1. Let U = {r, s, t, u, v, w, x, y, z}, D = {s, t, u, v, w}, E = {v, w, x}, and F = {t, u}. Use roster notation to list the elements of D ∩ E.
| a. |
{v, w} |
|
| b. |
{r, s, t, u, v, w, x, y, z} |
|
| c. |
{s, t, u} |
|
| d. |
{s, t, u, v, w, x, y, z} |
2. Let U = {r, s, t, u, v, w, x, y, z}, D = {s, t, u, v, w}, E = {v, w, x}, and F = {t, u}. Use roster notation to list the elements of D ꓴ E.
| a. |
{v, w} |
|
| b. |
{r, s, t, u, v, w, x, y, z} |
|
| c. |
{s, t, u} |
|
| d. |
{s, t, u, v, w, x} |
3. Let U = {r, s, t, u, v, w, x, y, z}, D = {s, t, u, v, w}, E = {v, w, x}, and F = {t, u}. Use roster notation to list the elements of E ∩ F.
| a. |
{t, u, v, w, x} |
|
| b. |
{t, u, v, w, x} |
|
| c. |
{Ø} |
|
| d. |
Ø |
4. Let U = {r, s, t, u, v, w, x, y, z}, D = {s, t, u, v, w}, E = {v, w, x}, and F = {t, u}. Use roster notation to list the elements of (E ꓴ F)' ∩ D.
| a. |
Ø |
|
| b. |
{t, u, v, w, x, z} |
|
| c. |
{s} |
|
| d. |
{r, t, u, v, w, x, y, z} |
In: Math
Liza dela Cruz is a plain housewife with maid. Her height is 5'4inches.
Compute for her
a. DBW
b. TER
c. FEL
d. Diet Planning
In: Nursing
PLease answer the following about bias in cohort studies.
1.Prospective Cohort
a…What is a bias that this study design avoids?
b…What is a bias that this study design is less likely to have?
c…What kind of bias this study design mostprone to?
d…What kind of bias this study design prone to?
2.Retrospective Cohort
a…What is a bias that this study design avoids?
b…What is a bias that this study design is less likely to have?
c…What kind of bias this study design mostprone to?
d…What kind of bias this study design prone to?
In: Psychology
Structurally deficient highway bridges. Data on structurally deficient highway bridges is compiled by the Federal Highway Administration (FHWA) and reported in the National Bridge Inventory (NBI). For each state, the NBI lists the number of structurally deficient bridges and the total area (thousands of square feet) of the deficient bridges. The data for the 50 states (plus the District of Columbia and Puerto Rico). For future planning and budgeting, the FHWA wants to estimate the total area of structurally deficient bridges in a state based on the number of deficient bridges
|
NumberSD |
SDArea |
|
1899 |
432.71 |
|
155 |
60.92 |
|
181 |
110.57 |
|
997 |
347.35 |
|
3140 |
5177.97 |
|
580 |
316.92 |
|
358 |
387.78 |
|
20 |
9.05 |
|
24 |
59.34 |
|
302 |
412.92 |
|
1028 |
344.86 |
|
142 |
39.8 |
|
349 |
135.43 |
|
2501 |
1192.43 |
|
2030 |
688.19 |
|
5153 |
1069.71 |
|
2991 |
527.47 |
|
1362 |
458.37 |
|
1780 |
1453.26 |
|
349 |
131.13 |
|
388 |
236.18 |
|
585 |
521.83 |
|
1584 |
804.15 |
|
1156 |
325.9 |
|
3002 |
692.75 |
|
4433 |
1187.42 |
|
473 |
90.94 |
|
2382 |
335.75 |
|
47 |
20.08 |
|
383 |
127.66 |
|
750 |
752.43 |
|
404 |
196.67 |
|
2128 |
1427.73 |
|
2272 |
1034.61 |
|
743 |
101.42 |
|
2862 |
965.16 |
|
5793 |
1423.25 |
|
514 |
393.96 |
|
5802 |
2404.61 |
|
164 |
237.96 |
|
1260 |
626.38 |
|
1216 |
209.33 |
|
1325 |
481.31 |
|
2186 |
1031.45 |
|
233 |
102.56 |
|
500 |
153.8 |
|
1208 |
483.68 |
|
400 |
502.03 |
|
1058 |
331.59 |
|
1302 |
399.8 |
|
389 |
143.46 |
|
241 |
195.43 |
a) Deplaned on scatterplot, can you use linear regression to predict SDArea based onNumberSD? Explain.
b) Develop a simple linear regression equation to predict SDArea based on NumberSD.
c) Is the model you found in (a) a good fit? Why or why not?
d) Predict the SDArea when the NumberSD is 1260 bridges. Find the corresponding residuals.
e) Build a 90% CI, confidence interval, for coefficient of NumberSD ( b1).
f) Repeat (e) with a 95% CI. What is the difference between your answer in (e) and (f)?
In: Statistics and Probability
1. An SRJC student: "I saw a woman in the gym wearing an SRJC soccer jersey. Thus I can assume she's on the SRJC soccer team".
a) questionable analogy
b) hasty conclusion
c) equivocation
d) fallacious appeal to authority
2. Welfare programs for the poor have destroyed the lives of millions of children. This is a system of child abuse. People on welfare are like thieves who pick your pockets.
a) questionable analogy
b) small sample
c) invincible ignorance
d) no fallacy
3. Given: All Republicans are against anything that Obama is for. I am a Republican. Thus, I am against anything that Obama is for.
This is an example of:
a) a weak inductive argument
b) a strong inductive argument
c) not an argument
d) a deductive argument
4. Given: Casey has always gotten an "A" in his math classes and next semester he is taking Math 444. He will probably get an "A" in this course.
This is an example of:
a) non-argument
b) a cogent fallacy
c) an inductive argument
d) a deductive argument
5. In a recent poll at UC Berkeley, they asked a sample of 1100 students what was the most pressing problem for them at UC Berkeley; large classes, parking, limited access to professors, and insufficient number of course sections.
Which is the best criticism of this poll?
a) The wording of the question is confusing
b) The poll is biased
c) The poll omits a relevant choice
d) The sample size is too small
In: Psychology
a) Discuss the benefits of wireless network communication with a simple example. [3 Marks]
b) Explain why wireless network communication is slower than wired network communication on most occasions. [2 Marks]
c) Wireless bridges are gaining popularity in connecting discrete campuses or business premises. Discuss the advantages and disadvantages of wireless bridges. [5 Marks]
In: Computer Science
Structurally deficient highway bridges. Data on structurally deficient highway bridges is compiled by the Federal Highway Administration (FHWA) and reported in the National Bridge Inventory (NBI). For each state, the NBI lists the number of structurally deficient bridges and the total area (thousands of square feet) of the deficient bridges. The data for the 50 states (plus the District of Columbia and Puerto Rico). For future planning and budgeting, the FHWA wants to estimate the total area of structurally deficient bridges in a state based on the number of deficient bridges
|
NumberSD |
SDArea |
|
1899 |
432.71 |
|
155 |
60.92 |
|
181 |
110.57 |
|
997 |
347.35 |
|
3140 |
5177.97 |
|
580 |
316.92 |
|
358 |
387.78 |
|
20 |
9.05 |
|
24 |
59.34 |
|
302 |
412.92 |
|
1028 |
344.86 |
|
142 |
39.8 |
|
349 |
135.43 |
|
2501 |
1192.43 |
|
2030 |
688.19 |
|
5153 |
1069.71 |
|
2991 |
527.47 |
|
1362 |
458.37 |
|
1780 |
1453.26 |
|
349 |
131.13 |
|
388 |
236.18 |
|
585 |
521.83 |
|
1584 |
804.15 |
|
1156 |
325.9 |
|
3002 |
692.75 |
|
4433 |
1187.42 |
|
473 |
90.94 |
|
2382 |
335.75 |
|
47 |
20.08 |
|
383 |
127.66 |
|
750 |
752.43 |
|
404 |
196.67 |
|
2128 |
1427.73 |
|
2272 |
1034.61 |
|
743 |
101.42 |
|
2862 |
965.16 |
|
5793 |
1423.25 |
|
514 |
393.96 |
|
5802 |
2404.61 |
|
164 |
237.96 |
|
1260 |
626.38 |
|
1216 |
209.33 |
|
1325 |
481.31 |
|
2186 |
1031.45 |
|
233 |
102.56 |
|
500 |
153.8 |
|
1208 |
483.68 |
|
400 |
502.03 |
|
1058 |
331.59 |
|
1302 |
399.8 |
|
389 |
143.46 |
|
241 |
195.43 |
e) Build a 90% CI, confidence interval, for coefficient of NumberSD ( ).
f) Repeat (e) with a 95% CI. What is the difference between your answer in (e) and (f)?
In: Statistics and Probability
A comparative balance sheet and income statement is shown for
Cruz, Inc.
| CRUZ, INC. Comparative Balance Sheets December 31, 2019 |
|||||||
| 2019 | 2018 | ||||||
| Assets | |||||||
| Cash | $ | 75,900 | $ | 18,900 | |||
| Accounts receivable, net | 32,600 | 40,100 | |||||
| Inventory | 68,300 | 75,300 | |||||
| Prepaid expenses | 4,200 | 3,500 | |||||
| Total current assets | 181,000 | 137,800 | |||||
| Furniture | 84,600 | 99,200 | |||||
| Accum. depreciation—Furniture | (13,100 | ) | (7,500 | ) | |||
| Total assets | $ | 252,500 | $ | 229,500 | |||
| Liabilities and Equity | |||||||
| Accounts payable | $ | 11,900 | $ | 16,900 | |||
| Wages payable | 7,100 | 4,000 | |||||
| Income taxes payable | 1,200 | 2,200 | |||||
| Total current liabilities | 20,200 | 23,100 | |||||
| Notes payable (long-term) | 24,800 | 58,400 | |||||
| Total liabilities | 45,000 | 81,500 | |||||
| Equity | |||||||
| Common stock, $5 par value | 177,300 | 141,500 | |||||
| Retained earnings | 30,200 | 6,500 | |||||
| Total liabilities and equity | $ | 252,500 | $ | 229,500 | |||
| CRUZ, INC. Income Statement For Year Ended December 31, 2019 |
||||||
| Sales | $ | 392,900 | ||||
| Cost of goods sold | 252,900 | |||||
| Gross profit | 140,000 | |||||
| Operating expenses | ||||||
| Depreciation expense | $ | 30,200 | ||||
| Other expenses | 71,600 | 101,800 | ||||
| Income before taxes | 38,200 | |||||
| Income taxes expense | 13,900 | |||||
| Net income | $ | 24,300 | ||||
Required:
Use the indirect method to prepare the operating
activities section of the statement of cash flows. (Amounts
to be deducted should be indicated with a minus
sign.)
In: Accounting
Randomly sample 50% of cases from cohort study C and place them in the cells of Table 4 below. If the sample of cases (or controls) is random it will maintain the same ratio of exposed to unexposed among cases and non-cases that is present in cohort C. Next, determine how many controls will be required in table 4 in order to have 1 control for each case. There are two ways to sample the required number of controls from cohort C. First sample “controls 1” from all persons who entered the cohort (column 2 of Table 3), prior to knowledge of disease status. Then, sample “controls 2” from all persons who did not develop the disease during follow-up (Column 4 of Table 3). Although, it’s not realistic, retain two decimal places in the numbers of controls. As your samples of controls must also be random, they should also maintain the same ratio of exposed to unexposed that is present among potential controls in Cohort C.
|
Table 3. (4 points) Cohort Study C. Provide an answer for all 9 of the shaded cells. Make the calculation and show an appropriate number of decimal places. For example, 100/500 is not an acceptable answer, calculate the final number. Odds of disease = individuals with disease/individuals without disease. |
|||||
|
Total |
Disease |
Disease |
Risk of |
Odds of |
|
|
Present |
Absent |
Disease |
Disease |
||
|
Exposed |
1,500 |
1350 |
150 |
||
|
Unexposed |
28,500 |
8550 |
19,950 |
||
|
Total |
30,000 |
9900 |
20,100 |
||
|
Risk Ratio = |
Odds ratio = |
||||
|
Population Attributable Risk (PAR) use formula for cohort = |
|||||
|
Table 4. (5 points) Sampling two studies from Cohort C. Provide an answer for all 13 of the shaded cells. Show 2-4 decimal places. |
|||
|
Cases |
Control 1 |
Control 2 |
|
|
Exposed |
|||
|
Unexposed |
|||
|
Total |
|||
|
CC Study 1: OR 1 (Control 1) = |
|||
|
CC Study 2: OR 2 (Control 2) = |
|||
|
Study 1: Population Attributable Risk (PAR) using ca/co formula = |
|||
|
Study 2: Population Attributable Risk (PAR), Using ca/co formula = |
|||
In: Biology
Read the article that you will find entitled “The experience of nurses working with nursing students in a hospital: a phenomenological investigation.” Give a brief summary about the research study. Select one of the mid-range nursing theorists that can be used as the theoretical framework of the study and justify your answer. You must include at least two paragraphs in your analysis.
Objective:
This article explores the experiences of nurses working with
Spanish nursing students in a hospital.
Methods:
a qualitative phenomenological approach and a convenience sample
were used. Twenty-two nurses belonging to a public hospital in
Spain were included in the study. The data were collected through
unstructured and semi-structured interviews, and analyzed using
Giorgi's proposal. The Consolidated Criteria for Qualitative
Research Reports were followed.
Results:
Three main themes describe the experience of nurses: "The
relationship of the nurse with the nursing students" Most nurses
emphasize the importance of the first contact with the students and
consider that the attitude of the students is essential. "The
definition of the role of the student in clinical practice"; it is
necessary to unify the role and interventions of the nurse to avoid
misguiding the students and to establish priorities in clinical
practice. "Build bridges between clinical environments and the
University"; the need to establish common ground and connections
between the university and the hospital's clinical services was
emphasized. Nurses think that the educational program should also
be designed by the clinical services.
Conclusions:
Understanding the meanings of female nursing students with nurses
can provide a deeper insight into their expectations.
Descriptors: Nursing Education; Hospitals; Students in Nursing;
Qualitative research
In: Nursing