A dean of a business school wanted to know whether the graduates of her school used the statistic skills that they learn in university during their first year of employment after graduation. As of today there are 34,050 graduates in total from the business school. The Dean is committed to allocate more funding to the development of the school’s statistics course if at least 17% of its graduates use statistics skills during their first year of employment. She surveyed 500 graduates. 105 graduates responded that they actually find the statistic skills they learnt in university useful and applicable in their first year of employment. Estimate with 95% confidence the proportion of all of the business school graduates who use their statistic skills during their first year of employment.

b) Obtain the 95% confidence interval estimate of the proportion of all of the business school graduates who use their statistic skills during their first year of employment. Display working.

A dean of a business school wanted to know whether the graduates of her school used the statistic skills that they learn in university during their first year of employment after graduation. As of today there are 34,050 graduates in total from the business school.   The Dean is committed to allocate more funding to the development of the school’s statistics course if at least 17% of its graduates use statistics skills during their first year of employment. She surveyed 500 graduates. 105 graduates responded that they actually find the statistic skills they learnt in university useful and applicable in their first year of employment. Estimate with 95% confidence the proportion of all of the business school graduates who use their statistic skills during their first year of employment.      

1. You were recently hired as a data analyst working for the business school. Specify the appropriate formula you would use to solve the problem. Provide a brief reason why you chose the formula.    

2. Obtain the 95% confidence interval estimate of the proportion of all of the business school graduates who use their statistic skills during their first year of employment.      

                Display working.

3. Provide an interpretation of the answers you obtained in part b) in the context of the problem.   
4. Based on the interval estimation you just conducted, present brief statements of two or three sentences to the Dean. Should she allocate more funding for the

                development of the statistics course? Yes or no? Why?

5. Assuming all of the other variables to do the calculation of confidence interval held constant, what would happen to the width of the interval when a lower sample size is used?                                                                             

A high school guidance counselor is interested in the relationship between proximity to school and participation in extracurricular activities. He collects the data on distance from home to school (in miles) and number of clubs joined for a sample of 10 juniors. Using the following data, compute a Pearson’s correlation coefficient and indicate whether the correlation is significant. State your null and alternative hypothesis and show your work step by step. Make sure interpret your finding (Use .05 significance level).

You are a student nurse working with a school nurse (registered nurse) in a secondary school. You and your mentor are supervising a bubble soccer match this afternoon (26th March) which commenced at 1400 hrs. The match goes for 40 minutes with a 5 minute break in between the two halves. It is a hot and sunny day, the air temperature is 32 oC and the humidity is 45%. Bubble soccer After the match, your mentor asks you to perform a range of health assessments to make sure the students are fit to go home. Jessie Lin is 16 years old and in Year 11. Jessie Lin It is now 1450 hours.

You assess Jessie's vital signs and record the following results: Temperature (tympanic) 38.5 oC Pulse rate 140 beats/min Respiratory rate (RR) 29 breaths/min Blood pressure (BP) 130/70 mmHg Jessie has flushed skin (see picture above) and her t-shirt is soaked. Her past medical history has not yet been documented in the school record as she is a new student and only enrolled in the school last week after moving from another state. She informs you that her mother is waiting for her in the car park, but she feels very hot and that her heart feels like it is beating very fast. She asks you for a bottle of cold water and a chair.

Jessie's previous observation records (on a clinical chart) are: Date 23rd March 2020 :BP, Pulse, RR, Temp ,110/60 ,70, 14, 36.8

24th March 2020: 112/60 74 12 36.6

What you need to do in your clinical reasoning report Provide a concise summary of Jessie's situation as an introduction to your report (approximately 50 words) - what pertinent information would someone reading your report need to know about who Jessie is and the context of this scenario? List the objective and subjective data (cues) that you have gathered from reviewing the information provided above (approx. 50 words) Analyse and interpret the identified cues and explain the assessment findings in relation to Jessie's context (approx. 450 words) To do this successfully, you should: categorise the cues and identify what elements are normal or abnormal, and compare the current situation and vital signs with previous health information known about Jessie, and recall and apply knowledge of anatomy and principles of physiology (including concepts of homeostasis and the body's responses to physical activity) to explain her vital signs and other cues. Then propose what further cues you want to collect and explain why these are relevant and important to the situation (approx. 450 words) To do this successfully, you will need to form a logical opinion about what the further cues should be, when you would undertake the assessments to collect these cues (e.g. after some immediate actions for Jessie) and why these cues should be assessed. Relate your justification to Jessie's situation AND to the principles of anatomy and normal physiology (focusing on homeostasis). Suggestions for structuring your clinical reasoning report There is no set template for how you have to structure your report as long as the sequence of the information that you present flows logically and the reader can follow your clinical reasoning as it unfolds. The following suggestions are based on answers to frequently asked questions: Section headings can be a helpful signpost for how you have applied the clinical reasoning process. You may choose to use some of the keywords from the phases of the clinical reasoning cycle (e.g. Patient Situation, Cue Collection and Processing Information, Further Cue Collection) or any other headings are also fine. You may use a table to present the objective and subjective cues that you have gathered and which elements are normal or abnormal if you wish. In this particular assignment, information included in a table will contribute to the overall word count. The majority of your report will need to be sentences organised into paragraphs, not just a list of dot points. When explaining something, such as the assessment findings, you need to make the reasons for how they came to be the way they are clear to the reader. Paragraphs will allow you to make the relationships between things evident, whereas a dot point format can sometimes appear as a list of facts without the necessary connections for explaining something. As you are the student nurse in the scenario, you may write your report using 'first person' tense. This would be useful in the section of your report where you propose what further cues you want to collect and when you would undertake the assessments e.g. "I would ask Jessie...". Writing in first person is not mandatory so if you are more comfortable writing objectively in the 'third person' (removing personal pronouns from your writing), then you can do so as long as it flows logically! You may use accepted clinical abbreviations in your report, but be sure to introduce all abbreviations the first time that you use them e.g. blood pressure (BP), heart rate (HR), respiratory rate (RR) You are required to use relevant scholarly sources of information (textbooks, journal articles, evidence-based practice guidelines or clinical care standards) to support your analysis of your patient’s health information. A health assessment and/or anatomy and physiology textbook will be useful. The UTAS Library Guide for Health and Medicine is a helpful starting point for how to find other scholarly sources of information. There is no set number of references required, but the references which you use should be of an academic source and used appropriately to support your work. Ensure that you express your writing in your own words to demonstrate your understanding of the patient's situation and reference all sources of information, both in-text and a reference list at the end of the report, using the Harvard referencing style. Assessment criteria and marking rubric Your clinical reasoning report will be assessed against the following criteria: Apply a beginner's level of clinical reasoning to assess and interpret health information in relation to the patient's context. Apply knowledge of anatomy and principles of physiology to explain assessment findings in relation to the patient's context. Apply a beginner's level of clinical reasoning to propose and justify further cues that are to be collected in relation to the patient's context. Communicate using academic writing conventions with references to scholarly sources of information that conform to the Harvard referencing style.

You are the accountant of AMC School and Office Supplies, a school and office supplies store that your family owns. Prepare an Income Statement, Balance Sheet and Statement of Cash flows for the year ended December 31, 2019. These will be presented in your annual family meeting. These reports will be used in making important decisions on your family business. You have to make sure that your report reflects the accurate results of operations and financial position of the business.

YOU CAN USE ANY PARTICULARS ON THE INCOME STATEMENT, BALANCE SHEET AND STATEMENT OF CASH FLOWS. JUST REMEMBER THAT IT IS FOR AMC SCHOOL AND OFFICE SUPPLES AND IMAGINE IT BEING A SMALL FAMILY BUSINESS. BE REASONABLE WITH THE AMOUNTS. THANK YOU.

A school district wants to see if people's opinions about school closings are related to their professions. From a sample of 285 people. The following data was obtained at the alpha= .05 level of significance, test the claim that opinions are independent of profession.

In​ 1996, 61​% of high school teachers felt it was a serious problem that high school students were not being attentive enough in the classroom. A recent survey found that 236 of 400 high school teachers felt it was a serious problem that high school students were not being attentive enough in the classroom. Do high school teachers feel differently today than they did in​ 1996? ​(a) What does it mean to make a Type II error for this​ test? ​(b) If the researcher decides to test this hypothesis at the alphaequals0.10 level of​ significance, compute the probability of making a Type II​ error, beta​, if the true population proportion is 0.59. What is the power of the​ test? ​(c) Redo part​ (b) if the true population proportion is 0.56. ​(a) What does it mean to make a Type II error for this​ test? Choose the correct answer below. A. Upper H 0 is not rejected and the true proportion of high school teachers who believe that students are not attentive in the classroom is not equal to 0.61. B. Upper H 0 is not rejected and the true proportion of high school teachers who believe that students are not attentive in the classroom is equal to 0.61. C. Upper H 0 is rejected and the true proportion of high school teachers who believe that students are not attentive in the classroom is not equal to 0.61. ​(b) If the researcher decides to test this hypothesis at the alphaequals0.10 level of​ significance, compute the probability of making a Type II​ error, beta​, if the true population proportion is 0.59. What is the power of the​ test? beta equals nothing Power equals nothing ​(Type integers or decimals rounded to four decimal places as​ needed.) ​(c) Redo part​ (b) if the true population proportion is 0.56. beta equals nothing Power equals nothing ​(Type integers or decimals rounded to four decimal places as​ needed.)

The school population for a certain school is predicted to increase by 80 students per year for the next 14 years. If the current enrollment is 800 students, what will the enrollment be after 14 ​years?

Joe's annual income has been increasing each year by the same dollar amount. The first year his income was ​$24,700​, and the 12th year his income was $37,900. In which year was his income $ 43,900?

How many terms are there in each of the following sequences?

a. 39,40,41,42...,539

b. 1,2,2²,2³,...2⁶⁰

c. 100, 200,300,400,...3000

d. 1,2,4,8,16,32,...2048

PLEASE SHOW WORK

In a study of the relationship between family size and school performance in junior high school, 25 children in “only child ” families had an average GPA (grade point average) of 2.82 with a standard deviation of 0.34, and 20 first-born children in two-child families had an average GPA of 2.96 with a standard deviation of 0.38. At the 0.05 level of significance, is the difference between these means significant?

1. You must state the null and alternative hypotheses.

2. Compute the test statistics and p-value.

3. State the decision and make the conclusion in the words of the problem.

The national mean annual salary for a school administrator is $90,000 a year. A school official took a sample of 25 school administrators in the state of Ohio to learn about salaries in that state to see if they differed from the national average. Click on the datafile logo to reference the data. (a) Choose the hypotheses that can be used to determine whether the population mean annual administrator salary in Ohio differs from the national mean of $90,000. H0: Ha: (b) The sample data for 25 Ohio administrators is contained in the file named Administrator. What is the p value for your hypothesis test in part (a)? If required, round your answer to four decimal places. Do not round your intermediate calculations. 0.0213