South Hampton University is preparing its budget for the upcoming academic year. This is a specialised private university that charges fees for all degree courses. Currently, 30,000 students are enrolled on campus. However, the university is forecasting a 5 per cent growth in student numbers in the coming year, despite an increase in fees to $3,000 per subject. The following additional information has been gathered from an examination of university records and conversations with university managers:

 South Hampton is planning to award scholarships to 200 students, which will cover their fees.

 The average class has 80 students, and the typical student takes 4 subjects per semester. South Hampton operates 2 semesters per year.

 The average academic staff salary is $120,000 per annum including on-costs.

 South Hampton’s academic staff are evaluated on the basis of teaching, research, administration and professional/community service. Each of the academic staff teaches the equivalent of three subjects during the academic year.

Required:

a) Prepare a revenue budget for the upcoming academic year.

b) Determine the number of staff needed to cover classes.

c) Assume there is a shortage of full-time academic staff. List and explain at least five actions that South Hampton might take to accommodate the growing student numbers. (200 words)

Part 2: Avogadro’s number estimation
Although Avogadro’s number is a huge number, it is possible to estimate it by a simple
experiment. In the experiment a monolayer of stearic acid (SA) molecules is formed on the
surface of water. Based on the amount of SA necessary to cover the surface and the given cross-
sectional area of one SA molecule, Avogadro’s number can be calculated.
A group of students performed the following
experiment using a glass container with the
diameter of 14.5 cm. They started by filling up
the container with water to the rim. Then they
were adding drop by drop stearic acid (SA) on
the surface of water. One drop of SA solution
was measured to contain approximately 1.4 x
10-6 g of SA. In their experiment students
found that 27 drops were enough to create a monolayer of SA on the water surface. In another
experiment the cross-section area of one SA molecule in a monolayer was found to be 0.21 nm2.
The molecular formula of stearic acid is C18H36O2.
a) Discuss with your group how you can use the results of this experiment to estimate
Avogadro’s number. List all the steps in the proposed calculation.
b) Follow the steps to complete the calculation and answer the following question: Do you
think the students performed a successful experiment? Explain.
Hint: use the following formula to calculate surface area of water:
??????? ???? ?? ????? = ??
2

When only two treatments are involved, ANOVA and the Student’s t test (Chapter 11) result in the same conclusions. Also, for computed test statistics, t^₂ = F. To demonstrate this relationship, use the following example. Fourteen randomly selected students enrolled in a history course were divided into two groups, one consisting of 6 students who took the course in the normal lecture format. The other group of 8 students took the course as a distance course format. At the end of the course, each group was examined with a 50-item test. The following is a list of the number correct for each of the two groups.

  Click here for the Excel Data File

1. a-1. Complete the ANOVA table. (Round your SS, MS, and Fvalues to 2 decimal places and p value to 4 decimal places.)

1. a-2. Use a α = 0.05 level of significance. (Round your answer to 2 decimal places.)

2. Using the t test from Chapter 11, compute t. (Negative amount should be indicated by a minus sign. Round your answer to 3 decimal places.)

3. There is any difference in the mean test scores.

When only two treatments are involved, ANOVA and the Student’s t test (Chapter 11) result in the same conclusions. Also, for computed test statistics, t2 = F. To demonstrate this relationship, use the following example. Fourteen randomly selected students enrolled in a history course were divided into two groups, one consisting of 6 students who took the course in the normal lecture format. The other group of 8 students took the course as a distance course format. At the end of the course, each group was examined with a 50-item test. The following is a list of the number correct for each of the two groups.

Traditional Lecture (first column) Distance (second column)

38 42

35 33

37 46

35 35

32 49

37 33

      44

      41

a-1.) Complete the ANOVA table. (Round your SS, MS, and F values to 2 decimal places and p value to 4 decimal places.)

a-2.) Use a α = 0.05 level of significance. (Round your answer to 2 decimal places.)

B) Using the t test from Chapter 11, compute t. (Negative amount should be indicated by a minus sign. Round your answer to 3 decimal places.)

C)There is any difference in the mean test scores.

Answer the following questions about the ventilation-perfusion (V/Q) ratio.  

A patient has pneumonia in the left lower lobe of the lung. The pneumonia has caused bronchoconstriction, pulmonary edema, and alveolar collapse (atelectasis) resulting in a significant decrease in ventilation (V). Describe the V-Q alteration, the body’s response to this V-Q mismatch, and the clinical consequences.

A patient has severe chronic obstructive pulmonary disease which results in a lung-wide decrease in alveolar ventilation. Describe the V-Q alteration, the body’s response to this V-Q mismatch, and the clinical consequences.

A patient has a blood clot in the lungs (pulmonary embolus) resulting in decreased alveolar perfusion (Q). Describe the V-Q alteration, the body’s response to this V-Q mismatch, and the clinical consequences.

In this study, researchers were interested in knowing if the amount of coffee (none, one cup, 4 cups) and the time coffee was ingested (am v. pm) affected student exam performance (exams were in the evening). This study took place over a 3-day period. Students were randomly assigned to either ingest coffee in the morning (AM) or the evening (PM). On day one, students were given no coffee; on day two, students were given one cup of coffee; and on day three, students were given four cups of coffee. Below are the data from this experiment. Exam scores could range from 0-100, higher scores indicate better exam performance.

1. What type of design is this experiment? (between-subjects, within-subjects, mixed) Be sure to also write the factorial notation.
2. What are the IV(s)? Be sure to indicate the levels of and the type of variable (between-subjects, within-subjects).
3. Draw a block diagram for your variables. Be sure to include cell means and marginal means.

Write a program to calculate fees that must be paid by a student at a State university using the following

values:

Each semester unit

$90.00

Regular room charge per semester

$200.00

Air conditioned room

$250.00

Food charge for the semester

$400.00

Matriculation fee (all students)

$30.00

Diploma fee (if graduating student)

$35.00

Input student ID number (one integer containing four digits), the type of room (regular or air conditioned), units, and whether or not the student is graduating. Output an itemized list of student

fees and a total of the student fee owed. Check for students taking more than 21 units and students

taking fewer than 12 units. Output a message to students enrolled in more than 21 units (this is not

allowed, do not process this data) or fewer than 12 units (warn them that they are not full time students

but do process this data).

Input

Three initials of the individual, student identification number, type of room (R, A), number of units, and

whether or not student is graduating (Y/N).

Sample

Output

Student ID

12345

Units

15

Charge for units

1350.00

Room charge

200.00

Food charge

400.00

Matriculation Fee

30.00

Total semester charges

1980.00

Adequately check all entered data for validity. Use adequate test data to process all valid data and use

representative data to show how your program handles invalid data. .

Label all output clearly.

Be sure your output contains user prompts and what was entered by the user in addition to the results

of your program processing.

BE SURE TO INCLUDE ADEQUATE ERROR CHECKING IN YOUR PROGRAM A

ND ERROR DATA WHEN YOU

RUN THE

PROGRAM TO DEMONSTRATE ERROR CHECKING.

BUSI 1110

Summer 2020 Weekly Assignment

Assignment number

9
General Information

Description

Chapter

Motivating Satisfying and Leading Employees

Due date

Prior to start of following week’s session

Students will answer a list of assigned questions. In order to receive full credit for each question, students need to sufficiently support answers with relevant application of course concepts and theories. All sources should be correctly cited using APA guidelines.

Report guidelines

Students will require to submit their weekly assignments online (Moodle) on or before the due date to location created under each week. All files should be submitted using pdf extension labelling the file name using the format <last name>_<first name>_<assignment number>.pdf. Students could also create other modes of submission such as power point, graphics, video clips etc..., in such events please speak to the instructor for uploading instructions. All submissions should be properly formatted, checked for spelling, grammar and use professional language. Students will use Font style Times New Roman and size 11 with a spacing of 1.5

Assignment – Week 9

1. Reflecting the motivation theories discussed, which theory do you think is most suitable to motivate?

a. Fast food chain employee b. Accountant

Explain your reasoning by applying to the motivational theory for positions a) and b)? (8 points)

2. Identify the hygiene and motivational factors for following positions

   1. Accountant (3)

   2. University student following BUSI 1110 (3)

   3. Cashier at a super market (3)

3. Following assignment guidelines, reliable and sufficient research performed to support the argument. Sources cited to support statements. Clear and concise writing (5 points)

Total Points 22 – (Percentage 5%)

Revision May 2020

Page 1

In Europe the standard voltage in homes is 220 V instead of the 120 V used in the United States. Therefore "100-W" European bulb would be intended for use with a 220-V potential difference. (a) If you bring a "100-W" European bulb home to the untied States, what should be its US power rating? (b) How much current will the 100-W European bulb draw in normal use in the United States? [Answers: 29.8 W, 0.248 A]

The answers are provided. I need the work showing how to get to the answers.

how to prepare 10.0ml solutions 2ppm adding 50% v/v of the TISAB?