these results to a person who understands the
t
test for a single sample but knows nothing about the
t
test for independent means.
Means on Four Adjustment Scales for
Adolescents from Structured versus Unstructured Homes
Scale
Structured Homes
Unstructured Homes
t
Social Maturity
106.82
113.94
–1.07
School Adjustment
116.31
107.22
2.03*
Identity Development
89.48
94.32
1.93*
Intimacy Development
102.25
104.33
.32
______________________
*
p
< .05
3.
Do men with higher levels of a particular hormone show higher levels of assertiveness? Levels of this hormone were tested in 100 men. The top 10 and the bottom 10 were selected for the study. All participants took part in a laboratory simulation in which they were asked to role-play a person picking his car up from a mechanic’s shop. The simulation was videotaped and later judged by independent raters on each of four types of assertive statements made by the participant. The results are shown in the table below. Explain these results to a person who fully understands the
t
test for a single sample but knows nothing about the
t
test for independent means.
Mean Number of Assertive Statements
Type of Assertive Statement
Group
1
2
3
4
Men with High Levels
2.14
1.16
3.83
0.14
Men with Low Levels
1.21
1.32
2.33
0.38
t
3.81**
0.89
2.03*
0.58
______________________
*
p
< .05;
**
p
< 0.1
4.
A manager of a small store wanted to discourage shoplifters by putting signs around the store saying “Shoplifting is a crime!” However, he wanted to make sure this would not result in customers buying less. To test this, he displayed the signs every other W.
Dealing with outliers in Clinical Research
I am going to show you why the context-less outlier detection methods proposed practically everywhere, are almost useless, and why t̲h̲o̲u̲g̲h̲t̲l̲e̲s̲s̲ removal of outliers, instead of embracing and LEARNING from them, is so wrong.
After reading the attached document, you should be able to understand why people, who remove outliers blindly, without attempting to investigate it and who don't even try to learn the context, either completely don't understand what they do, don't care, or they lie intentionally.
Don't be an ignoramus, don't lie, investigate both missing data and outliers.
Outliers? I'll show you cases, where the truly worrying data aren't even visible.
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3. A p level of 0.05 corresponds to a confidence level of __________%
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I need this done ASAP, You have to have SPSS Software on your comput.docx
I need this done ASAP, You have to have SPSS Software on your computer. Please do not request to do the assignment if you don't have the software or if you do not have the understanding to get this assignment complete.
Assignment 2: Tests of Significance
Throughout this assignment you will review mock studies.
You will needs to follow the directions outlined in the section using SPSS and decide whether there is significance between the variables.
You will need to list the five steps of hypothesis testing (as covered in the lesson for Week 6) to see how
every
question should be formatted.
You will complete all of the problems.
Be sure to cut and past the appropriate test result boxes from SPSS under each problem and explain what you will do with your research hypotheses.
All calculations should be coming from your SPSS
.
You will need to submit the SPSS output file to get credit for this assignment.
This file will save as a .spv file and will need to be in a single file.
In other words, you are not allowed to submit more than one output file for this assignment.
The five steps of hypothesis testing when using SPSS are as follows:
State your research hypothesis (H
1
) and null hypothesis (H
0
).
Identify your significance level (.05 or .01)
Conduct your analysis using SPSS.
Look for the valid score for comparison.
This score is usually under ‘Sig 2-tail’ or ‘Sig. 2’.
We will call this “p”.
Compare the two and apply the following rule:
If “p” is < or = significance level, than you reject the null.
Be sure to explain to the reader what this means in regards to your study.
(Ex: will you recommend counseling services?)
* Be sure that your answers are clearly distinguishable.
Perhaps you bold your font or use a different color.
This assignment is due no later than Sunday of Week 6 by 11:55 pm ET.
Save the file in the following format: [your last name_SOCI332_A2].
The file must be a word file.
t Tests
t Test for a Single Sample (20 points)
Open SPSS
Enter the number of activities of daily living performed by the depressed clients studied in #1 in the Data View window.
In the Variable View window, change the variable name to “ADL” and set the decimals to zero.
Click Analyze
Compare Means
One-Sample T test
the arrow to move “ADL” to the Variable(s) window.
Enter the population mean (17) in the “Test Value” box.
Click OK.
Researches are interested in whether depressed people undergoing group therapy will perform a different number of activities of daily living after group therapy. The researchers have randomly selected 12 depressed clients to undergo a 6-week group therapy program.
Use the five steps of hypothesis testing to determine whether the average number of activities of daily living (shown below) obtained after therapy is significantly different from a mean number of activities of 17 that is typical for depressed people. (Clearly indicate each step).
Test the difference at the .05 level of significance a.
Systematic review and meta analaysis course - part 2
This presentation is the second part from Ahmed Negida's course titled: Systematic review and Meta-analysis.
Psyc 355 Effective Communication / snaptutorial.com
Exam 1 Psych 355
3. A p level of 0.05 corresponds to a confidence level of __________%
4. In a within-groups design where one group is measured twice over time, the appropriate hypothesis test is an:
Week 5 Independent t Test ExercisesPart IThe hypothesis bein.docx
Week 5 Independent t Test Exercises
Part I
The hypothesis being tested is: Women who are working will have a lower level of depression as compared to women who are not working.
Using Polit2SetC SPSS dataset, which contains a number of mental health variables, determine if the above hypothesis is true.
Follow these steps when using SPSS:
Open Polit2SetC dataset.
Click Analyze then click Compare Means, then Independent Sample T-test.
Move the Dependent Variable (CES_D Score “cesd”) in the area labelled Test Variable.
Move the Independent Variable (Currently Employed “worknow”) into the area labelled Grouping Variable. The worknow variable is coded as (0= those women who do not work and 1= those women who are working). Click on Define Groups in group 1 box type 0 and in group 2 box type 1. Click Continue.
Click continue and then click OK.
Assignment: Through analysis of the data and use of the questions below write one to two paragraphs summarizing your findings from this t-test.
How many women were employed versus not employed in the sample?
What is the total sample size?
What are the mean (SD) CES-D scores for each group?
Interpret the Levene’s statistic. (Hint: Is the assumption of homogeneity of variance met? Are equal variances assumed or not assumed?)
What is the value of the t-statistic, number of degrees of freedom and the p-value?
Does the data support the hypothesis? Why or why not?
Part II
Hypothesis: Women who reported depression scores in wave 1 and wave 2 of the study did not have a significant difference in their level of depression.
Using Polit2SetC SPSS dataset, determine if the above hypothesis is true.
Follow these steps when using SPSS:
Open Polit2SetC dataset.
Click Analyze then click Compare Means, then Paired Samples T-test.
First click on CES-D Score (cesd) and move it into the box labelled Paired Variables (in the rectangle for Pair 1 of Variable 1 and then click on CESD Score, Wave 1 (cesdwav1) and move it into the Paired Variables box (in the rectangle next to CES-D Score, pair 1, variable 2).
Click continue and then click OK.
Assignment: Through analysis of the data and use of the questions below write one to two paragraphs summarizing your findings from this t-test.
What is the total sample size?
What are the mean (SD) CES-D scores at wave 1 and wave 2?
What is the mean difference between the two time periods?
What is the value of the t-statistic, number of degrees of freedom and the p-value(sig)?
Does the data support the hypothesis? Why or why not?
Part III
Using Polit2SetC dataset, run independent groups t-tests for three outcomes. The outcome variables are CES-D Score (cesd), SF12: Physical Health Component Score, standardized (sf12phys) and SF12: Mental Health Component Score, standardized (sf12ment).
Follow these steps when using SPSS:
Open Polit2SetC dataset.
Click Analyze then click Compare Means, then Independent Sample T-test.
Move the Dependent Variables (.
A real life example to show the added value of the Phenotype Database (dbNP)....
NuGO has initiated the development of the Phenotype Database (dbNP). This database is developed together with several other consortia (e.g. Netherlands Metabolomics Centre) and is currently used within several European projects, such as Food4me, NU-AGE, Bioclaims and Nutritech.
The Phenotype Database (www.dbnp.org) is a web-based application/database that can store any biological study. We used this application to perform an analysis on a combination of several studies with the objective to test if it is possible to answer new research questions using a ‘virtual cohort’.
Study comparison:
The assessment of the health status of an individual is an important but challenging issue. Nowadays, challenge tests are proposed as a method to assess and quantify health status. We would like to find mechanistic explanations for differences in clinical subgroups and to develop a metabolomics platform based fingerprint at baseline that represents important parameters of the challenge test. Currently, there is not one single study available that includes enough subjects from specific clinical subgroups to develop such a fingerprint or study the biological processes specific for those subgroups. Therefore, we developed a toolbox that facilitates the combined analysis of multiples studies.
PU 515 Applied Biostatistics Final Exam 1. The.docx
PU 515
Applied Biostatistics
Final Exam
1. The following are body mass index (BMI) scores measured in 12 patients who are free of diabetes
and participating in a study of risk factors for obesity. Body mass index is measured as the ratio of
weight in kilograms to height in meters squared. Generate a 95% confidence interval estimate of
the true BMI.
25 27 31 33 26 28 38 41 24 32 35 40
2. Consider the data in Problem #1. How many subjects would be needed to ensure that a 95%
confidence interval estimate of BMI had a margin of error not exceeding 2 units?
3. A clinical trial is run to investigate the effectiveness of an experimental drug in reducing preterm
delivery to a drug considered standard care and to placebo. Pregnant women are enrolled and
randomly assigned to receive either the experimental drug, the standard drug or placebo. Women
are followed through delivery and classified as delivering preterm (< 37 weeks) or not. The data
are shown below.
Preterm Delivery Experimental Drug Standard Drug Placebo
Yes 17 23 35
No 83 77 65
Is there a statistically significant difference in the proportions of women delivering preterm among
the three treatment groups? Run the test at a 5% level of significance.
4. Consider the data presented in problem #4. Previous studies have shown that approximately 32%
of women deliver prematurely without treatment. Is the proportion of women delivering
prematurely significantly higher in the placebo group? Run the test at a 5% level of significance.
PU 515
Applied Biostatistics
Final Exam
5. A study is run comparing HDL cholesterol levels between men who exercise regularly and those
who do not. The data are shown below.
Regular Exercise N Mean Std Dev
Yes 35 48.5 12.5
No 120 56.9 11.9
Generate a 95% confidence interval for the difference in mean HDL levels between men who
exercise regularly and those who do not.
6. A clinical trial is run to assess the effects of different forms of regular exercise on HDL levels in
persons between the ages of 18 and 29. Participants in the study are randomly assigned to one of
three exercise groups - Weight training, Aerobic exercise or Stretching/Yoga – and instructed to
follow the program for 8 weeks. Their HDL levels are measured after 8 weeks and are summarized
below.
Exercise Group N Mean Std Dev
Weight Training 20 49.7 10.2
Aerobic Exercise 20 43.1 11.1
Stretching/Yoga 20 57.0 12.5
Is there a significant difference in mean HDL levels among the exercise groups? Run the test at a
5% level of significance. HINT: SSwithin = 21,860.
7. Consider again the data in problem #6. Suppose that in the aerobic exercise group we also
measured the number of hours of aerobic exercise per week and the mean is 5.2 hours with a
standard deviation of 2.1 hours. The sample correlation is -0.42.
a) Is there evidence of a s ...
Eng315 professional experience professional communications art
Eng315 professional experience professional communications art
Applied statistics part 5
Applied statistics part 5Mohammad Hadi Farjoo MD, PhD, Shahid behehsti University of Medical Sciences
An easy to understand about statistics and its application in life science research and medicine.WEEK 7 – EXERCISES Enter your answers in the spaces pr.docx
WEEK 7 – EXERCISES
Enter your answers in the spaces provided. Save the file using your last name as the beginning of the file name (e.g., ruf_week6_exercises) and submit via “Assignments.” When appropriate,
show your work
. You can do the work by hand, scan/take a digital picture, and attach that file with your work.
A sports researcher gave a standard written test of eating habits to 12 randomly selected professionals, four each from baseball, football, and basketball. The results were as follows:
Eating Habits Scores
Baseball Players
Football Players
Basketball Players
34
27
35
18
28
44
21
67
47
65
42
61
Is there a difference in eating habits among professionals in the three sports? (Use the .05 significance level.)
a.
Use the five steps of hypothesis testing.
b.
Sketch the distribution involved.
c.
Determine effect size.
2.
To study the effectiveness of treatments for insomnia, a sleep researcher conducted a study with 12 participants.
Four participants were instructed to count sheep (Sheep Condition), four were told to concentrate on their breathing (Breathing Condition), and four were not given any special instructions. Over the next few days, measures were taken of how many minutes it took each participant to fall asleep. The average times for the participants in the Sheep Condition were 14, 28, 27, and 31; for those in the Breathing Condition, 25, 22, 17, and 14; and for those in the control condition, 45, 33, 30, and 41.
Do these results suggest that the different techniques have different effects?
(Use the .05 significance level.)
a.
Use the five steps of hypothesis testing.
b.
Sketch the distribution involved.
c.
Figure the effect size of the study.
d.
Explain your findings (including the logic of comparing within-group to between-group population variance estimates, how each of these is figured, and the
F
distribution).
High school juniors planning to attend college were randomly assigned to view one of four videos about a particular college, each differing according to what aspect of college life was emphasized: athletics, social life, scholarship, or artistic/cultural opportunities. After viewing the videos, the students took a test measuring their desire to attend this college. The results were as follows:
Desire to Attend this College
Athletics
Social Life
Scholarship
Art/Cultural
68
89
74
76
56
78
82
71
69
81
79
69
70
77
80
65
Do these results suggest that the type of activity emphasized in a college film affects desire to attend that college? (Use the .01 significance level.)
a.
Use the five steps of hypothesis testing.
b.
Sketch the distribution involved.
c.
Figure the effect size of the study.
d.
Explain the logic of what you have done to a person who is unfamiliar with the analysis of variance.
A team of psychologists designed a study in which 12 psychiatric patients diagnosed as having generalized anxiety disorder were randomly assigned to one of three new types of th.
Sheet1Rate your skills using the following scaleChapter 1 You Ma.docx
Sheet1Rate your skills using the following scale:Chapter 1: You Make A DifferenceChapter 2: Credibility is the Foundation of Leadership1= Strongly Disagree4= AgreeQuestionScoreQuestionScore2= Disagree5= Strongly Agree20403= Partly Agree20090230140Total0Total01. Balance focusing on the future with an understanding of the present and events from the past.Chapter 3: Values Drive CommitmentChapter 4: Focusing on the Future Sets Leaders Apart2. Maintain self-awareness in external challenges or unexpected events.QuestionScoreQuestionScore70103. Support others in achieving their objectives through regular one-on-one meetings.1101502601604. Take time regularly to get updated on current events.Total0Total05. In conversation, provide undivided attention, show interest, and suspend judgment.Chapter 5: You Can’t Do It AloneChapter 6: Trust RulesQuestionScore6. Forthright and candid in all situations with all people.30QuestionScore170607. Show respect when questioning the ideas and opinions of others.250210Total02708. Take actions that create forward momentum.Total09. Attend industry functions and trade shows on a regular basis.Chapter 7: Challenge is the Crucible for GreatnessChapter 8: You Either Lead by Example or Don’t Lead At AllQuestionScoreQuestionScore10. Explore, identify, and define the nature, cause, and implications of problems.8013010018011. Demonstrate consistency between expressed beliefs, values, and actions.280240Total0Total012. Continuously give and receive feedback on results of learning efforts.13. Assess which role is most appropriate for the person and situation.Chapter 9: The Best Leaders Are The Best LearnersChapter 10: Leadership is an Affair of the HeartQuestionScoreQuestionScore14. Possess an understanding of business operations (budgeting, marketing, sales, etc.).1205019022030029015. Manage time in a way that balances personal and professional objectives.Total0Total016. Focus on actual results of a process or plan.17. Build relationships and ask questions to support a variety of initiatives.The totals from each chapter will show you your score.Refer to the range of scores to identify what type of further action you should take.18. Demonstrate an understanding of living and leading by example.3-6: Taking immediate action to improve your results is suggested.7-12: Develop action plans to be implemented over the next month.19. Identify and develop skills and effective behavior in others.13-15: You are performing well as a leader. Pinpoint areas to optimize your performance.20. Possess technical competencies to achieve relevant goals and objectives.21. Consistently and clearly communicates the desired results of a process or plan.22. Align people’s visions, values, goals, and action plans with bigger picture.23. Possess an understanding of industry trends.24. Identify and change self-defeating behaviors.25. Explore readiness to change and move ahead by knowing the stages of group development.26. Know what I value an.
Sheet1Quarter Sales PersonRegionQuarterly Sales31-MarSmithEast$750.docx
Sheet1Quarter Sales PersonRegionQuarterly Sales31-MarSmithEast$75031-MarWilliamsEast$80031-MarJonesSouth$76531-MarWhiteWest$45631-MarJohnsonNorth$98731-MarTaylorWest$44331-MarYoungSouth$36831-MarHallEast$15930-JunSmithEast$1,20030-JunWilliamsEast$36930-JunJonesSouth$98030-JunWhiteWest$65030-JunJohnsonNorth$76030-JunTaylorWest$27830-JunYoungSouth$78030-JunHallEast$54730-SepSmithEast$69830-SepWilliamsEast$46730-SepJonesSouth$98330-SepWhiteWest$23730-SepJohnsonNorth$46930-SepTaylorWest$74030-SepYoungSouth$74930-SepHallEast$345
Rubric Detail
Select Grid View or List View to change the rubric's layout.
Content
Name: NURS_6501_Week4_Discussion_Rubric
· Grid View
· List View
Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
Main Posting:
Response to the discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
Points:
Points Range: 44 (44%) - 44 (44%)
Thoroughly responds to the discussion question(s)
is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
supported by at least 3 current, credible sources
Feedback:
Points:
Points Range: 40 (40%) - 43 (43%)
Responds to the discussion question(s)
is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.
75% of post has exceptional depth and breadth
supported by at least 3 credible references
Feedback:
Points:
Points Range: 35 (35%) - 39 (39%)
Responds to most of the discussion question(s)
is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.
50% of post has exceptional depth and breadth
supported by at least 3 credible references
Feedback:
Points:
Points Range: 31 (31%) - 34 (34%)
Responds to some of the discussion question(s)
one to two criteria are not addressed or are superficially addressed
is somewhat lacking reflection and critical analysis and synthesis
somewhat represents knowledge gained from the course readings for the module.
post is cited with fewer than 2 credible references
Feedback:
Points:
Points Range: 0 (0%) - 30 (30%)
Does not respond to the discussion question(s)
lacks depth or superficially addresses criteria
lacks reflection and critical analysis and synthesis
does not represent knowledge gained from the course readings for the module.
contains only 1 or no credible references
Feedback:
Main Posting:
Writing
Points:
Points Range: 6 (6%) - 6 (6%)
Written clearly and concisely
Contains no grammatical or spelling errors
Fully adheres to current APA manual writing rules and style
Feedback:
Points:
Points Range: 5.5 (5.5%) - 5.5 (5.5%)
Written clearly and concisely
May contain one or no .
Sheet1project codeproject nameEmployeesQB280001Account Management .docx
Sheet1project codeproject nameEmployeesQB280001Account Management Team for 3 yearsEngineer 1QB280002Test & Maintenance DesignEngineer 2QB280003Chino Jr MEER UpgradeEngineer 3QB280003Chino Phase 1Engineer 4QB280004PM & PA Dedicated ResourcesEngineer 5QB280005CISEP - LugoEngineer 6QB280006CISEP - VincentEngineer 7QB280007CISEP - MiralomaEngineer 8QB280008CISEP - El DoradoEngineer 9QB280009Ultra SE Test Engineer 10QB280010RCRO - Rancho Cucamonga Reg OfficeEngineer 11QB280011Santiago - ACSEngineer 12QB280012Red Bluff CRAS ACSEngineer 13QB280015Shawnee Substation ...Engineer 14QB280016Lugo Gate RemovalEngineer 15QB280017Valley DFR PMUEngineer 16QB280018Devers DFR PMUEngineer 17QB280019Devers PerimeterEngineer 18QB280020Palm Springs SC - ...Engineer 19QB280022Arrowhead Service CenterEngineer 20QB280023VictorvilleEngineer 21QB280024Menifee Door ReplacementEngineer 22QB280025Badge StockEngineer 23QB280026Redlands SCEngineer 24QB280027Devers Retrofit MEEREngineer 25QB280028Threat AssessmentEngineer 26QB280029San Bernardino DFR PMUEngineer 27QB280030Ontario SC- Security UpgradeEngineer 28QB280031Video WallEngineer 29QB280032Ontario SC- Garage DoorEngineer 30QB280033Valley ABEngineer 31QB280034Threat AssessmentEngineer 32QB280035Chino Air NVR RefreshEngineer 33QB280038Barstow (Upgrade)Engineer 34QB280039Rancho Vista Driving School PIDSEngineer 35QB280040Westminster SSID PedestalEngineer 36QB280041Mountainview 9 / 40 NVR RefreshEngineer 37QB280041Mt View Gen Stn NVR RefreshEngineer 38QB280041Mountainview SubEngineer 39QB280042Viejo Sub Telecom RackEngineer 40QB280043Miraloma Sub DFREngineer 41QB280044Westminster CF Gate AccessQB280045Rector Sub Test & MaintenanceQB280046 Mesa Sub RedesignQB280047Santa Ana Sub Lyon Gate Ped Gate AddQB280048PIV 1 Lobby Cam AddsQB280049PIV 2 Lobby Cam AddsQB280051Orange Coast SC Monitor AddQB280052Palm Springs SC Roll Up DrQB280053Fullerton SC Monitor Add
5 Adapt and Rejuvenate: Agile and Learning Organizations
iStock/Rawpixel Ltd/Thinkstock
Learning Objectives
After reading this chapter, you should be able to do the following:
1. Analyze key traits of successful change leaders.
2. Describe how agile organizations approach change compared to traditional ones.
3. Examine the characteristics, levels, and principles of learning organizations.
4. Explain the relationship between learning and change in organizations, the process a company goes
through to become a learning organization, and the importance of leadership.
5. Summarize the mind-set that both agile and learning organizations must have in the 21st century.
wei82650_05_c05_207-248.indd 207 12/15/15 9:46 AM
© 2015 Bridgepoint Education, Inc. All rights reserved. Not for resale or redistribution.
Introduction
Change is the status quo. Companies the world
over realize that success depends on their ability
to respond to new opportunities and threats as
they emerge, and to keep rethinking their
strategies, structures, and tactics to .
Sheet1Quantity (miles of pipeline)Total CostTotal Fixed CostTotal .docx
Sheet1Quantity (miles of pipeline)Total CostTotal Fixed CostTotal Variable CostAverage Fixed CostAverage Variable CostMarginal Cost0$ 5,000$ 5,0001,000$ 11,5732,000$ 18,2083,000$ 29,2674,000$ 44,7505,000$ 64,6576,000$ 88,9877,000$ 117,7408,000$ 150,9189,000$ 188,51810,000$ 230,54311,000$ 276,99112,000$ 327,86313,000$ 383,15914,000$ 442,87815,000$ 507,02116,000$ 575,58717,000$ 648,57718,000$ 725,99119,000$ 807,82820,000$ 894,08921,000$ 984,77422,000$ 1,079,88223,000$ 1,179,41424,000$ 1,283,37025,000$ 1,391,74926,000$ 1,504,55227,000$ 1,621,77828,000$ 1,743,42929,000$ 1,869,50230,000$ 2,000,000
Week 4
Will Fence owns a 70-acre large timber and Christmas tree farm. The Christmas farm gets busy in August and September when Will identifies and flags the trees suitable for Christmas season. Starting in October, the flagged trees will be cut, baled, and trucked to the storage yard where they will stay until shipped. The storage yard is situated in an area that offers shade and protection from the wind to maintain the freshness of the tree. The trees are stacked with the tops locked together to keep the sun and wind away from them.
Will has just purchased an additional 40 acres and will need to expand his storage yard by 40,000 square feet. The budget for this expansion is $55,000. Will has hired your team to design a process to contract resources to expand the storage yard.
Cover the following as requested by Will:
· Description of the contract resource procurement process (from start to closure).
· Explanation of how the contract resources procurement process that was described will assist Will in negotiating the best purchase.
· Explanation to Will why the team believes the process is efficient and achieves the results desired.
· Identification of any risks associated with procuring these resources and explanation of the role of risk management in this process.
· Explanation of how the process may be improved upon.
· Other recommendations the team may have for Will to consider.
Graphing Supply and Demand
Supply and demand are so important for both consumers and producers
because both of these concepts work together to determine the overall price
of an item, as well as the total quantity sold in a market. To see how this
works, we can show both on a graph such as you see in the header image
above.
Remember that demand is a relationship between price and the quantity that
consumers are willing and able to pay. This is an inverse, or negative,
relationship, in which the variable's price and quantity move in opposite
directions. This would be depicted as a downward sloping curve on a graph.
Similarly, supply is a relationship between the price of an item and the
quantity that producers are willing to supply. This is a direct, or positive,
relationship, in which the variable's price and quantity move in the same
direction. This would be depicted as an u.
Sheet1Pro Forma Income StatementYear 1Year 2Year 3Year 4Year 5Visi.docx
Sheet1Pro Forma Income StatementYear 1Year 2Year 3Year 4Year 5Visits4,8825,1265,3825,6525,934Revenue Per Visit$450$450$450$450$450Gross RevenuePatient Reveue Gross Patient RevenueDeductions from Patient RevenueContractual Total Deductions from Revenue Net Patient Revenue$0$0$0$0$0Operating ExpensesSalaries and WagesEmployee BenefitsUtilitiesRepair/MaintenanceHousekeepingTelephone Service Depreciation MalpracticeMiscellaneous/OtherVariable Medical Supply CostsOther Non-Personnel Costs Total Operating ExpensesExcess of Rev over Exp. From Operations$0$0$0$0$0Cummulative Income$0$0$0$0$0Net Cash from Excess Rev (excl Depreciation)$0$0$0$0$0Cummulative Income Net Cash$0$0$0$0$0
Sheet2
Sheet3
Write an essay of about 750 to 1000 words, or 3 to 4 pages (double-
spaced), in response to the ALL the prompts below (4 Paragraphs) .
The relevant texts for Essay are the assigned:
* Sorensen, A Brief History of the Paradox, pp. 184- 185 on McTaggart
and pp. 173-176 on Augustine’s theory of time as subjective.
* David Lewis, “The Paradoxes of Time Travel”.
— Do not use any other outside sources! This is not a report on what
others have written about McTaggart or Lewis or time travel. This is
an exercise in thinking-by-writing!
Consider our discussions of, on one hand, McTaggart’s seemingly
paradoxical argument that time is “unreal” and, on the other hand,
Lewis’ account of the seemingly paradoxical possibility of time travel.
Write an essay in which you explore the potential “paradoxes” of time
we considered in McTaggart’s argument that “time is unreal” and in
Lewis’ account of time travel as “possible” in a “strange” possible world
(unlike our own).
Specifically, structure your narrative in response to the following
themes.
Paragraph 1: Explain the distinction between the “A series” and the “B
series” of time, as McTaggart introduced these terms. Why did
McTaggart think A time is more fundamental than B time? Why did he
think A time is impossible?
Paragraph 2: Explain Lewis’ distinction between “external time” and
“personal time”. How does Lewis’ distinction compare with
McTaggart’s distinction above?
Paragraph 3: Explain how, for Lewis, time travel is possible, even if
strange. What is a “person”, for Lewis? What then is “personal
identity”? How would the structure of a person over time, as Lewis
characterizes this form of personal identity, entail that a person could
travel either forward into the future or back into the past and encounter
“himself”/”herself”/”theirself” in a past or a future time?
Paragraph 4: Briefly: Do you find time travel, per Lewis, intuitively
possible? You may, if you like, consider the popular film “Back to the
Future” (1986), or you may consider how our imagination in science
fiction scenarios may address the possibility of time travel.
A U G U S T I N E ’S P R A G M A T I C P A R A D OX E S 173
became more alarming as philosophers became increasingly
persua.
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Psyc 355 Enhance teaching-snaptutorial.com
For more classes visit
www.snaptutorial.com
Exam 1 Psych 355
3. A p level of 0.05 corresponds to a confidence level of __________%
4. In a within-groups design where one group is measured twice over time, the appropriate hypothesis test is an:
7. Why do we divide by N-1 rather than by N when estimating a population standard deviation from the sample standard deviation?
Sample size calculation - Animal experimentation
Nowadays Scientists using laboratory animals are under increasing pressure to justify their sample sizes using a ‘‘power analysis’’ to improve study reproducibility and from ethical point of view too.
In this presentation, I review the three methods currently used to determine sample size: ‘‘tradition’’ or ‘‘common sense’’, the ‘‘resource equation’’ and the ‘‘power analysis’’.
Psyc 355 Exceptional Education / snaptutorial.com
For more classes visit
www.snaptutorial.com
Exam 1 Psych 355
3. A p level of 0.05 corresponds to a confidence level of __________%
4. In a within-groups design where one group is measured twice over time, the appropriate hypothesis test is an:
7. Why do we divide by N-1 rather than by N when estimating a population standard deviation from the sample standard deviation?
Regression and Classification Analysis
Statistical Analysis of data and finding correlation between features.
Statistical issues in subgroup analyses
This presentation is aimed at presenting the issues associated with subgroup analyses in clinical trials: the different types of subgroup analyses and the statistical issues associated with the conduct of subgroup analyses.
I need this done ASAP, You have to have SPSS Software on your comput.docx
I need this done ASAP, You have to have SPSS Software on your computer. Please do not request to do the assignment if you don't have the software or if you do not have the understanding to get this assignment complete.
Assignment 2: Tests of Significance
Throughout this assignment you will review mock studies.
You will needs to follow the directions outlined in the section using SPSS and decide whether there is significance between the variables.
You will need to list the five steps of hypothesis testing (as covered in the lesson for Week 6) to see how
every
question should be formatted.
You will complete all of the problems.
Be sure to cut and past the appropriate test result boxes from SPSS under each problem and explain what you will do with your research hypotheses.
All calculations should be coming from your SPSS
.
You will need to submit the SPSS output file to get credit for this assignment.
This file will save as a .spv file and will need to be in a single file.
In other words, you are not allowed to submit more than one output file for this assignment.
The five steps of hypothesis testing when using SPSS are as follows:
State your research hypothesis (H
1
) and null hypothesis (H
0
).
Identify your significance level (.05 or .01)
Conduct your analysis using SPSS.
Look for the valid score for comparison.
This score is usually under ‘Sig 2-tail’ or ‘Sig. 2’.
We will call this “p”.
Compare the two and apply the following rule:
If “p” is < or = significance level, than you reject the null.
Be sure to explain to the reader what this means in regards to your study.
(Ex: will you recommend counseling services?)
* Be sure that your answers are clearly distinguishable.
Perhaps you bold your font or use a different color.
This assignment is due no later than Sunday of Week 6 by 11:55 pm ET.
Save the file in the following format: [your last name_SOCI332_A2].
The file must be a word file.
t Tests
t Test for a Single Sample (20 points)
Open SPSS
Enter the number of activities of daily living performed by the depressed clients studied in #1 in the Data View window.
In the Variable View window, change the variable name to “ADL” and set the decimals to zero.
Click Analyze
Compare Means
One-Sample T test
the arrow to move “ADL” to the Variable(s) window.
Enter the population mean (17) in the “Test Value” box.
Click OK.
Researches are interested in whether depressed people undergoing group therapy will perform a different number of activities of daily living after group therapy. The researchers have randomly selected 12 depressed clients to undergo a 6-week group therapy program.
Use the five steps of hypothesis testing to determine whether the average number of activities of daily living (shown below) obtained after therapy is significantly different from a mean number of activities of 17 that is typical for depressed people. (Clearly indicate each step).
Test the difference at the .05 level of significance a.
Systematic review and meta analaysis course - part 2
This presentation is the second part from Ahmed Negida's course titled: Systematic review and Meta-analysis.
Psyc 355 Effective Communication / snaptutorial.com
Exam 1 Psych 355
3. A p level of 0.05 corresponds to a confidence level of __________%
4. In a within-groups design where one group is measured twice over time, the appropriate hypothesis test is an:
Week 5 Independent t Test ExercisesPart IThe hypothesis bein.docx
Week 5 Independent t Test Exercises
Part I
The hypothesis being tested is: Women who are working will have a lower level of depression as compared to women who are not working.
Using Polit2SetC SPSS dataset, which contains a number of mental health variables, determine if the above hypothesis is true.
Follow these steps when using SPSS:
Open Polit2SetC dataset.
Click Analyze then click Compare Means, then Independent Sample T-test.
Move the Dependent Variable (CES_D Score “cesd”) in the area labelled Test Variable.
Move the Independent Variable (Currently Employed “worknow”) into the area labelled Grouping Variable. The worknow variable is coded as (0= those women who do not work and 1= those women who are working). Click on Define Groups in group 1 box type 0 and in group 2 box type 1. Click Continue.
Click continue and then click OK.
Assignment: Through analysis of the data and use of the questions below write one to two paragraphs summarizing your findings from this t-test.
How many women were employed versus not employed in the sample?
What is the total sample size?
What are the mean (SD) CES-D scores for each group?
Interpret the Levene’s statistic. (Hint: Is the assumption of homogeneity of variance met? Are equal variances assumed or not assumed?)
What is the value of the t-statistic, number of degrees of freedom and the p-value?
Does the data support the hypothesis? Why or why not?
Part II
Hypothesis: Women who reported depression scores in wave 1 and wave 2 of the study did not have a significant difference in their level of depression.
Using Polit2SetC SPSS dataset, determine if the above hypothesis is true.
Follow these steps when using SPSS:
Open Polit2SetC dataset.
Click Analyze then click Compare Means, then Paired Samples T-test.
First click on CES-D Score (cesd) and move it into the box labelled Paired Variables (in the rectangle for Pair 1 of Variable 1 and then click on CESD Score, Wave 1 (cesdwav1) and move it into the Paired Variables box (in the rectangle next to CES-D Score, pair 1, variable 2).
Click continue and then click OK.
Assignment: Through analysis of the data and use of the questions below write one to two paragraphs summarizing your findings from this t-test.
What is the total sample size?
What are the mean (SD) CES-D scores at wave 1 and wave 2?
What is the mean difference between the two time periods?
What is the value of the t-statistic, number of degrees of freedom and the p-value(sig)?
Does the data support the hypothesis? Why or why not?
Part III
Using Polit2SetC dataset, run independent groups t-tests for three outcomes. The outcome variables are CES-D Score (cesd), SF12: Physical Health Component Score, standardized (sf12phys) and SF12: Mental Health Component Score, standardized (sf12ment).
Follow these steps when using SPSS:
Open Polit2SetC dataset.
Click Analyze then click Compare Means, then Independent Sample T-test.
Move the Dependent Variables (.
A real life example to show the added value of the Phenotype Database (dbNP)....
NuGO has initiated the development of the Phenotype Database (dbNP). This database is developed together with several other consortia (e.g. Netherlands Metabolomics Centre) and is currently used within several European projects, such as Food4me, NU-AGE, Bioclaims and Nutritech.
The Phenotype Database (www.dbnp.org) is a web-based application/database that can store any biological study. We used this application to perform an analysis on a combination of several studies with the objective to test if it is possible to answer new research questions using a ‘virtual cohort’.
Study comparison:
The assessment of the health status of an individual is an important but challenging issue. Nowadays, challenge tests are proposed as a method to assess and quantify health status. We would like to find mechanistic explanations for differences in clinical subgroups and to develop a metabolomics platform based fingerprint at baseline that represents important parameters of the challenge test. Currently, there is not one single study available that includes enough subjects from specific clinical subgroups to develop such a fingerprint or study the biological processes specific for those subgroups. Therefore, we developed a toolbox that facilitates the combined analysis of multiples studies.
PU 515 Applied Biostatistics Final Exam 1. The.docx
PU 515
Applied Biostatistics
Final Exam
1. The following are body mass index (BMI) scores measured in 12 patients who are free of diabetes
and participating in a study of risk factors for obesity. Body mass index is measured as the ratio of
weight in kilograms to height in meters squared. Generate a 95% confidence interval estimate of
the true BMI.
25 27 31 33 26 28 38 41 24 32 35 40
2. Consider the data in Problem #1. How many subjects would be needed to ensure that a 95%
confidence interval estimate of BMI had a margin of error not exceeding 2 units?
3. A clinical trial is run to investigate the effectiveness of an experimental drug in reducing preterm
delivery to a drug considered standard care and to placebo. Pregnant women are enrolled and
randomly assigned to receive either the experimental drug, the standard drug or placebo. Women
are followed through delivery and classified as delivering preterm (< 37 weeks) or not. The data
are shown below.
Preterm Delivery Experimental Drug Standard Drug Placebo
Yes 17 23 35
No 83 77 65
Is there a statistically significant difference in the proportions of women delivering preterm among
the three treatment groups? Run the test at a 5% level of significance.
4. Consider the data presented in problem #4. Previous studies have shown that approximately 32%
of women deliver prematurely without treatment. Is the proportion of women delivering
prematurely significantly higher in the placebo group? Run the test at a 5% level of significance.
PU 515
Applied Biostatistics
Final Exam
5. A study is run comparing HDL cholesterol levels between men who exercise regularly and those
who do not. The data are shown below.
Regular Exercise N Mean Std Dev
Yes 35 48.5 12.5
No 120 56.9 11.9
Generate a 95% confidence interval for the difference in mean HDL levels between men who
exercise regularly and those who do not.
6. A clinical trial is run to assess the effects of different forms of regular exercise on HDL levels in
persons between the ages of 18 and 29. Participants in the study are randomly assigned to one of
three exercise groups - Weight training, Aerobic exercise or Stretching/Yoga – and instructed to
follow the program for 8 weeks. Their HDL levels are measured after 8 weeks and are summarized
below.
Exercise Group N Mean Std Dev
Weight Training 20 49.7 10.2
Aerobic Exercise 20 43.1 11.1
Stretching/Yoga 20 57.0 12.5
Is there a significant difference in mean HDL levels among the exercise groups? Run the test at a
5% level of significance. HINT: SSwithin = 21,860.
7. Consider again the data in problem #6. Suppose that in the aerobic exercise group we also
measured the number of hours of aerobic exercise per week and the mean is 5.2 hours with a
standard deviation of 2.1 hours. The sample correlation is -0.42.
a) Is there evidence of a s ...
Eng315 professional experience professional communications art
Eng315 professional experience professional communications art
Applied statistics part 5
Applied statistics part 5Mohammad Hadi Farjoo MD, PhD, Shahid behehsti University of Medical Sciences
An easy to understand about statistics and its application in life science research and medicine.WEEK 7 – EXERCISES Enter your answers in the spaces pr.docx
WEEK 7 – EXERCISES
Enter your answers in the spaces provided. Save the file using your last name as the beginning of the file name (e.g., ruf_week6_exercises) and submit via “Assignments.” When appropriate,
show your work
. You can do the work by hand, scan/take a digital picture, and attach that file with your work.
A sports researcher gave a standard written test of eating habits to 12 randomly selected professionals, four each from baseball, football, and basketball. The results were as follows:
Eating Habits Scores
Baseball Players
Football Players
Basketball Players
34
27
35
18
28
44
21
67
47
65
42
61
Is there a difference in eating habits among professionals in the three sports? (Use the .05 significance level.)
a.
Use the five steps of hypothesis testing.
b.
Sketch the distribution involved.
c.
Determine effect size.
2.
To study the effectiveness of treatments for insomnia, a sleep researcher conducted a study with 12 participants.
Four participants were instructed to count sheep (Sheep Condition), four were told to concentrate on their breathing (Breathing Condition), and four were not given any special instructions. Over the next few days, measures were taken of how many minutes it took each participant to fall asleep. The average times for the participants in the Sheep Condition were 14, 28, 27, and 31; for those in the Breathing Condition, 25, 22, 17, and 14; and for those in the control condition, 45, 33, 30, and 41.
Do these results suggest that the different techniques have different effects?
(Use the .05 significance level.)
a.
Use the five steps of hypothesis testing.
b.
Sketch the distribution involved.
c.
Figure the effect size of the study.
d.
Explain your findings (including the logic of comparing within-group to between-group population variance estimates, how each of these is figured, and the
F
distribution).
High school juniors planning to attend college were randomly assigned to view one of four videos about a particular college, each differing according to what aspect of college life was emphasized: athletics, social life, scholarship, or artistic/cultural opportunities. After viewing the videos, the students took a test measuring their desire to attend this college. The results were as follows:
Desire to Attend this College
Athletics
Social Life
Scholarship
Art/Cultural
68
89
74
76
56
78
82
71
69
81
79
69
70
77
80
65
Do these results suggest that the type of activity emphasized in a college film affects desire to attend that college? (Use the .01 significance level.)
a.
Use the five steps of hypothesis testing.
b.
Sketch the distribution involved.
c.
Figure the effect size of the study.
d.
Explain the logic of what you have done to a person who is unfamiliar with the analysis of variance.
A team of psychologists designed a study in which 12 psychiatric patients diagnosed as having generalized anxiety disorder were randomly assigned to one of three new types of th.
Similar to Sheet3IDAGESEXGROUPCHNG_CHOLHDLGLYHB15112-2337.72221122366.9933511.docx (17)
I need this done ASAP, You have to have SPSS Software on your comput.docx
I need this done ASAP, You have to have SPSS Software on your comput.docx
Systematic review and meta analaysis course - part 2
Systematic review and meta analaysis course - part 2
Psyc 355 Effective Communication / snaptutorial.com
Psyc 355 Effective Communication / snaptutorial.com
Week 5 Independent t Test ExercisesPart IThe hypothesis bein.docx
Week 5 Independent t Test ExercisesPart IThe hypothesis bein.docx
A real life example to show the added value of the Phenotype Database (dbNP)....
A real life example to show the added value of the Phenotype Database (dbNP)....
PU 515 Applied Biostatistics Final Exam 1. The.docx
PU 515 Applied Biostatistics Final Exam 1. The.docx
Eng315 professional experience professional communications art
Eng315 professional experience professional communications art
WEEK 7 – EXERCISES Enter your answers in the spaces pr.docx
WEEK 7 – EXERCISES Enter your answers in the spaces pr.docx
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Sheet1Rate your skills using the following scale:Chapter 1: You Make A DifferenceChapter 2: Credibility is the Foundation of Leadership1= Strongly Disagree4= AgreeQuestionScoreQuestionScore2= Disagree5= Strongly Agree20403= Partly Agree20090230140Total0Total01. Balance focusing on the future with an understanding of the present and events from the past.Chapter 3: Values Drive CommitmentChapter 4: Focusing on the Future Sets Leaders Apart2. Maintain self-awareness in external challenges or unexpected events.QuestionScoreQuestionScore70103. Support others in achieving their objectives through regular one-on-one meetings.1101502601604. Take time regularly to get updated on current events.Total0Total05. In conversation, provide undivided attention, show interest, and suspend judgment.Chapter 5: You Can’t Do It AloneChapter 6: Trust RulesQuestionScore6. Forthright and candid in all situations with all people.30QuestionScore170607. Show respect when questioning the ideas and opinions of others.250210Total02708. Take actions that create forward momentum.Total09. Attend industry functions and trade shows on a regular basis.Chapter 7: Challenge is the Crucible for GreatnessChapter 8: You Either Lead by Example or Don’t Lead At AllQuestionScoreQuestionScore10. Explore, identify, and define the nature, cause, and implications of problems.8013010018011. Demonstrate consistency between expressed beliefs, values, and actions.280240Total0Total012. Continuously give and receive feedback on results of learning efforts.13. Assess which role is most appropriate for the person and situation.Chapter 9: The Best Leaders Are The Best LearnersChapter 10: Leadership is an Affair of the HeartQuestionScoreQuestionScore14. Possess an understanding of business operations (budgeting, marketing, sales, etc.).1205019022030029015. Manage time in a way that balances personal and professional objectives.Total0Total016. Focus on actual results of a process or plan.17. Build relationships and ask questions to support a variety of initiatives.The totals from each chapter will show you your score.Refer to the range of scores to identify what type of further action you should take.18. Demonstrate an understanding of living and leading by example.3-6: Taking immediate action to improve your results is suggested.7-12: Develop action plans to be implemented over the next month.19. Identify and develop skills and effective behavior in others.13-15: You are performing well as a leader. Pinpoint areas to optimize your performance.20. Possess technical competencies to achieve relevant goals and objectives.21. Consistently and clearly communicates the desired results of a process or plan.22. Align people’s visions, values, goals, and action plans with bigger picture.23. Possess an understanding of industry trends.24. Identify and change self-defeating behaviors.25. Explore readiness to change and move ahead by knowing the stages of group development.26. Know what I value an.
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Rubric Detail
Select Grid View or List View to change the rubric's layout.
Content
Name: NURS_6501_Week4_Discussion_Rubric
· Grid View
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Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
Main Posting:
Response to the discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
Points:
Points Range: 44 (44%) - 44 (44%)
Thoroughly responds to the discussion question(s)
is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
supported by at least 3 current, credible sources
Feedback:
Points:
Points Range: 40 (40%) - 43 (43%)
Responds to the discussion question(s)
is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.
75% of post has exceptional depth and breadth
supported by at least 3 credible references
Feedback:
Points:
Points Range: 35 (35%) - 39 (39%)
Responds to most of the discussion question(s)
is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.
50% of post has exceptional depth and breadth
supported by at least 3 credible references
Feedback:
Points:
Points Range: 31 (31%) - 34 (34%)
Responds to some of the discussion question(s)
one to two criteria are not addressed or are superficially addressed
is somewhat lacking reflection and critical analysis and synthesis
somewhat represents knowledge gained from the course readings for the module.
post is cited with fewer than 2 credible references
Feedback:
Points:
Points Range: 0 (0%) - 30 (30%)
Does not respond to the discussion question(s)
lacks depth or superficially addresses criteria
lacks reflection and critical analysis and synthesis
does not represent knowledge gained from the course readings for the module.
contains only 1 or no credible references
Feedback:
Main Posting:
Writing
Points:
Points Range: 6 (6%) - 6 (6%)
Written clearly and concisely
Contains no grammatical or spelling errors
Fully adheres to current APA manual writing rules and style
Feedback:
Points:
Points Range: 5.5 (5.5%) - 5.5 (5.5%)
Written clearly and concisely
May contain one or no .
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5 Adapt and Rejuvenate: Agile and Learning Organizations
iStock/Rawpixel Ltd/Thinkstock
Learning Objectives
After reading this chapter, you should be able to do the following:
1. Analyze key traits of successful change leaders.
2. Describe how agile organizations approach change compared to traditional ones.
3. Examine the characteristics, levels, and principles of learning organizations.
4. Explain the relationship between learning and change in organizations, the process a company goes
through to become a learning organization, and the importance of leadership.
5. Summarize the mind-set that both agile and learning organizations must have in the 21st century.
wei82650_05_c05_207-248.indd 207 12/15/15 9:46 AM
© 2015 Bridgepoint Education, Inc. All rights reserved. Not for resale or redistribution.
Introduction
Change is the status quo. Companies the world
over realize that success depends on their ability
to respond to new opportunities and threats as
they emerge, and to keep rethinking their
strategies, structures, and tactics to .
Sheet1Quantity (miles of pipeline)Total CostTotal Fixed CostTotal .docx
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Week 4
Will Fence owns a 70-acre large timber and Christmas tree farm. The Christmas farm gets busy in August and September when Will identifies and flags the trees suitable for Christmas season. Starting in October, the flagged trees will be cut, baled, and trucked to the storage yard where they will stay until shipped. The storage yard is situated in an area that offers shade and protection from the wind to maintain the freshness of the tree. The trees are stacked with the tops locked together to keep the sun and wind away from them.
Will has just purchased an additional 40 acres and will need to expand his storage yard by 40,000 square feet. The budget for this expansion is $55,000. Will has hired your team to design a process to contract resources to expand the storage yard.
Cover the following as requested by Will:
· Description of the contract resource procurement process (from start to closure).
· Explanation of how the contract resources procurement process that was described will assist Will in negotiating the best purchase.
· Explanation to Will why the team believes the process is efficient and achieves the results desired.
· Identification of any risks associated with procuring these resources and explanation of the role of risk management in this process.
· Explanation of how the process may be improved upon.
· Other recommendations the team may have for Will to consider.
Graphing Supply and Demand
Supply and demand are so important for both consumers and producers
because both of these concepts work together to determine the overall price
of an item, as well as the total quantity sold in a market. To see how this
works, we can show both on a graph such as you see in the header image
above.
Remember that demand is a relationship between price and the quantity that
consumers are willing and able to pay. This is an inverse, or negative,
relationship, in which the variable's price and quantity move in opposite
directions. This would be depicted as a downward sloping curve on a graph.
Similarly, supply is a relationship between the price of an item and the
quantity that producers are willing to supply. This is a direct, or positive,
relationship, in which the variable's price and quantity move in the same
direction. This would be depicted as an u.
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Sheet2
Sheet3
Write an essay of about 750 to 1000 words, or 3 to 4 pages (double-
spaced), in response to the ALL the prompts below (4 Paragraphs) .
The relevant texts for Essay are the assigned:
* Sorensen, A Brief History of the Paradox, pp. 184- 185 on McTaggart
and pp. 173-176 on Augustine’s theory of time as subjective.
* David Lewis, “The Paradoxes of Time Travel”.
— Do not use any other outside sources! This is not a report on what
others have written about McTaggart or Lewis or time travel. This is
an exercise in thinking-by-writing!
Consider our discussions of, on one hand, McTaggart’s seemingly
paradoxical argument that time is “unreal” and, on the other hand,
Lewis’ account of the seemingly paradoxical possibility of time travel.
Write an essay in which you explore the potential “paradoxes” of time
we considered in McTaggart’s argument that “time is unreal” and in
Lewis’ account of time travel as “possible” in a “strange” possible world
(unlike our own).
Specifically, structure your narrative in response to the following
themes.
Paragraph 1: Explain the distinction between the “A series” and the “B
series” of time, as McTaggart introduced these terms. Why did
McTaggart think A time is more fundamental than B time? Why did he
think A time is impossible?
Paragraph 2: Explain Lewis’ distinction between “external time” and
“personal time”. How does Lewis’ distinction compare with
McTaggart’s distinction above?
Paragraph 3: Explain how, for Lewis, time travel is possible, even if
strange. What is a “person”, for Lewis? What then is “personal
identity”? How would the structure of a person over time, as Lewis
characterizes this form of personal identity, entail that a person could
travel either forward into the future or back into the past and encounter
“himself”/”herself”/”theirself” in a past or a future time?
Paragraph 4: Briefly: Do you find time travel, per Lewis, intuitively
possible? You may, if you like, consider the popular film “Back to the
Future” (1986), or you may consider how our imagination in science
fiction scenarios may address the possibility of time travel.
A U G U S T I N E ’S P R A G M A T I C P A R A D OX E S 173
became more alarming as philosophers became increasingly
persua.
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CBIO Lab: Mitosis and Meiosis p. 1/10
Name:_________________________
Instructor: ___________ Section: ___
MITOSIS AND MEIOSIS
One of the tenets of cell theory is that all cells come from pre-existing cells. All individual
organisms begins with one cell, and yet in multicellular organisms the number of cells in the
adult may be in the trillions. This requires cells to repeatedly divide during the life of an
organism.
The average adult human body is made up of about 37 trillion cells. Of these, approximately 50
billion are fat cells and 2 billion are heart muscle cells. By the time you finish reading this
sentence, 50 million of your cells will have died and been replaced by others. Human cells are
estimated to divide nearly 2 trillion times every day. Amazingly, humans contain at least 10
times as many bacteria cells as human cells. The 100 trillion bacterial cells are much smaller
than human cells and have a faster generation time.
Mitosis and meiosis are two processes that produce new cells through cell division, which occurs
as a part of the cell cycle. The new “daughter” cells produced by these processes are quite
different because they have different purposes. These differences occur because the processes
have several key differences as outlined in the video lecture. You will be doing several lab
activities examining mitosis and meiosis and what can happen if problems occur during these
cell division processes.
Why are we doing this lab?
1. To gain a better understanding of the mitotic and meiotic processes of cell division that
occur in humans and all other animals.
2. To examine how issues in mitosis and meiosis can lead to diseases and disorders in
humans.
CBIO Lab: Mitosis and Meiosis p. 2/10
Background: Phases of mitosis
For each phase, draw and label:
a. Chromatin or chromosomes
b. Centrosomes
c. Microtubules/spindle
d. Cell membrane
CBIO Lab: Mitosis and Meiosis p. 3/10
Activity 1: Mitosis under the microscope
1. Use Google images of mitosis (Google “mitosis of onion root tip”) to identify cells in
interphase and all phases of mitosis.
Cells in…Interphase will have chromatin, not distinct chromosomes
Prophase will have distinctly visible chromosomes
Metaphase will have chromosomes lined up along the equator of the cell
Anaphase will have chromosomes separating at the centromeres
Telophase will have chromosomes decondensing into chromatin and a .
Sheet1Presentation by Tony StudentSlide NumberSlide TitleSlide Tex.docx
Sheet1Presentation by Tony StudentSlide NumberSlide TitleSlide TextNarrativeComments1Social Media in the WorkplaceTitle Slide2Introduction“Twitter is not a technology, it’s a conversation – and it’s happening with or without you.” – Charlene Li, author
Over 306 million active Twitter users send 500 million Tweets daily *Hello, my name it Tony Student, I currently work as an Information Security Manager at a financial services firm in the Washington DC Metro area and am responsible for securing a multi-trillion dollar financial platform. Part of my responsibilities is to provide training and awareness on topics that deal with Information Security including the use of Social Media in the Workplace.
Social media is a powerful platform which helps connect people. According to Charlene Li, author of Groundswell, “Twitter is not a technology, it’s a conversation – and it’s happening with or without you.”
Consider the fact that every minute of every day roughly 5,800 tweets are posted to the Twitterverse. This amounts to over 500 million tweets daily! That statistic definitely echoes the sentiment of Charlene Li and is an important thing to consider when it comes to business. Social media can become a positive part of promoting a company's brand and allows a business to provide supreme customer service.3AgendaSocial Media Primer
Five Leading Practices on Social Media
Best Buy Case Study
Closing Remarks
Questions and AnswersFor today's agenda we are going to cover the following topics:
Social Media Primer - Which will provide insight into what social media is and its purpose
Five Leading Practices on Social Media - Tips on the appropriate use of Social Media
Best Buy Case Study - An example of how one big box retailer sets the tone and expectation on social media for business use
Closing Remarks - Final thoughts one how transformative social media can be for business
Questions and Answers - To be able to provide some time to answer those burning questions that you didn't realize you had until you saw this material.4Social Media PrimerAn online medium for social collaboration *
It’s all about the content
Pictures
Videos
Music
Social Media can enable business
Platforms include LinkedIN, Twitter, Facebook, etc.
According to the English Oxford Living Dictionary, Social Media are "Websites and applications that enable users to create and share content or to participate in social networking."
In other words, social media in an online medium for social collaboration. All said and done, it's all about the content that people and companies produce and publish to the masses. The platform is an enabler for businesses to create accessibility for consumers to producers of a product or idea.
Examples of social media platforms that you may already be familiar with include, LinkedIN, a professional social networking site; Twitter, a microblogging site, and Facebook which originally started out as a place for college folks to collaborate and quickly turned .
Sheet1Pretax IncomeYang, Ziyun make sure to add back income t.docx
Sheet1Pretax Income
Yang, Ziyun: make sure to add back income tax paid through Nov. See account 999 Nov balance.
Subject to State Taxes- 0State Tax- 0Subject to Fed Taxes
Yang, Ziyun: State Taxes can be deducted from Fed taxable income
- 0Progressive ratefirst 50,000 @15%7,500next 25,000 @ 25%6,250remainder @ 34%(25,500)Fed Tax(11,750)Federal Surtax
Yang, Ziyun: 5% on income over $100,000, surtax not to exceed $11,750
- 0
Yang, Ziyun: Updated in V2
Total Fed Tax(11,750)Total Income Tax(11,750)Less: Income Taxes Paid
Yang, Ziyun: Paid taxes through Nov. See account 999 Nov balance.
72,000Tax accrual
Yang, Ziyun: debit exp, credit payable
(83,750)
Sheet2
Sheet3
Research question
Human factors for changes in natural geology
Ivan Tai
Humans as major geological and geomorphological agents in the Anthropocene: the significance of artificial ground in Great Britain
Since the first prehistoric people started to dig for stone to make implements, rather than pick up loose material, humans have modified the landscape through excavation of rock and soil, generation of waste and creation of artificial ground. In Great Britain over the past 200 years, people have excavated, moved and built up the equivalent of at least six times the volume of Ben Nevis.
Simon J. Price
, Jonathan R. Ford
, Anthony H. Cooper
and Catherine Neal
Published:13 March 2011
2
Why I choose this research question?
Because human The natural changes are very large, from climate change to changes in topographical attitudes.
InstructionNarrative and InstructionsRockford Corporation is a wholesale plumbing supply distributor. The corporation was organized in 1981, under the laws of the State of Illinois, with an authorized capitalization of 100,000 sharesof no-par common stock with a stated value of $16 per share. The common stock is sold over thethe counter in the local area. You have been hired as of Thursday, December 25, 2018, to replace thecontroller, who has resigned. As controller, you are responsible for the corporation's accountingrecrods, preparation of the financial statements, safeguarding the corporate assets, and providingmanagement with financial information to set prices and to monitor and control operations. Rockford Corporation closes its books annually on December 31 but prepares financial statementsquarterly. Adjusting entries are posted to the general ledger only at year-end; at the end of the first, second, and third quarter the adjustments are entered only on a work sheet, not in the generalledger. Therefore, the adjusting entries to be recorded on December 31 are annual adjustments that you must journalize and the post to the general ledger accounts before preparing the financial statements.Rockford Corporation maintains a perpetual inventory system and takes a physical count each yearto adjust the inventory carrying amount. Purchases are recorded at the gross amount (discountstaken are recognized at the date of payment) of.
Sheet1PMGT 576 Assignment Rubric – Unit 7 Assignment20Are all of t.docx
Sheet1PMGT 576 Assignment Rubric – Unit 7 Assignment20Are all of the 8 steps presented? Do the key elements of each step demonstrate a clear understanding of the concept? 25Is the importance of the step provided in a clear and concise manner? Is the approach to implementing each step reasonable and logical?20Do the strategies presented regarding staying on track, diagnosing the gaps, and managing resistance make sense and offer a good chance for success if implemented properly? 20The text is grammatically correct and there are no spelling or punctuation errors. 15Total100
Harrisburg TEXTILE CO.
(Kotter’s 8 stages Approach)
A Case Study Assignment
1
1
ORGANIZATIONAL CHANGE PROCESS
Harrisburg Textile Co.
In this assignment your team is the change management division at Harrisburg Textile.
Your leadership team has decided to use Kotter’s 8 step model to implement change and to transform the Harrisburg Textile into an Agile Lean organization.
Your team has been tasked with developing a plan to implement Kotter’s 8 step model and to provide the plan in a PowerPoint presentation to the company’s senior leaders within one week.
Using the information about the company and your knowledge of change management in general, and Kotter’s 8 step model in particular, your team is to design this presentation following the template provided. This presentation should be 8 to 12 slides in length with sufficient detail provided to allow for easy understanding by the senior leaders (i.e. your instructors!)
ORGANIZATIONAL CHANGE PROCESS
Harrisburg Textile Co.
Company Information: Harrisburg Textile is a family owned company in the fashion and textile industry. Harrisburg Textile manufactures its own designs, operates two small retail stores, offers wholesale products and does some exporting. The company has 50 employees and in its main manufacturing facility operates 39 pieces of machinery.
Short History:
Harrisburg Textile decided to increase the manufacture of certain products it previously outsourced and decided to add to the products they were buying from upscale fashion wholesale companies. This led to increased demands, and the company recognized it had to take steps to remain competitive not only through increasing capacity but through a complete organizational transformation. This rapid growth drove the company’s first step that being to change its business identity from LLC to corporation and Harrisburg Textile’s transformation journey started.
ORGANIZATIONAL CHANGE PROCESS
Harrisburg Textile Co.
The company is faced with a number of issues affecting this transformation. These include:
Globalization, economic crisis and pressures: There is a need to grow, and to adopt new market requirements due to the global environment. Harrisburg Textile recognizes that must expand our borders in marketing, modernize systems and technologies, maintain a competitive advantage over other competitors, institutionalize a.
Sheet1Plan APlan BPro Forma Income Statement AccountsEBIT700100013.docx
Sheet1Plan APlan BPro Forma Income Statement AccountsEBIT7001000130070010001300InterestEBT (EBIT - Interest)Tax Net IncomeTotal Shares OutstandingEPS
.
Sheet1Phase of Business Financal Management needsDebt FinancingEq.docx
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.
Sheet1PeriodEngine Failures(a) 4-period moving average(b) weighted.docx
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.
Sheet1Participant#Verbal Label Condition (Smashed or Hit)Age Condi.docx
Sheet1Participant#Verbal Label Condition (Smashed or Hit)Age Condition (Under 60 years or Over 60 years)Speed (mph)Broken Glass? (Y or N)GenderAgeRaceEthnicityEV2HitOver 6040YMale74WhiteCuban-AmericanTV3HitOver 6055YFemale65From multiple racesFrom multiple Spanish, Hispanic, or Latino groupsEV3SmashedUnder 6070NFemale22From multiple racesI am not Spanish, Hispanic, or LatinoJT1SmashedUnder 6050YMale18AsianI am not Spanish, Hispanic or LatinoDB3SmashedOver 6025NFemale63Black or African-AmericanI am not Spanish, Hispanic or LatinoDB4SmashedUnder 6050YFemale31Black or African-AmericanI am not Spanish, Hispanic or LatinoJT2HitUnder 6045YFemale19Black or African-AmericanI am not Spanish, Hispanic or LatinoDB2HitOver 6065YMale62WhiteI am not Spanish, Hispanic or LatinoDB1HitUnder 6060NMale31Black or African-AmericanI am not Spanish, Hispanic, LatinoDJC4SmashedUnder 6024NFemale24AsianI am not Spanish, Hispanic, or LatinoDJC1HitOver 6060NFemale67WhiteI am not Spanish, Hispanic, or LatinoDJC2HitUnder 6045NFemale23WhiteI am not Spanish, Hispanic, or LatinoDJC3SmashedOver 6062YMale62WhiteI am not Spanish, Hispanic, or LatinoLM4HitOver 6070NFemale62From multiple racesI am not Spanish, Hispanic, or LatinoLM3SmashedOver 6040NFemale61WhiteI am not Spanish, Hispanic, or LatinoPH1SmashedUnder 6060NFemale27WhiteI am not Spanish, Hispanic, or LatinoLM4SmashedUnder 6080NFemale31Some other raceSome other Spanish, Hispanic, Latino groupPH4HitOver 6080NFemale71Some other race (Hispanic)Some other Spanish, Hispanic, Latino groupPH2SmashedOver 6050NFemale60Some other race (Hispanic)Puerto RicanPH3HitUnder 6025NFemale28Some other race (Hispanic)Puerto RicanLM2HitUnder 6060NFemale35From multiple racesPuerto RicanTV2SmashedUnder 6040NFemale36Some other race (Hispanic)Puerto RicanTV1HitUnder 6050NFemale40From multiple racesSome other Spanish, Hispanic, Latino groupDA2HitOver 6050NMale62Some other race (Hispanic)Some other Spanish, Hispanic, Latino groupDA1SmashedOver 6055NFemale65Some other race (Latino)Some other Spanish, Hispanic, Latino groupDA4HitUnder 6030YMale21Some other race (Latino)Some other Spanish, Hispanic, Latino groupDA3SmashedUnder 6035NMale19Some other race (Latino)Some other Spanish, Hispanic, Latino groupEV4HitOver 6040YFemale61WhiteSome other Spanish, Hispanic, Latino groupTV4SmashedOver 6055YFemale60WhiteSome other Spanish, Hispanic, Latino groupJT4SmashedOver 6050NMale66From multiple racesSome other Spanish, Hispanic, Latino groupJT13HitOver 6060YMale62Black or African-AmericanSome other Spanish, Hispanic, Latino groupJT14SmashedUnder 6070YMale30Black or African-AmericanSome other Spanish, Hispanic, Latino groupJT12HitUnder 6060YMale37Some other race (Hispanic)Some other Spanish, Hispanic, Latino groupJT11SmashedOver 6090NFemale67Black or African-AmericanSome other Spanish, Hispanic, Latino groupJT3HitOver 6080NFemale62Some other race (Hispanic)Some other Spanish, Hispanic, Latino groupEV1SmashedUnder 6025NFemale21WhiteN/A
Final Course Assignment.
Sheet1No.Strengths (3)Weaknesses (2)Recommendations (2)Evidence (u.docx
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 .
Sheet1Moisture content analysis final resultsGroupValue of m3 (g)A.docx
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.
Sheet1ManhattanBrooklynQueensThe BronxStaten IslandEducationMarita.docx
Sheet1ManhattanBrooklynQueensThe BronxStaten IslandEducationMarital 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.
Sheet1Learning Solultions NameVersion NumberMediumTypeLessonSc.docx
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.
Sheet1LMH10090H80M70L605040302010NumberRisk NameFull Risk CostRisk.docx
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
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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.
Sheet1Item Price# of ItemsTotal PriceCups$1.896$11.34Plates$1.506$.docx
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
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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.
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https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-exploring-gemini-ai-and-integration-with-mulesoft/
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Sheet3IDAGESEXGROUPCHNG_CHOLHDLGLYHB15112-2337.72221122366.9933511.docx
- 1. Sheet3IDAGESEXGROUPCHNG_CHOLHDLGLYHB15112- 2337.72221122366.9933511-5474.8444921-1514.5353911- 15474.8164212-1345.26717111444.7782011-6434.7794922- 2435.84105221-3534.441120120345.28125511- 9404.641344220424.841423120305.98156321-9544.47166511- 10494.671723221515.14184411-7564.59192922- 1415.56203311-5544.632118121286.75222212-2384.97234321- 3524.31243921-8464.73253822-2415.28262322-1536.72274311- 4424.53283722-2395.12294921-2643.98303212- 1495.053144210514.253235220454.64334711- 4444.523431120365.14353722-1474.67362921- 10513.81374921-8693.943835222466.22392821- 5493.944050121384.87 © 2018 Laureate Education, Inc. PUBH6032 - Module 6 Application Step-By-Step Guide Step 1: Import the Microsoft Excel data file into SPSS (see Module 4 step-by-step guide) or use the correct saved SPSS data file from Module 4. 1. Open SPSS, select “Open an existing data source,” highlight “More Files,” and click OK. 2. Locate the folder where you saved the Module 4 Application dataset SPSS file, highlight it, and click OK. Step 2: Conduct an independent samples t-test to determine if
- 2. there is a difference between Group 1 (medication) and Group 2 (placebo) in terms of changes in cholesterol values. Note that the independent variable is GROUP, and the dependent variable is CHNG_CHOL. For this analysis, use the default setting for a two-tailed test of significance. 1. In the top menu bar select Analyze > Compare Means > Independent Sample T Test. 2. Highlight CHNG_CHOL then click on the arrow button to move it over to the “Test Variable(s)” box. 3. Highlight GROUP then click on the arrow button to move it over to the “Grouping Variable” box. 4. Click on the Define Groups button. In the “Group 1” box enter “1.” In the “Group 2” enter “2.” Click Continue. 5. Click OK. Step 3: Conduct a between-subjects ANOVA to determine if there is a difference between sex (males vs. females) and HDL. Note that the independent variable is SEX, and the dependent
- 3. variable is HDL. For this analysis, use the default setting for a two-tailed test of significance. 1. In the top menu bar select Analyze > Compare Means > One- Way ANOVA. 2. Highlight HDL then click on the arrow button to move it over to the “Dependent List” box. 3. Highlight SEX then click on the arrow button to move it over to the “Factor” box. 4. Click on the Options button and select “Descriptive.” Click Continue. 5. Click OK. Step 4: Conduct a Pearson correlation to determine if there is a relationship between HDL and GLYHB. For this analysis, use the default setting for a two- tailed test of significance. 1. In the top menu bar select Analyze > Correlate > Bivariate. 2. Highlight HDL and GLYHB then click on the arrow button to move it over to the “Variables” box. 3. Click on the Options button and select “Means and standard deviations.” Click Continue.
- 4. © 2018 Laureate Education, Inc. 4. Click OK. Step 5: Review your SPSS output and answer each of the following questions: 1. Mean and standard deviation can be found in the Group Statistics (T Test), Descriptives (ANOVA), and Descriptive Statistics (Pearson correlation) tables. 2. The t-test score and probability (significance value) can found in the Independent Samples Table, under t-test for Equality of Means. Look for “Equal variances assumed” on the left side of the table and follow over to the “t” and “Sig. (2-tailed)” columns. 3. The F-value and probability (significance value) can be found in the ANOVA table. Look for “Between groups” on the left side of the table and follow over to the “F” and “Sig.” columns. 4. The Pearson correlation score and probability (significance value) can be found in the
- 5. Correlations table. Look for “Pearson correlation” listed next to HDL on the left side of the table and follow over to the value listed under the GLYHB column. Notice that this value is listed a second time below. This is because the table reports the Pearson correlation in two combinations, HDL-GLYHB and GLYHB- HDL. The values should be the same. Step 6: Paste each required frequency distribution table below. 1. In the Viewer pane, select File > Export. 2. Under “Objects to Export,” select All. 3. From the “Type” drop-down list, select Word/RTF (*.doc). 4. In “File Name,” give the output a unique name (e.g., OUTPUT_Module6). (Note the file folder where the Word document will be saved. The default is typically C:Documents.) 5. Click OK to generate the Word file. *Now you can cut-and-paste the information from this Word file into the Module worksheet.
- 6. PUBH6032 - Module 6 Application Assignment Worksheet Analyzing Quantitative Data Instructions For this assignment, you perform a two-sample independent t- test, an ANOVA, and a correlation analysis related to the data set that has been utilized in the previous two modules. Import the data into SPSS or, if you correctly saved the data file from the Module 4 and 5 Assignments, you may open and use that saved file to complete this Assignment. Type your answers to all questions directly into the worksheet, and paste the required output at the end of this document. Submit this Application Assignment by Day 7 of Week 11. Research Scenario A researcher is interested in the effect of a new medication on serum cholesterol, HDL cholesterol, and glycosylated hemoglobin of adults. The researcher randomly selects a sample of 40 (20 male and 20 female) participants who have been diagnosed with high cholesterol. Assuring equal distribution of males and females, the participants are randomly assigned to one of two conditions (or groups): Following pretest measures of serum cholesterol (chol), high-density lipoprotein cholesterol (HDL), and glycosylated hemoglobin (glyhb), the experimental group (Group 1) is given the medication for a period of 6 months while the control group (Group 2) is given a placebo. After the 6 months, chol, HDL, and glyhb are again measured.
- 7. The posttest data for each participant are provided in the Module 4 Application Assignment Data Set Excel file and can be found in the Module 6 Learning Resources. The codebook for the data provided is as follows: AGE Age in years SEX 1 = male, 2 = female GROUP 1 = medication, 2 = placebo CHNG_CHOL change in cholesterol from pretest to posttest HDL High-density lipoprotein at posttest GLYHB Glycosylated hemoglobin at posttest --------------------------------------------------------------------------- ------------------------------------------ Step 1: Import the Microsoft Excel data file into SPSS or use the correct saved SPSS data file as noted in the instructions above. Step 2: Conduct an independent samples t-test to determine if there is a difference between Group 1 (medication) and Group 2 (placebo) in terms of changes in cholesterol values. Note that the independent variable is GROUP, and the dependent variable is CHNG_CHOL. For this analysis, use the default setting for a two-tailed test of significance. (Be sure to save your output.) Step 3: Conduct a between-subjects ANOVA to determine if there is a difference between sex (males vs. females) and HDL. Note that the independent variable is SEX, and the dependent variable is HDL. For this analysis, use the default setting for a two-tailed test of significance. (Be sure to save your output.) *Note on Step 3: T-test and ANOVA are parametric statistical techniques to test a hypothesis. Typically we use a t-test to compare the means of two populations and ANOVA to compare the means of more than two populations. For this analysis, please disregard this rule and use ANOVA to compare the
- 8. means of males vs. females. We would like you to understand how to conduct a simple comparison between two groups using both techniques. Step 4: Conduct a Pearson correlation to determine if there is a relationship between HDL and GLYHB. For this analysis, use the default setting for a two-tailed test of significance. (Be sure to save your output.) Step 5: Review your SPSS output and answer each of the following questions: From the independent samples t-test output: 1. What is the mean CHNG_CHOL for Group 1? _____________ 2. What is the CHNG_CHOL standard deviation for Group 1? _____________ 3. What is the mean CHNG_CHOL for Group 2? _____________ 4. What is the CHNG_CHOL standard deviation for Group 2? _____________ 5. What is the calculated t-score (equal variances assumed)? _____________ 6. What is the probability that the obtained t-score was simply due to chance as opposed to actual gender differences [see “Sig (two-tailed)” on output]? _____________ 7. If the probability associated with the obtained t-score is <0.05, we assume the results (difference in mean CHNG_CHOL between groups) are much more likely due to the effects of the medication than to chance. In other words, we would say the results are statistically significant. Are the results statistically significant (yes or no)? ________
- 9. From the ANOVA output: 8. What is the mean HDL for group males? _____________ 9. What is the HDL standard deviation for males? _____________ 10. What is the mean HDL for group females? _____________ 11. What is the HDL standard deviation for females? _____________ 12. What is the calculated F-value? _____________ 13. What is the probability (noted as “Sig” on output) that the obtained F-value was simply due to chance as opposed to actual gender differences? _____________ From the correlation output: 14. What is the Pearson correlation score for HDL and GLYHB? __________ 15. What is the direction of the correlation value and what does this mean? _____________________________________________________ _ _____________________________________________________ _ 16. What is the probability for the obtained Pearson correlation score [see “Sig (two-tailed)” on output]? _____________ 17. If the probability associated with the Pearson correlation is <0.05, we assume a significant relationship. Is there a significant relationship between HDL and GLYHB? __________ Step 6: Paste all required SPSS output below. © 2018 Laureate Education, Inc. Page 1 of 3