SAS Results for Problem 2Factor (IV) in ANOVA 2 levels (1 or.docx

This document contains class notes from an empirical research methods course. It outlines key concepts related to sampling, statistics, experimental design, and data analysis techniques including t-tests, analysis of variance (ANOVA), and factorial ANOVA. Examples are provided to illustrate how to conduct statistical tests in SPSS and how to interpret and report results. Key terms are defined throughout to explain assumptions, computations, and interpretations of different statistical analyses.

This document provides an overview of a basic statistics workshop for language teachers. It includes definitions of key statistical concepts like descriptive statistics, the normal distribution, reliability and validity. It also summarizes how to compare means using t-tests and ANOVA, and how to analyze correlations between variables. The workshop aims to help teachers calculate and interpret common statistical measures.

Week 7 - Linear Regression Exercises SPSS Output Simple Linear Regression SPSS Output Descriptive Statistics Mean Std. Deviation N Family income prior month, all sources $1,485.49 $950.496 378 Hours worked per week in current job 33.52 12.359 378 Correlations Family income prior month, all sources Hours worked per week in current job Pearson Correlation Family income prior month, all sources 1.000 .300 Hours worked per week in current job .300 1.000 Sig. (1-tailed) Family income prior month, all sources . .000 Hours worked per week in current job .000 . N Family income prior month, all sources 378 378 Hours worked per week in current job 378 378 Model Summary Model R R Square Adjusted R Square Std. Error of the Estimate 1 .300a .090 .088 $907.877 a. Predictors: (Constant), Hours worked per week in current job ANOVAb Model Sum of Squares df Mean Square F Sig. 1 Regression 3.068E7 1 3.068E7 37.226 .000a Residual 3.099E8 376 824241.002 Total 3.406E8 377 a. Predictors: (Constant), Hours worked per week in current job b. Dependent Variable: Family income prior month, all sources Coefficientsa Model Unstandardized Coefficients Standardized Coefficients t Sig. 95.0% Confidence Interval for B B Std. Error Beta Lower Bound Upper Bound 1 (Constant) 711.651 135.155 5.265 .000 445.896 977.405 Hours worked per week in current job 23.083 3.783 .300 6.101 .000 15.644 30.523 a. Dependent Variable: Family income prior month, all sources Part II: Multiple Regression SPSS Output  This part is going to begin with an example that has been interpreted for you. Analyze the output provided and read the interpretation of the data so that you will have an understanding of what you will do for the multiple regression assignment. Descriptive Statistics Mean Std. Deviation N CES-D Score 18.5231 11.90747 156 CESD Score, Wave 1 17.6987 11.40935 156 Number types of abuse .83 1.203 156 Correlations CES-D Score CESD Score, Wave 1 Number types of abuse Pearson Correlation CES-D Score 1.000 .412 .347 CESD Score, Wave 1 .412 1.000 .187 Number types of abuse .347 .187 1.000 Sig. (1-tailed) CES-D Score . .000 .000 CESD Score, Wave 1 .000 . .010 Number types of abuse .000 .010 . N CES-D Score 156 156 156 CESD Score, Wave 1 156 156 156 Number types of abuse 156 156 156 Model Summary Model R R Square Adjusted R Square Std. Error of the Estimate Change Statistics R Square Change F Change df1 df2 Sig. F Change 1 .412a .170 .164 10.88446 .170 31.506 1 154 .000 2 .496b .246 .236 10.41016 .076 15.352 1 153 .000 a. Predictors: (Constant), CESD Score, Wave 1 b. Predictors: (Constant), CESD Score, Wave 1, Number types of abuse ANOVAc Model Sum of Squares df Mean Square F Sig. 1 Regression 3732.507 1 3732.507 31.506 .000a Residual 18244.613 154 118.472 Total 21977.1.

26 Ch. 3: Organizing and Graphing Data Assignment 2 MEASURES OF CENTRAL TENDENCY Fill in the blanks: 4.1. The score that repeats the most often in a distribution is called the ______. 4.2. The descriptive statistic used the most in inferential statistics as a measure of central tendency is the _________. 4.3. The measure of central tendency used with nominal scale data is the _______. 4.4. To find the mean of a sample, thethe sum of the scoresas is divided by ______. Circle the correct answer: 4.5. In a positively skewed distribution, the majority of the scores cluster above/below the ________. 4.6. The mode and the mean have the same values in distributions that are normal/negatively skewed. 4.7. Distributions with few scores are more/less likely to have a mode than distributions with many scores. Answer the following questions: 4.8. Which measure of central tendency would be the most appropriate for summarizing the following test scores? Explain your choice. 13, 14, 10, 38, 11, 12, 16, 15 4.9. What is the difference between and ? How are they related to each other? 4.10. A distribution of 10 scores has a mean of 6. Following are 9 scores of this distribution. Which score is missing (remember that the mean should be 6)? 4, 8, 10, 5, 9, 3, 6, 7, 3 4.11. When the sum of a group of scores is 280 and the mean of the scores is 7, how many scores are in the distribution? 4.12. Find the mode, median, and mean of the distribution depicted in the following histogram: Frequency Scores MEASURES OF VARIABILITY Circle the correct answer: 5.1. The distance between the highest and the lowest scores is called the range/variance. 5.2. The SD is equal to the square root of the mean/variance. 5.3. A test with 30 items is likely to have a higher/lower standard deviation that a test with 80 items. 5.4. The mean of the squared deviation scores is called the variance/standard deviation. 5.5. The SD of the number of errors found by an auditor in a sample of accounts of one company is likely to be higher/lower than the SD of the number of errors found in samples taken from a number of different companies. 5.6. The SD is/is not sensitive to extreme scores. 5.7. The variance of the population is represented by S2/2. 5.8. In most cases, the variance is larger/smaller than the SD. 5.9. The measure of variability that takes into consideration every score in the distribution is the range/standard deviation. Answer/compute the following questions: 5.10. Study the following three distributions. What are the similarities and differences between the three distributions in terms of their means, ranges, and standard deviations? (Note: Assume the three distributions to be samples if you decide to compute their standard deviations.) Distribution A: 8, 9, 6, 12, 5 Distribution B: 7, 10, 11, 8, 4 Distribution C: 7, 9, 8, 9, 7 5.11. Three statistics classes (Sections A, B and C), each with 26 students, took the same test. The SD o.

The document provides an overview of different statistical analysis methods including independent ANOVA, repeated measures ANOVA, and MANOVA. It discusses key aspects of each method such as their appropriate uses, assumptions, and how to conduct the analyses and interpret results in SPSS. For ANOVA, it covers topics like F-ratio, significance levels, post-hoc tests, effect sizes, and examples. For MANOVA, it compares it to ANOVA and explains how MANOVA can assess differences across groups on multiple dependent variables simultaneously.

Researchers use several tools and procedures for analyzing quantitative data obtained from different types of experimental designs. Different designs call for different methods of analysis. This presentation focuses on: T-test Analysis of variance (F-test), and Chi-square test

The document describes using a one-way ANOVA to analyze data from an experiment that used three standardization methods (external calibration curve, standard addition, and internal standard) to determine the concentration of three paraffin analytes. The one-way ANOVA found a statistically significant difference between the means of the three standardization methods. Post-hoc analysis with Tukey's test showed the standard addition method mean was significantly different from the other two methods, but those other methods did not differ significantly.

This document summarizes the results of an analysis examining reading comprehension scores based on background noise and practice conditions. Key findings include: 1) Reading comprehension scores were significantly higher with practice compared to no practice. 2) Scores were significantly higher with no noise compared to high noise levels. 3) There was a significant interaction between practice and noise conditions, such that practice had a greater positive effect on scores under high noise compared to no noise.

This document discusses various types of analysis of variance (ANOVA) statistical tests. It begins with an introduction to one-way ANOVA for comparing the means of three or more independent groups. Requirements for one-way ANOVA include a nominal independent variable with three or more levels and a continuous dependent variable. Assumptions of one-way ANOVA include normality and homogeneity of variances. The document then briefly discusses two-way ANOVA, MANOVA, ANOVA with repeated measures, and related statistical tests. Examples of each type of ANOVA are provided.

One-way ANOVA compares the means of three or more independent groups and is used to determine if there are any statistically significant differences between the means. Two-way ANOVA compares the means of two independent variables and can examine interactions between them. MANOVA compares the means of multiple dependent variables. Researchers use ANOVA to examine questions about potential differences between groups based on one or more independent variables.

The document describes how analysis of variance (ANOVA) can be used to compare mean exam scores between students sitting in different rows (front, middle, back) of a classroom. ANOVA measures variation between and within groups. If the between-group variation is significantly greater than the within-group variation, then at least one group mean is different. The ANOVA calculation and assumptions are shown using example data. The results show the mean scores differed significantly between rows, rejecting the null hypothesis that all row means were equal.

The document summarizes the results of a one-way repeated measures ANOVA comparing ratings of lectures with different numbers of visual aids. The ANOVA found a significant effect of the number of visual aids, with ratings being significantly higher for lectures with few visual aids compared to those with none or many visual aids. Pairwise comparisons showed ratings were significantly higher with few visual aids than with none or many, but the difference between none and many was not significant. An alternative analysis using ranked data and a repeated measures ANOVA on ranks produced similar results.

The document discusses statistical tests such as the t-test and F-test. The t-test is used to compare means of two samples, such as comparing sample means before and after treatment. There are different types of t-tests, including paired samples and independent samples t-tests. The F-test, also called the F-ratio, compares variances between samples and is used in analysis of variance (ANOVA) to test differences between two or more groups. Examples are provided to demonstrate how to perform t-tests and F-tests to analyze data and test hypotheses.

Chapter 10 Power Points for Essentials of Statistics for the Behavioral Sciences, Gravetter & Wallnau, 8th ed

The document discusses analysis of variance (ANOVA), specifically the F-test. It explains that ANOVA compares the means of two or more groups and includes one-way, two-way, and three-way ANOVA. A one-way ANOVA involves one variable while a two-way ANOVA involves two variables like column and row factors. The F-test is used to determine if there are significant differences between and among group means. An example demonstrates how to conduct a one-way ANOVA on sales data from four brands of shampoo.

This document discusses different statistical tests used to analyze experimental research data, including the t-test, analysis of variance (ANOVA), and chi-square test. It provides examples of how to apply each test and interpret the results. The t-test is used to compare the means of two groups, ANOVA is used for comparing more than two groups, and chi-square is used to analyze relationships between categorical variables. Computer programs like SPSS can perform these statistical analyses to help researchers evaluate experimental data.

this will help you understand the complete concept of what, why an how we measure averages. kind regards

ScanScan 1Scan 2Scan 3Scan 4Scan 5Scan 6Scan 7Scan 8Scan 9Scan 10Scan 11Scan 12Scan 13 Chapter 13 Global Health Challenges MANY INDIVIDUALS AND NONGOVERNMENTAL ORGANIZATIONS (NGOS) HELP FIGHT GLOBAL DISEASE. The Bill and Melinda Gates Foundation plays a key role in the war against malaria, AIDS, and other diseases. Melinda and Bill Gates met with doctors and patients at the Manhica Research Center and Hospital in an area of Mozambique heavily affected by malaria. Learning Objectives 1. 13.1Recall the causes and effects of noncommunicable diseases 2. 13.2Evaluate the role of global travel and trade in facilitating the globalization of infectious diseases 3. 13.3Outline the three developments that gave rise to the concept of human security 4. 13.4Describe the three epidemiologic transitions to better understand contemporary concerns about infectious diseases 5. 13.5Report the cause, spread, effects, and control measures of influenza and avian flu 6. 13.6Report the cause, spread, effects, and control measures of malaria 7. 13.7Recognize the causes and preventive measures of HIV 8. 13.8Report the origin, spread, effects, and control measures of SARS 9. 13.9Report the origin, spread, effects, and control measures of Ebola 10. 13.10Outline role of the WHO in preventing the spread of infectious diseases Noncommunicable diseases (NCDs) such as heart disease, cancer, diabetes, chronic respiratory disease, and mental illness in general and Alzheimer’s disease in particular are the leading causes of death and disability globally. Long associated with affluent Western standards of living, NCDs are now a global problem. While rich countries are better equipped to deal with chronic diseases, they are far more deadly in poor countries. Growing numbers of old people and the spread of middle-class lifestyles make NCDs more prevalent than infectious diseases. Globalization also contributes to the growth of NCDs by helping expand the global middle class and by promoting fast foods, sugary drinks, alcohol, smoking, processed foods, and sedentary lifestyles. A major global health threat that undermines efforts to cure diseases is the emergence of germs that are resistant to antibiotics. This is due mainly to the excessive use of antibiotics in medicine and agriculture. Infectious diseases are intertwined with numerous global issues and are inseparable from political, economic, and cultural components of globalization. Ethnic conflicts make populations vulnerable to infectious diseases. Fighting contributes to the collapse of public services, which means that many people die from what would ordinarily be treatable diseases, such as diarrhea and respiratory infections. Conflicts also create refugees, overcrowding, and unsanitary conditions, thereby creating environments conducive to the spread of infectious diseases. Environmental degradation and deforestation expose humans to a variety of infectious diseases. They also contribute to global warming and flooding,.

Scapegoating is a theory of prejudice and discrimination. Society looks at the weakest group, and places blame on that group for all ills. That group then becomes the bottom level of society. We've seen this over the past 18 months. Illegal immigrants have been blamed for many issues, in particular crime and unemployment rates. Yet, I know few in my own area who will do the jobs these folks do every day. As for crime, please see the link below for a journal article that addresses this issue. Most crimes committed by immigrants without papers are misdemeanors.  What are your  thoughts? .

Scanned with CamScanner Scanned with CamScanner INSTRUCTIONS  Write a brief case study (ALZHIEMER DISEASE) of a real or hypothetical issue or problem that needs investigation (approx. 200-250 words max).  Discussion 3.2: Hypothesis Test Tag Team Corporate Responsibility 8; The Social Responsibility of Business Is to Increase Its Profits Milton Friedman When I hear businessmen speak eloquently about the “social responsibilities of business in a free-enterprise system,” I am reminded of the wonderful line about the Frenchman who discovered at the age of 70 that he had been speaking prose all his life. The busi­ nessmen believe that they are defending free enterprise when they declaim that business is not concerned “merely” with profit but also with promoting desirable “social” ends; that business has a “social conscience” and takes seriously its responsibilities for provid ing employment, eliminating discrimina­ tion, avoiding pollution and whatever else may be the catchwords of the contemporary crop of reformers. In fact they are—or would be if they or anyone else took them seriously—preaching pure and unadulter­ ated socialism. Businessmen who talk this way are unwitting puppets of the intellectual forces that have been undermining the basis of a free society these past decades. The discussions of the “social responsibil­ ities of business” are notable for their analyt­ ical looseness and lack of rigor. What does it mean to say that “business” has responsibili­ ties? Only people can have responsibilities. A corporation is an artificial person and in this sense may have artificial responsibili­ ties, but “business” as a whole cannot be said to have responsibilities, even in this vague sense. The first step toward clarity in ex­ amining the doctrine of the social responsi­ bility of business is to ask precisely what it implies for whom. Presumably, the individuals who are to be responsible are businessmen, which means individual proprietors or corporate execu­ tives. Most of the discussion of social respon­ sibility is directed at corporations, so in what follows I shall mostly neglect the individual proprietors and speak of corporate execu­ tives. In a free-enterprise, private-property sys­ tem, a corporate executive is an employee of the owners of the business. He has direct re­ sponsibility to his employers. That responsi­ bility is to conduct the business in accord­ ance with their desires, which generally will be to make as much money as possible while conforming to the basic rules of the society, both those embodied in law and those em­ bodied in ethical custom. Of course, in some cases his employers may have a different ob­ jective. A group of persons might establish a corporation for an eleemosynary purpose— for example, a hospital or a school. The manager of such a corporation will not have money profit as his objectives but the ren­ dering of certain services. In either case,.

Sara Mohammed 1991 Washington St. Indiana, PA 15701 (571) 550-3232 [email protected] EDUCATION Indiana University of Pennsylvania (IUP) Expected December 2020 Bachelor of Science in Business Northern Virginia Community College (NOVA), Woodbridge, VA May 2016 English As a Second Language Volunteerism Saudi club association at Gannon University Fall 2018 SKILLS · Speak three languages (Arabic, English, and Turkish) · Knowledge with technology · Experience with Microsoft, Word, Excel, and PowerPoint · Looking for helping others always · Familiar with taking care of kids .

Scanned with CamScanner Application Assignment 2: Part 2 - Developing an Advocacy Campaign The following application, Part 2, will be due in Week 7. To prepare: · Review Chapter 3 of Health policy and politics: A nurse’s guide. · In the first assignment, you reflected on whether the policy you would like to promote could best be achieved through the development of new legislation, or a change in an existing law or regulation. Refine as necessary using any feedback from your first paper. · Contemplate how existing laws or regulations may affect how you proceed in advocating for your proposed policy. · Consider how you could influence legislators or other policymakers to enact the policy you propose. · Think about the obstacles of the legislative process that may prevent your proposed policy from being implemented as intended. · To complete: Part Two will have approximately 3–4 pages of content plus a title page and references. Part Two will address the following: · Explain whether your proposed policy could be enacted through a modification of existing law or regulation or the creation of new legislation/regulation. · Explain how existing laws or regulations could affect your advocacy efforts. Be sure to cite and reference the laws and regulations using primary sources. · Provide an analysis of the methods you could use to influence legislators or other policymakers to support your policy. In particular, explain how you would use the “three legs” of lobbying in your advocacy efforts. · Summarize obstacles that could arise in the legislative process and how to overcome these hurdles. Milstead: 3 Legs of Lobbying “According to Milstead (2013), Leg One of the Three-Legged Stool consists of lobbying which is the act of influencing – the art of persuading-a government entity. “Legislators often rely on lobbyists’ expertise to help them understand what they are voting for or against.” (Milstead, 2013, p. 53). Local State Representatives should be targeted as a champion for the bill and that’s likely where an average voter can begin for their voice to be heard at the local and state levels.Leg Two of the Three-Legged Stool also includes the grassroots lobbyists. The AmericanNurses Association often spear-heads lobbying efforts in the best interest of the public on healthcare related issues and has a strong history of working with Congress on these important issues. “Grassroots lobbyists are constituents who have the power to elect officials through their vote and have expertise and knowledge about a particular issue (such as nurses in healthcare reform debates)” (Milstead, 2013, p. 54). Nurses can become a member of the American Nurses Association or other associations to ensure nurses have a voice on these important issues” Reflection Associate Professor Michael Segon Director MBA 1 Reflection Reflection is used as a learning tool to make sense of what we have experienced and how we can optimise our learning from that experience. .

Scanned with CamScanner Global editionGlo b a l ed it io n this is a special edition of an established title widely used by colleges and universities throughout the world. Pearson published this exclusive edition for the benefit of students outside the United States and Canada. if you purchased this book within the United States or Canada you should be aware that it has been imported without the approval of the Publisher or author. Pearson Global Edition Global edition For these Global editions, the editorial team at Pearson has collaborated with educators across the world to address a wide range of subjects and requirements, equipping students with the best possible learning tools. this Global edition preserves the cutting-edge approach and pedagogy of the original, but also features alterations, customization, and adaptation from the north american version. it Strategy: Issues and Practices M cK een Sm ith it Strategy Issues and Practices tHiRd edition James D. McKeen • Heather A. Smith t H iR d e d it io n McKeen_1292080264_mech.indd 1 28/11/14 12:56 PM IT STraTegy: ISSueS and PracTIceS A01_MCKE0260_03_GE_FM.indd 1 26/11/14 9:32 PM A01_MCKE0260_03_GE_FM.indd 2 26/11/14 9:32 PM IT STraTegy: ISSueS and PracTIceS T h i r d E d i t i o n G l o b a l E d i t i o n James D. McKeen Queen’s University Heather A. Smith Queen’s University Boston Columbus Indianapolis New York San Francisco Hoboken Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montréal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo A01_MCKE0260_03_GE_FM.indd 3 26/11/14 9:32 PM Editor in Chief: Stephanie Wall Head of Learning Asset Acquisition, Global Edition: Laura Dent Acquisitions Editor: Nicole Sam Program Manager Team Lead: Ashley Santora Program Manager: Denise Vaughn Editorial Assistant: Kaylee Rotella Assistant Acquisitions Editor, Global Edition: Debapriya Mukherjee Associate Project Editor, Global Edition: Binita Roy Executive Marketing Manager: Anne K. Fahlgren Project Manager Team Lead: Judy Leale Project Manager: Thomas Benfatti Procurement Specialist: Diane Peirano Senior Manufacturing Controller, Production, Global Edition: Trudy Kimber Cover Image: © Toria/Shutterstock Cover Designer: Lumina Datamantics Full Service Project Management: Abinaya Rajendran at Integra Software Services, Pvt. Ltd. Credits and acknowledgments borrowed from other sources and reproduced, with permission, in this textbook appear on appropriate page within text. Pearson Education Limited Edinburgh Gate Harlow Essex CM20 2JE England and Associated Companies throughout the world Visit us on the World Wide Web at: www.pearsonglobaleditions.com © Pearson Education Limited 2015 The rights of James D. McKeen and Heather A. Smith to be identified as the authors of this work have been asserted by them in accordance with the Copyright, Designs and Patents Act 19.

Scanned by CamScanner Scanned by CamScanner Chapter 13:The Bureaucracy ADA Text Version Learning Objectives 1. Describe the formal organization of the federal bureaucracy. 2. Classify the vital functions performed by the bureaucracy. 3. Explain the present Civil Service system and contrast it with the 19th century spoils system. 4. Identify the various factors contributing to bureaucracy's growth over time. 5. Compare the means by which Congress and the president attempt to maintain control over the bureaucracy. 6. Analyze and evaluate the problems that bureaucratic organization poses for American democracy. Introduction The very word "bureaucracy" often carries negative connotations. To refer to an institution as a "bureaucracy" or characterize it as "bureaucratic" is usually intended as an insult. But the national bureaucracy, sometimes called the "fourth branch of government", is responsible for practically all of the day-to-day work of governing the country. While bureaucracy in the United States, consistent with our tradition of more limited government, is smaller than its counterparts in other longstanding democracies, its influence extends to almost every corner of American society. From delivery of the mail to regulation of the stock market to national defense, federal employees plan, regulate, adjudicate, enforce, and implement federal law. Despite recurrent calls to "shrink" the size of government, the federal bureaucracy remains the largest single employer in the United States. This lesson examines the bureaucracy's formal organization, its critical role in the American economy and society, and its perceived weaknesses. Study Questions 1. How did sociologist Max Weber define bureaucracy? 2. Identify the various functions federal bureaucracies perform giving at least one example each: a. Implementation b. Regulation c. Adjudication d. Enforcement e. Policy-making 3. How many people does the federal government employ? For what percentage of GDP does federal spending account? How does this compare to other economically advanced democracies? 4. Classify and distinguish the major types of bureaucracy in the federal government: a. Cabinet Departments b. Independent Agencies c. Independent Regulatory Commissions d. Government Corporations 5. How does the federal bureaucracy select and recruit personnel? Contrast the present civil service system with the spoils system. What advantages does the present system provide? 6. What factors explain the growth of bureaucracy over time despite recurrent calls for limiting the size of government? 7. Identify those factors in the budget process making it difficult to cut bureaucratic funding. 8. Describe the way Congress authorizes funding for the federal bureaucracy. 9. How does Congress attempt to control the federal bureaucracy? 10. How does the president attempt to control the federal bureaucracy? 11. What special problems does bureaucratic independence present in a democracy? Discuss with re.

SANS SIFT tool             Final project , related to (digital forensics tools and technique)   Description : A 500-700 word, double spaced paper, written in APA format, showing sources and a bibliography and ppt presentation too Presentation materials .

Scanned by CamScanner Scanned by CamScanner TABLE 2.2 Connecting Knowledge of Development and Learning to Teaching Practices Principles of Child Development and Learning Developmentally Appropriate Teaching Practices Children develop holistically • Teachers plan daily activities and routines to address aesthetic, emotional, cognitive, language, physical, and social development. • Teachers integrate learning across the curriculum (e.g., mixing language, physical, and social; combining math, science, and reading). Child development follows an orderly sequence • Teachers use their knowledge of developmental sequences to gauge whether children are developing as expected, to determine reasonable expectations, and to plan next steps in the learning process. Children develop at varying rates • Teachers give children opportunities to pursue activities at their own pace. • Teachers repeat activities more than once so children can participate according to changing needs and abilities. • Teachers plan activities with multiple learning objectives to address the needs of more and less advanced learners. Children learn best when they feel safe and secure • Teachers develop nurturing relationships with children and remain with children long enough so children can easily identify a specific adult from whom to seek help, comfort, attention, and guidance. • Daily routines are predictable. Changes in routine are explained in advance so children can anticipate what will happen. • There is two-way communication between teachers and families, and families are welcome in the program. • Children have access to images, objects, and activities that reflect their home experiences. • The early childhood environment complies with all safety requirements. • Adults use positive discipline to enhance children’s self-esteem, self-control, and problem-solving abilities. • Teachers address aggression and bullying calmly, firmly, and proactively. Children are active learners • Activities, transitions, and routines respect children’s attention span, need for activity and need for social interaction. Inactive segments of the day are short. • Children participate in gross motor activities every day. Children learn through a combination of physical experience, social experience, and reflection • Adults encourage children to explore and investigate. They pose questions, offer information, and challenge children’s thinking. • Children have many chances to document and reflect on their ideas. Children learn through mastery and challenge • Practitioners simplify, maintain, or extend activities in response to children’s functioning and comprehension. Children’s learning profiles vary • Teachers present the same information in more than one modality (seeing, hearing, touching) and through different types of activities. • Children have opportunities to play on their own and with others; indoors and outdoors; with natural and manufactured materials. Chil.

Sandro Reyes 1 5 Human Impact on the Environment Every day, I see the harmful impacts of humans on the environment. Just 13 percent of the globe’s oceans remain unsoiled by humanity’s damaging impacts (Carrington, 2018). In the remotest poles and Pacific areas, most of the ocean has no natural marine wildlife. Pollution, huge fishing fleets, and global shipping along with climate change are all degrading the oceans. The vehicles we drive every day, industrial wastes, overpopulation, and fossil fuels, all have negative effects on the environment. Human activities are negatively affecting the environment by degrading it and sooner or later, the earth will not be able to sustain humans. Overpopulation is now an epidemic with decreased mortality rates, improved medicine, and food sustainability. We are living longer, which is increasing population. The impact of overpopulation includes environmental degradation due to cutting down of trees to create space. With less trees to filter the air, an increase in carbon dioxide levels is damaging every single organism (Interesting Engineering, 2019). Another effect of overpopulation is overdependence on fossil fuels such as coal and oil, which emit plentiful carbon oxide into the air. With increased population, humans need more space, which damage ecosystems and augment carbon dioxide emissions. Pollution is another impact of human activities on the environment. From trash, industrial wastes to carbon dioxide emissions into the air, pollutions is inevitable. Over 2.4 billion individuals have no access to sources of clean water. Human activities continue to deplete indispensable resources such as soil, water, and air. United States, for example, produces 147 million metric tons of air pollution annually (Interesting Engineering, 2019). Air quality in developing nations continues to plummet as well. This means that we are engaging in activities that are hurting the environment. Global warming is one of the greatest causes of environmental degradation contributed by human activities. Some people do not believe that global warming is real. However, that is not true, and its major contributors include carbon dioxide emissions from respiration, deforestation, and burning fossil fuels. Each year, we continue to contribute to levels of carbon dioxide globally. Current levels exceed 400 PPM, and the rise in carbon dioxide emissions are attributed to an increase in global temperatures (Interesting Engineering, 2019). The result is the melting of arctic glaciers and land ice, which will increase sea levels, and have negative effects on oceanic life. Climate change is another impact on the environment that is being caused by us. It is linked .

Scanned with CamScanner Research Summary (paper) For this assignment you summarize one of the experimental research studies from your research collection. (I did not make one, feel free to choose any research that has to do with psychology.) Check out Audris Oh's research summary I put in the files -- it's a great model. Write your summary in 5 pages or so, basically summarizing each of the major sections - literature review, methods section, results section and discussion. Let the abstract at the beginning of the paper guide you (It's just one paragraph but is a great guide). Why was the study done and how does it fit in with other work in the field (the intro or lit review)? What was the actual experiment (the methods section)? What were the results (the results section)? Why is it important (the discussion section)? Conclude your paper with a personal reaction -- does this fit with what you’ve seen? How might you use any insight the study provides? Include the pdf of the article (or link to it) and the reference to the article in APA style. Here's an example of a reference: Stein, S., Isaacs, G., & Andrews, T. (2004). Incorporating authentic learning experiences within a university course. Studies in Higher Education, 29(2), 239-258. Example of how the essay should look like: https://middlesexcc.libguides.com/ld.php?content_id=7578609 Mendel, 150 years on T.H. Noel Ellis1, Julie M.I. Hofer1, Gail M. Timmerman-Vaughan2, Clarice J. Coyne3 and Roger P. Hellens4 1 Institute of Biological, Environmental & Rural Sciences, Aberystwyth University, Gogerddan Campus, Aberystwyth, Ceredigion, SY23 3EB, UK 2 The New Zealand Institute for Plant & Food Research Ltd, Christchurch 8140, New Zealand 3 USDA-ARS Western Regional Plant Introduction Station, Washington State University, Pullman, Washington, USA 4 The New Zealand Institute for Plant & Food Research Ltd, Auckland, New Zealand Review Mendel’s paper ‘Versuche über Pflanzen-Hybriden’ is the best known in a series of studies published in the late 18th and 19th centuries that built our understanding of the mechanism of inheritance. Mendel investigated the seg- regation of seven gene characters of pea (Pisum sativum), of which four have been identified. Here, we review what is known about the molecular nature of these genes, which encode enzymes (R and Le), a biochemical regula- tor (I) and a transcription factor (A). The mutations are: a transposon insertion (r), an amino acid insertion (i), a splice variant (a) and a missense mutation (le-1). The nature of the three remaining uncharacterized characters (green versus yellow pods, inflated versus constricted pods, and axial versus terminal flowers) is discussed. Mendel’s studies: species, traits and genes Mendel’s paper ‘Versuche ü ber Pflanzen-Hybriden’ [1] is the best known in a series of studies published in the late 18th and 19th centuries [2–4] that built our understanding of the mechanism of inheritance [5]. The title of M.

Scanned with CamScanner HACCP Recipe Terms Check temperature of food at least every four hours and record Check temperature of storage area at beginning of shift. Cook eggs, poultry, fish, and meat in a microwave oven to a minimum temperature of 165 degrees F. Cook fish to a minimum of 145 degrees F for 15 seconds. Cook ground meats to a minimum of 155 degrees F for 15 seconds. Cook poultry to a minimum of 165 degrees F for 15 seconds. Cook vegetables to a temperature of 135 degrees F or higher. Cooked food should be cooled from 135 degrees F to 70 degrees F within 2 hours and from 70 degrees F to 41 degrees F or lower in an additional 4 hours. Cool foods to at least 70 degrees F before refrigerating or freezing. Crack egg in separate bowl before combining to larger bowl. Discard food held in the temperature danger zone for longer than four hours. Hold cold foods at an internal temperature of 41 degrees F or lower. Hold frozen foods at a temperature of 0 degrees F or lower. Thaw food in a microwave oven if it will be cooked immediately after. Hold hot foods at a minimum internal temperature of 135 degrees F or higher. Hold hot foods at a minimum internal temperature of 135 degrees F or higher. Inspect can before opening for swollen ends, rust, or dents. Label food for storage with ingredient list and date of preparation. Prepare raw foods separately from ready to eat foods. Reduce the size or quantity of food to be cooled. Reheat food to 165 degrees F for 15 seconds. Remove from the refrigerator only as much product as can be prepared at one time. Remove jewelry Rotate products to ensure that the oldest inventory is used first. Sanitize work surface, equipment, and utensils. Store chemicals away from food products. Store cut melons at 41 degrees F or lower. Store fresh-cut produce between 33 to 41 degrees F to maintain quality. Store raw meat, poultry, and fish in the bottom of the refrigerator. Thaw food by submerging under running potable water at a temperature of 70 degrees F or lower. Thaw food in a microwave oven if it will be cooked immediately after. Thaw food in the refrigerator at 41 degrees F or lower. Use a clean, sanitized, and calibrated thermometer to measure the internal temperature of foods. Wash all fresh fruit prior to serving Wash your hands Wear gloves Wear hairnet Standardized Recipe Form Recipe Name_____________________________________ Category_______________________________ Recipe #__________________________ (i.e., entrée, breads) HACCP Process: _____ 1 – No Cook _____ 2 – Cook & Same Day Serve _____ 3 – Cook, Cool, Reheat, Serve Ingredients For ___________Servings Directions: Include step by step instructions, the critical control points (CCP-specific points at which a hazard can be reduced, eliminated or prevented) and critical limit (time and/or temperature that must be achieved to control a hazard). Weight Measure Serving Size___________________ Pan Size_______________.

Scan by Easy Scanner © 2 01 1 N a tu re A m e ri c a , I n c . A ll r ig h ts r e s e rv e d . © 2 01 1 N a tu re A m e ri c a , I n c . A ll r ig h ts r e s e rv e d . Nature GeNetics  VOLUME 43 | NUMBER 10 | OCTOBER 2011 1 0 3 5 l e t t e r s Brassica nigra (B genome) and B. oleracea (C genome) having formed the amphidiploid species B. juncea (A and B genomes), B. napus (A and C genomes) and B. carinata (B and C genomes) by hybridiza- tion. Comparative physical mapping studies have confirmed genome triplication in a common ancestor of B. oleracea11 and B. rapa12 since its divergence from the A. thaliana lineage at least 13–17 MYA6,7,13. Using 72× coverage of paired short read sequences generated by Illumina GA II technology and stringent assembly parameters, we assembled the genome of the B. rapa ssp. pekinensis line Chiifu-401-42 and analyzed the assembly (Online Methods and Supplementary Note). The final assembly statistics are summarized in Table 1. The assembled sequence of 283.8 Mb was estimated to cover >98% of the gene space (Supplementary Table 1) and is greater than the previous estimated size of the euchromatic space, 220 Mb14. The assembly showed excellent agreement with the previously reported chromosome A03 (ref. 15) and with 647 bacterial artificial chromosomes (BACs)14 (Online Methods) sequenced by Sanger technology. Integration with 199,452 BAC-end sequences produced 159 super scaffolds representing 90% of the assem- bled sequences, with an N50 scaffold (N50 scaffold is a weighted median statistic indicating that 50% of the entire assembly is contained in scaf- folds equal to or larger than this value) size of 1.97 Mb. Genetic mapping of 1,427 markers in B. rapa allowed us to produce ten pseudo chromo- somes that included 90% of the assembly (Supplementary Table 2). We found the difference in the physical sizes of the A. thaliana and B. rapa genomes to be largely because of transposable elements (Supplementary Table 3). Although widely dispersed throughout the genome, as shown in Figure 1, the transposon-related sequences were most abundant in the vicinity of the centromeres. We estimated that transposon-related sequences occupy 39.5% of the genome, with the proportions of retrotransposons (with long terminal repeats), DNA transposons and long interspersed elements being 27.1%, 3.2% and 2.8%, respectively (Supplementary Tables 4 and 5). We modeled and analyzed protein coding genes (described in the Online Methods and the Supplementary Note). We identified 41,174 protein coding genes, distributed as shown in Figure 1. The gene models have an average transcript length of 2,015 bp, a coding length of 1,172 bp and a mean of 5.03 exons per gene, both similar to that observed in A. thaliana16. A total of 95.8% of gene models have a match in at least one of the public protein databases and 99.3% are represented among the public EST collections o.

This document provides instructions for a two-part experiment involving titration. In part A, students will standardize a NaOH solution by titrating it against a primary standard of KHP. In part B, students will use their standardized NaOH solution to determine the concentration of acetic acid in a vinegar sample through titration. Key steps and concepts discussed include buret usage, endpoint determination, stoichiometric calculations to determine concentration from titration data, and the purpose and characteristics of primary standards.

Scanlon Technologies, Inc. * Anne Scanlon founded Scanlon Technologies, Inc., in 1993. The company designed and manufactured high-tech products that were used in various industries ranging from semiconductor to aviation. Over the years, Scanlon Technologies reported a compound annual growth rate in revenues of over 20% due to high demand for the company’s products and Anne’s superior management skills. By the end of 1996, it was clear that any further growth would have to come from international expansion. However, establishing manufacturing operations and opening up sales and marketing offices abroad required a significant amount of capital. Anne considered investing more of her own money into the business; however, given that she already had most of her wealth tied up in the company, she decided against the idea. Moreover, she believed that the amount of funds Scanlon Technologies needed to raise for expansion was in the tens of millions. In her mind, there was only one clear solution—go public. In September 1996, Anne hired J.P. Suisse, a top tier investment bank, to take Scanlon Technologies public. On January 1, 1997, the company, which was authorized by the State of Delaware to sell 20 million common stock and 10 million preferred stock, issued one million shares of common stock in an Initial Public Offering (IPO) and began trading on the New York Stock Exchange under the ticker symbol STI. The stock, which had a par value of $1, was sold for $20 per share and climbed to $26 a share by the end of its first trading day. As expected, the funds raised in the IPO were used to open offices all over the world as well as build a second manufacturing plant in Toronto, Canada. Over the next couple of years, business was good and the company was able to generate enough cash to maintain its level of operations. In October 1999, Anne learned that Kadehjian Solution s Coporation, a competitor, was considering the option of being acquired. Anne believed that such an acquisition would position Scanlon Technologies as the industry leader. One of Kadehjian’s requirements for such an acquisition was that it be an all-cash transaction. Anne knew that this would require Scanlon Technologies to raise approximately $7 million. Ann contracted J.P. Suisse to discuss raising these funds through the capital markets. The managing directors at J.P. Suisse recommended that Scanlon Technologies employ a combination of debt and equity securities. Anne agreed and on January 1, 2000, the company issued an additional one hundred thousand shares of its $1 par value common stock at $40 per share. On the same day, the company issued $2 million in bonds at 95.8, due in 5 years with 5% interest payable annually (at year end). The market interest rate at the time was 6% per year. Also on January 1, 2000, Scanlon Technologies issued $1.3 million in zero-coupon (i.e. no interest) convertible bonds, also due in 5 years. Each $1,000 bond converted into 20 shares of its commo.

scan the following 2 poems by Robert Herrick. analyze each poems rhyme and verse and its meter and number of feet. then in a short paragraph, tell me what you think. Upon Julia's Breasts Display thy breasts, my Julia, there let me Behold that circummortal purity; Between whose glories, there my lips I'll lay, Ravished in that fair Via Lactea. Upon a Child That Died Here she lies, a pretty bud, Lately made of flesh and blood, Who as soon fell fast asleep As her little eyes did peep. Give her strewings, but not stir The earth that lightly covers her. .

SBUX ISIncome Statement - As Reported 10K in millionsIncome Statement - As Reported 10Q in millions9/30/139/30/149/30/159/30/169/30/179/30/18TTM12/30/173/30/186/30/189/30/1812/29/18TTM Company-operated stores$11,793.2$12,977.9$15,197.3$16,844.1$17,650.719,690.320,318.8 Company-operated stores4,741.84,828.05,060.45,060.1$5,370.3020,318.8 Total specialty$3,073.6$3,469.9$3,965.4$4,471.8$4,736.15,029.24,959.6 Total specialty1,331.91,203.81,249.91,243.5$1,262.404,959.6 Licensed stores$1,360.5$1,588.6$1,861.9$2,154.2$2,355.02,652.22,706.9 Licensed stores682.4625.6660.6683.6$737.102,706.9 CPG, foodservice and other$1,713.1$1,881.3$2,103.5$2,317.6$2,381.12,377.02,252.7 CPG, foodservice and other649.5578.2589.3559.9$525.302,252.7Total net revenues$14,866.8$16,447.8$19,162.7$21,315.9$22,386.8$24,719.525,278.4Total net revenues6,073.76,031.86,310.36,303.6$6,632.7025,278.4 Cost of sales including occupancy costs-$6,382.3-$6,858.8-$7,787.5-$8,511.1-$9,038.2-10,174.5-10,434.2 Cost of sales including occupancy costs-2,502.9-2,516.0-2,554.9-2,604.6($2,758.70)-10,434.2 Store operating expenses-$4,286.1-$4,638.2-$5,411.1-$6,064.3-$6,493.3-7,193.2-7,449.2 Store operating expenses-1,737.0-1,789.6-1,825.0-1,841.6($1,993.00)-7,449.2 Other operating expenses-$431.8-$457.3-$522.4-$545.4-$553.8-539.3-532.2 Other operating expenses-141.6-134.3-148.0-156.7($93.20)-532.2 Depreciation and amortization expenses-$621.4-$709.6-$893.9-$980.8-$1,011.4-1,247.0-1,321.6 Depreciation and amortization expenses-258.8-331.6-330.0-326.6($333.40)-1,321.6 General and administrative expenses-$937.9-$991.3-$1,196.7-$1,360.6-$1,393.3-1,759.0-1,797.8 General and administrative expenses-379.1-405.8-468.7-460.0($463.30)-1,797.8 Restructuring and impairments$0.0$0.0$0.0$0.0-$153.5-224.4-240.0 Restructuring and impairments-27.6-134.7-16.9-45.2($43.20)-240.0 Litigation credit / charge-$2,784.1$20.2$0.0$0.0$0.0$0.0Income from equity investees89.452.771.487.7$67.80279.6Income from equity investees$251.4$268.3$249.9$318.2$391.4301.2279.6Operating income / loss1,116.1772.51,038.2956.6$1,015.703,783.0Operating income / loss-$325.4$3,081.1$3,601.0$4,171.9$4,134.7$3,883.33,783.0Gain resulting from acquisition of joint venture1,326.3Net interest and other income62.3483-$24.8074.9 Gain resulting from acquisition of joint venture$0.0$0.0$390.6$0.0$0.01,376.4$0.0 Interest income and other, net88.2313239$24.80126.0Loss on divestiture of certain operations$0.0$0.0-$61.1$0.0$0.0499.2 Interest expense-25.9-503($75.00)-77.0 Interest income and other, net$123.6$142.7$43.0$108.0$275.3191.4$126.0Earnings / loss before income taxes3,005.9363236$965.501,068.7 Interest expense-$28.1-$64.1-$70.5-$81.3-$92.5-170.3-$77.0Income tax expense / benefit-755.8-35-45-64($205.10)-349.4Earnings / loss before income taxes-$229.9$3,159.7$3,903.0$4,198.6$4,317.5$5,780.0$1,068.7Net earnings / loss including noncontrolling interests2,250.18161,027932$760.403,534.721.83%Net earnings / loss attributab.

Scan the articles in the attached course text.  Write a discussion initial post on one of the articles.  Choose the one that interests you most.  1.Provide a very brief overview of what you think are the key points (a literature review).  2.What about the policy area interests you?  3.What about the information systems involved in the article interested you?  4.How might this article’s research approach help you in your dissertation research project? (NOTE: Please cut and paste the above-numbered list into your reply to help with organization.) .

Scale Ratio Variable  Histograms are useful for presenting quantitative data such as the example variable ADULT_CT which describes the number of individuals per household. The variable measurement is scale ratio and as it depicts a number, a histogram is able to reflect the number of individuals belonging to each variable value or interval of values (Mishra, Pandey, Singh & Gupta, 2018).). Histograms divide the variable into equal intervals as shown below in individuals reported per home. The graph indicates nearly 3,000 reporting and displays the individual numbers per interval. The bar levels of the graph make it is easy to discern the average number reporting as 2 per household. Nominal Variable  As nominal variables depict qualitative data such as in the variable Q87 which describes the level of trust individuals felt towards others, a pie graph would be beneficial to use as it easily displays each group or individual share in the total being examined (Mishra, Pandey, Singh & Gupta, 2018). For example, the pie graph here which shows what percentage of trust was and wasn’t felt toward others. Graphs like these are appropriate for showing a variable that cannot be ordered or numerical in value such as feelings of trust (Frankfort-Nachmias, Leon-Guerrero & Davis, 2020). References Frankfort-Nachmias, C., Leon-Guerrero, A., & Davis, G. (2020). Social statistics for a diverse society (9th ed.). Thousand Oaks, CA: Sage Publications. Mishra, P., Pandey, C. M., Singh, U., & Gupta, A. (2018). Scales of measurement and presentation of statistical data. Annals of cardiac anesthesia , 21 (4), 419. Wagner, III, W.E. (2020).  Using IBM® SPSS® statistics for research methods and social science statistics  (7th ed.). Thousand Oaks, CA: Sage Publications.   Be sure to support your Main Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style. .

Scan 12Scan 13Scan 14Scan 15Scan 16Scan 17Scan 18Scan 19 HIST 308 Sofia Clark Spring 2020 Research Paper Sample Outline: 1) Introduction 2) Story of capture 3) Background on British antislavery 4) Background on Royal Navy 5) Background on this specific Royal Navy vessel 6) Story of what treaty was used to condemn the slave ship 7) Background on treaty 8) Background on British relations with treaty country 9) Background on slave trade in this particular region 10) Story of what happens to the captives removed from this particular slave ship 11) Background on the general treatment of liberated Africans 12) Explanation of how the story of your ship exemplifies the broader history of slavery and anti-slavery Bibliography 1) The slave trade in general (i.e., either the Transatlantic slave trade or Indian Ocean slave trade depending on your ship) Article (JSTOR): Alkalimat, Abdul. "Slave Trade." In The African American Experience in Cyberspace: A Resource Guide to the Best Web Sites on Black Culture and History, 34-42. LONDON; STERLING, VIRGINIA: Pluto Press, 2004. Accessed May 30, 2020. doi:10.2307/j.ctt183q64x.8. Article (JSTOR): JUNKER, CARSTEN. "Containing Bodies—Enscandalizing Enslavement: Stasis and Movement at the Juncture of Slave-Ship Images and Texts." In Migrating the Black Body: The African Diaspora and Visual Culture, edited by RAIFORD LEIGH and RAPHAEL-HERNANDEZ HEIKE, 13-29. Seattle; London: University of Washington Press, 2017. Accessed May 30, 2020. www.jstor.org/stable/j.ctvcwnj4v.5. 2) The slave trade in the specific area of Africa in which your ship embarked enslaved African captives (e.g., Bight of Benin, Senegambia, Angola). Book (JSTOR): Strickrodt, Silke. "The Atlantic Connection: Little Popo & the Rise of Afro-European Trade on the Western Slave Coast, C. 1600 to 1702." In Afro-European Trade in the Atlantic World: The Western Slave Coast, C. 1550- C. 1885, 65-101. Woodbridge, Suffolk; Rochester, NY: Boydell & Brewer, 2015. Accessed May 30, 2020. doi:10.7722/j.ctt7zst5n.9. Article (JSTOR): Graham, James D. "The Slave Trade, Depopulation and Human Sacrifice in Benin History: The General Approach." Cahiers D'Études Africaines 5, no. 18 (1965): 317-34. Accessed May 30, 2020. www.jstor.org/stable/4390897. 3) Slavery in the region to which your ship was heading (e.g., Cuba, Bahia, Pernambuco). Book (One Search): Schneider, Elena Andrea. The Occupation of Havana: War, Trade, and Slavery in the Atlantic World. North Carolina Scholarship Online. Williamsburg, Virginia : Chapel Hill: Omohundro Institute of Early American History and Culture ; University of North Carolina Press, 2018. Article (Project Muse): Garrigus, John. "Cuba, Haiti, and the Age of Atlantic Revolution." Reviews in American History 44, no. 1 (2016): 52-57. doi:10.1353/rah.2016.0012. 4) British antislavery policy toward the country your ship was from (e.g., Portugal, Spain, USA) Book- page 14(Academic Search Premiere- also works for #.

Unlocking Educational Synergy: DIKSHA & Google Classroom

Configuring Single Sign-On (SSO) via Identity Management | MuleSoft Mysore Meetup #48 Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-configuring-single-sign-on-sso-via-identity-management/ Agenda ● Single Sign On (SSO) ● SSO Standards ● OpenID Connect vs SAML 2.0 ● OpenID Connect - Architecture ● Configuring SSO Using OIDC (Demo) ● SAML 2.0 - Architecture ● Configuring SSO Using SAML 2.0 (Demo) ● Mapping IDP Groups with Anypoint Team (Demo) ● Q & A For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N Speaker:- Vijayaraghavan Venkatadri:- https://www.linkedin.com/in/vijayaraghavan-venkatadri-b2210020/ Organizers:- Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/ Giridhar Meka - https://www.linkedin.com/in/giridharmeka Priya Shaw - https://www.linkedin.com/in/priya-shaw