A friend of yours who is a science graduate who started his/her own pharmaceutical manufacturing company after getting the approval from the Ministry of Health. He/she is asking you explain the concept of Organization Life Cycle.

a. Draw an Organization Life Cycle chart with all the phases for the company mentioned above?

b. Explain the phases involved in OLC .?

1. A PhD student studying statistics created an hypothesis to generate a p-value. Evaluating the hypothesis ??0: ?? = 0.75 versus ??1: ?? ≠ 0.75, an individual conducting a research , researched 60 randomly selected adults. The information achieved was reflected in a test statistic value of −1.71. What would be the corresponding p-value for this test?

2. A famous shoes place is testing a new shoe line as a new product item at select locations across the country. The company would like to estimate the proportion of customers in these locations that would be pleased with this decision The company wants the estimate to have a margin of error of no more than 3% with 99% confidence. Which minimum sample size needed to obtain the estimate with the desired precision?

a. ) 73

(B) 1842

(C) 1929

(D) Cannot be determined because population standard deviation was not given.

3. A restaurant owner surveyed a random sample of guest who have been to his restaurant the previous year to determine if they were still looking for a job. The survey included 125 who visited and loved the restaurant, of which 15 were still looking for a job. Of the 150 people who hated the restaurant who were surveyed, 12 were still looking for a job. The restaurant owner will use these results to carry out a hypothesis test to investigate whether there is a larger proportion of people who love the restaurant (S) still looking for a job compared to those that hate the restaurant (NS) . 12.

Which of the following is not a condition for carrying out this hypothesis test?

(A) The data come from two independent samples

(B) Both samples were chosen at random

(C) Both populations are normally distributed

(D) Both ??S??̂ S(1 − ??̂ S) and ??NS??̂ NS(1 − ??̂ NS) are more than 10

Which of the following gives the hypotheses for this hypothesis test?

(A) ??0: ??̂ S = ??̂ NS ??1: ??̂ S > ??̂ NS

(B) ??0: ??̂ S > ??̂ NS ??1: ??̂ S = ??̂ NS

(C) ??0: ??S = ??NS ??1: ??S > ??NS

(D) ??0: ??S > ??NS ??1: ??S = ??NS

What is the test statistics for this hypothesis test? ( show work)

1- when demand is inelastic, an increase in price will cause

a. an increase in total revenue.

b. a decrease in total revenue.

c. no change in total revenue but an increase in quantity demanded.

d. no change in total revenue but a decrease in quantity demanded .

2- In competitive markets,

a.firms produce identical products.

b.no individual buyer can influence the market price.

c.no individual seller can influence the market price.

d.All of the above are correct.

3- In the circular-flow digram,

a.firms are buyers in the markets for goods and services.

b.households are sellers in the markets for the factors of production.

c.firms are sellers in the markets for factors of production and in the markets for goods and services.

d.dollars that are spent on goods and services flow directly from firms to households.

4- Factors of production are?

a.the mathematical calculations firms make in determining their optimal production levels.

b. social and political conditions that affect production.

c. the physical relationships between economic inputs and outputs.

d. inputs into the production process.

5- which of the following is not an example of the opportunity cost of going to school?

a.The money a student could have earned by working if he had not gone to college.

b. The nap a student could have enjoyed if he had not attended class.

c. The party a student could have enjoyed if he had not stayed in to study for his exam.

d. The money a student spends on rent for his apartment while attending school.

11. A relative frequency value of 0.074 is equal to what percentage?

12. What is incorrect in the grouped frequency classes below?

Class Interval

100 - 105

105 - 110

110 - 115

115 - 120

A. There are no problems

B. The classes are not mutually exclusive

C. The class width is inconsistent

D. The classes are not continuous

12. The possible grades on a statistics class project are A, B, C, D, and F. In one section, the frequency of Cs in the class is 10. Which of the following statements are true?

14. The midpoint for the class 83 - 87 is _____.

15. What is incorrect in the grouped frequency classes below?

Class Interval

27 - 32

33 - 38

40 - 45

46 - 51

52 - 57

16. The class width for the class intervals below is ________.

83 - 87

88 - 92

93 - 97

A student survey was completed by 446 students in introductory statistics courses at a large university in the fall of 2003. Students were asked to pick their favorite color from black, blue, green, orange, pink, purple, red, yellow.

(a) If colors were equally popular, what proportion of students would choose each color? (Round your answer to three decimal places.)

(b) We might well suspect that the color yellow will be less popular than others. Using software to access the survey data, report the sample proportion who preferred the color yellow. (Round your answer to two decimal places.)

(c) Is the proportion preferring yellow in fact lower than the proportion you calculated in (a)?

(d) Use software to produce a 95% confidence interval for the proportion of all students who would choose yellow.
(e) How does your confidence interval relate to the proportion you calculated in (a)?

it is strictly below that proportion it contains that proportion     it is strictly above that proportion

For this discussion, we will be focusing specifically on 23andMe. The relevant articles and sites to read are available below. I purposely ordered the references chronologically to show a shift in thinking behind personal genomics and 23andMe.

2010 Who Owns the Data - Please focus on the second page and the brief continuation onto the third page.

SciMag2010 - Who Owns the Data(1).pdf

2013 FDA Warning to 23andMe

http://www.sciencemag.org/news/2013/11/frustrated-us-fda-issues-warning-23andme

2013 23andMe Prohibited from Giving Health Info

http://www.sciencemag.org/news/2013/12/dna-testing-company-wont-offer-health-information-anymore

2015 Can 23andMe have it all?

SciMag2015 - Can 23andME have it all(1).pdf

Please read all four items and discuss the shift in the company's approach to genetic analysis. Please also discuss what you think about personal genomic companies' approaches to research. Feel free to compare 23andMe's polices on research with another company's. Did you think the FDA was right in prohibiting 23andMe from providing health information?

These are some sample talking points to get you thinking about the ethics of genetic research in the context of Big Data. You don't have to answer all of these questions and I highly recommend that you bring up other talking points. For example, the last paper I gave you was from 2015. You could find a more recent paper on 23andMe or look up their more current policies and discuss those.

Income inequality and the poverty rate The following table summarizes the income distribution for the town of Perkopia, which has a population of 10,000 people. Every individual within an income group earns the same income, and the total annual income in the economy is $500,000,000. Suppose that in 1998, the poverty line is set at an annual income of $30,000 for an individual. Year Share of Total Income in Perkopia (Percent) Lowest Quintile Second Quintile Middle Quintile Fourth Quintile Highest Quintile 1998 5.0 11.0 16.0 24.0 44.0 2004 3.9 9.7 15.2 22.6 48.6 2010 3.5 8.8 14.7 22.0 51.0 2016 3.0 8.6 14.0 21.5 52.9 The data in the table suggest that there was income inequality from 1998 to 2016. Complete the following table to help you determine the poverty rate in Perkopia in 1998. To do this, begin by determining the total income of all individuals in each quintile using the fact that total annual income in the economy is $500,000,000. Next, determine the income of an individual in each quintile by dividing the total income of that quintile by the number of people in that quintile. (Hint: Recall that Perkopia has a population of 10,000 people.) Finally, determine whether the individual income for each quintile falls below the poverty line of $30,000. Quintile Share of Income in 1998 Total Income Individual Income Below Poverty Line? (Percent) (Dollars) (Dollars) Lowest 5.0 Second 11.0 Middle 16.0 Fourth 24.0 Highest 44.0 Using the information in this table, the poverty rate in Perkopia in 1998 is . Suppose that the government introduces a welfare program in which any individual with an income of less than $30,000 per year receives a lump-sum transfer payment of $5,000 from the government. Assume that, in the short run, there is no change in labor-supply behavior among the people in Perkopia. In the year 1998, the poverty rate after the introduction of the welfare program in Perkopia is . Again, suppose the government introduces a welfare program in which any individual with an income of less than $30,000 receives a lump-sum transfer payment of $5,000 from the government. Kate, a resident of Perkopia who currently earns an income of $29,578, has the opportunity to work overtime and earn an additional $1,900 this year. Which of the following statements are correct? Check all that apply. Kate may accept the overtime if she feels that taking it will increase the chances of her receiving a significant promotion. The $5,000 in aid presents a disincentive for Kate to make more than $30,000 per year. Kate would gain more income by turning down the overtime than she would if she accepted the overtime

Sun Minerals, Inc., is considering issuing additional long-term debt to finance an expansion. Currently, the company has $52 million in 8 percent debt outstanding. Its after-tax net income is $12 million, and the company is in the 40 percent tax bracket. The company is required by the debt holders to maintain its times interest earned ratio at 3.8 or greater. Do not round intermediate calculations.

What is the present coverage (times interest earned) ratio? Round your answer to one decimal place. 5.8 times

How much additional 8 percent debt can the company issue now and maintain its times interest earned ratio at 3.8? (Assume for this calculation that earnings before interest and taxes remain at their present level.) Enter your answer in millions. For example, an answer of $1.2 million should be entered as 1.2, not 1,200,000. Round your answer to two decimal places. $ 13.79 million

If the interest rate on additional debt is 10 percent, how much unused “debt capacity” does the company have? Enter your answer in millions. For example, an answer of $1.2 million should be entered as 1.2, not 1,200,000. Round your answer to two decimal places. $ .63 million

Which two of the following five statements are correct?

Select two alternatives:

When a private equity firm purchases the outstanding equity of a publicly traded firm using debt financing, thereby taking the company private, the transaction is called a leveraged buyout.

The process of selling stock to the public for the first time is called a seasoned equity offering (SEO).

Individual investors who buy equity in small private firms are called angel investors.

Researchers have found that, on average, the market greets the news of an SEO with a price increase.

The major advantage of undertaking an IPO is also one of the major disadvantages of an IPO: When investors diversify their holdings, the equity holders of the corporation become more concentrated.

There are two reflective essays from MED students during their third year internal medicine clerkship. One student sees each connection to a patient as like the individual brush strokes of an artist and the other sees gratitude in a patient with an incurable illness and is moved to gratitude in her own life. (WORD COUNT 500)

1. Reflect on both essays and then choose one and describe how the student grew from the experience.

2. Then explain what you learned as a result of your reflection and how the lesson(s) will influence your future patient physician relationships.

Reflection #1

Georges Seurat’s A Sunday on La Grande Jatte is one of the most iconic paintings of the nineteenth century. His chromoluminarism and pointillist technique is lost from the distance; only when you look closely can the details of each brush stroke be admired. I caught myself admiring this work when visiting The Art Institute of Chicago just prior to the start of our clinical years. The excitement, perspective, and chaos of the various exhibits foreshadowed what the upcoming year would bring. Early into my medicine clerkship, I was assigned to follow Miss Jones, the patient in room 601. While she had a history of leaving against medical advice (AMA) on prior admissions, these three letters were not limited to her discharge summary. She was found to have a positive antimitochondrial antibody in the workup of her abdominal pain and pruritus. On my first day of meeting Miss Jones, her room was as chaotic as the art exhibit. The interview seemed never-ending--filled with interruptions from consults to vital checks to breakfast orders. While both our general appearances would be deemed as “mild distress” for various reasons, we each took a sigh of relief as we made it to the conclusion of the interview. I was disappointed in myself, having felt like I did not truly connect with this patient. When she mentioned her dog in passing, I got excited and asked his name. “Let’s just get on with it,” she replied. Certainly not the patient-physician relationship I was hoping to foster. Day-by-day, her labs started to come back, providing us with more pieces of the puzzle to solve her case. Cholestatic liver patterns, elevated cholesterol, and a +AMA found in a fortysomething year old female? This classic test question was now being played out in real life. UWorld prepared me for recognizing patterns in labs; but it does not tell you how it will change the world of the patient with the diagnosis. Each new result or team update was a chance to solve the puzzle of getting to know Miss Jones. No longer was she “the patient with suspected PBC,” she was the tea-drinking, yoga-loving bookworm who happened to have been diagnosed with primary biliary cholangitis. When our team officially told the news, she nodded her head and we parted ways to finish rounds. When I went back to see her, she was scared, tearful, and frustrated. I re-explained our findings and plan. We tried the teach-back method but she remained overwhelmed and confused. One could argue that a 50,000 foot view of medicine is pattern recognition of illness scripts; but I believe it's the details that keep people’s passion sustained despite years of practicing. It is understanding your patient in the context of their disease. Just as Seurat thoughtfully juxtaposed dabs of color to create his optical masterpiece, we as physicians must learn to carefully juxtapose the art and science--the patient and the disease--to truly appreciate the wonders of our craft. Seraut believed in dividing colors into its components-- a concept called chromoluminarism. The thought being you can never perfectly recreate the same shade of purple by mixing red and blue. In medicine, the same principle holds true- despite the same disease process, no two hospital stays are alike. The explanation given to Miss Jones about her diagnosis might have been acceptable to the next patient but it did not accommodate her learning style. That night I pondered about how to convey what was going on. No longer did I feel like a student- I was the teacher. The next day I went to 601 with markers and paper in hand. I started drawing pictures of the anatomy of the biliary system. Her face lit up as she conveyed to me that she was a visual learner. Miss Jones and I spent the afternoon going over everything from the different measurements in a liver function panel to the metabolism of bilirubin. Finally, the day came when my progress note read “disposition: home.” As I entered room 601 for the final time, I saw my friend Miss Jones. She took my hand-- thanking me for everything I had done, which pales in comparison to how much she did for me. We discussed her relief after months of pain and uncertainty of not having a diagnosis. Instinctively I said, “You’re a trooper.” “Trooper,” she paused and smiled. With a glisten in her eyes, looked up, and said, “Trooper--that’s my dog’s name.”

Reflection #2

Gratitude is an interesting thing – just as lighting a candle from another previously lit one gives rise to a second bright flame without diminishing the original one, gratitude is an emotion – no an attitude towards life – that seems to give a person the capacity to continually pour from their cup while also simultaneously filling it. This is quite paradoxical. And yet, as future doctors, it is the quintessential question for us – how can we give and give to others while continuing to draw meaning and becoming recharged through our interactions without burning out? Just this last week, I had a patient, let’s call her Mrs. Smith. She is an 82 year old female, very thin and frail in appearance who was diagnosed with acute myeloid leukemia. This was a lifechanging diagnosis our team presented all treatment option. She listened intently, asking all the pertinent questions about prognosis, treatment, and recovery. Finally after explaining that she and her husband had talked about these kinds of issues she said, “I’m 82 years old and I just want to enjoy what time has been given to me with my family… “If I make it through the holidays, then great. If my time is up sooner, then I will still be grateful for all that I’ve been blessed with in this life – my husband, my beautiful children, and a lifetime of teaching little kids not only math but that they have the potential to do whatever they set their mind to.” The team wrapped up the conversation appropriately and left, but I lingered to talk more with her. I was astounded by the grace with which this woman just accepted a terminal diagnosis and the fact that she only had weeks to live. The longer I spoke with her, the more I realized that her acceptance came not from denial or shock but from the knowledge that she had lived life to the fullest, loved and been loved deeply, and made a positive impact in the world around her. As her husband crumpled with the weight of this news and I listened to her bolster his spirits, I realized that she poured from a very full cup of gratitude. It wasn’t that she had an easy life by any means; it’s just that she chose to be grateful for the positive people, events, and opportunities that she had along the way. As I walked home after that conversation, deliberately taking a roundabout route to process what had just happened, I realized a few things: What a sacred privilege we have been afforded to glimpse into the most intimate corners of our patient’s lives. How fortunate are we that through our chosen profession, we have the opportunity to help when we can medically, comfort them when we reach the end of our rope, and through it all be humbled by the strength and wisdom that many show in the face of something insurmountable. And finally, that while grades and test scores matter to some extent, ultimately, we are all on a path to be healers and caretakers in our society with all the position and ability to be the positive change we want to see in this world. I think Mrs. Smith answers that quintessential question for us. We give and give to others without burning out by first filling our own cup, to the brim with gratitude for all the opportunities, support, friendship, and love we have been fortunate to receive. It is this mindset that then allows us to pour freely – pour time, attention, and kindness into patient care and our community, simply because we have already acknowledged what a rich store we have in our personal vault. The beautiful thing about such an attitude is that this personal store is eternally refilled by family and friends who love us, at times by strangers who are kind to us, and by the knowledge that “yes, we are doing something meaningful.” So, I just want to end by expressing gratitude. Gratitude to Mrs. Smith and all the patients like her who imparted such wisdom in our interactions. Gratitude to family that loves unconditionally even when we are not the best versions of ourselves; to mentors who believe in us and help us find our way, even when we stumble and don’t believe in ourselves. Gratitude to the classmates who share the super-efficient pre-rounding data sheet they spent hours creating and friends who bring you a home-cooked meal when coming up to Jacksonville because they know you’ve been there for three weeks and there is only so much dining hall food anyone can handle. And finally, gratitude to this crazy, challenging, rewarding, hilarious, and unique journey that is medical school, for equipping us to be people who can spend our lives serving others. As one of my other patients remarked to me this week: “There are a lot of smart doctors out there who just treat the disease in the body, and then there are those who treat not just our disease but are also are like ministers who heal our soul. It’s these ones who truly care and have compassion for us that end up meaning the most.” Here is to always striving to be the latter.