seasonal changes in labour demand occur in industries like construction , tourism, catering and agriculture. explain how.

(need 500-600 words with figure if possible)

Once a company has decided to “do something different” (rather than “do nothing” or “do nothing differently”), what kinds of changes can they make?

Question 3

Companies such as Hungry Lion are operating in an age where the market landscape is changing drastically.

Discuss these changes and the impact the have on the operation of Hungry Lion.

Read this Article: Then determine the IV/DV question below:

Background

Restrained Eating, i.e. the tendency to restrict dietary intake to control body-weight, often emerges during adolescence and may result in changes in circadian eating patterns.

Objective

The objective of the present investigation was to determine the cross-sectional relevance of restrained eating for characteristics of circadian eating pattern in adolescents and whether changes in restrained eating are accompanied by concurrent changes in circadian eating pattern over the course of adolescence.

Methods

Two questionnaires assessing restrained eating (Score 0–30) with parallel 3-day weighed dietary records from two different time points were available from 209 (♂:101, ♀:108) 11–18 year old adolescents of the DONALD study. Mixed linear regression models were used to analyze whether restrained eating was associated with eating occasion frequency, snack frequency and morning and evening energy intake [in % of daily energy intake, %E]. Linear regression models were used to examine whether changes in restrained eating were associated with changes in the mentioned variables.

n the DONALD study, RE has been assessed since 2005 in participants between 11 and 18 years. These assessments are scheduled for visits at 11, 14 and 18 years of age. If a participant fails to attend these visits, he/she is interviewed at the next visit. Through May 2016, a total of 886 questionnaires on RE were collected from 494 participants. Questionnaires with more than one missing answer were excluded from the analyses (n = 11). For 658 questionnaires (from 392 participants), dietary records collected at the same visit were available. Overall, 218 participants provided at least two RE questionnaires with parallel 3-day weighed dietary records. For participants, who had provided more than two questionnaires and dietary records, the first and the last available RE questionnaire and dietary record were used to assess changes in RE and eating pattern. Two-hundred and nine participants additionally provided the relevant data to calculate the age at the onset of the pubertal growth spurt (age at take-off), a marker for initialization of puberty [32] and a potential confounder. Therefore, the final sample consisted of 209 participants (♀: 108, ♂: 101) providing 418 questionnaires and 3-day weighed dietary records.

Results

Among girls, greater restrained eating was cross-sectionally associated with higher morning energy intake (p = 0.03). Further, there was a tendency towards lower evening energy intake with higher levels of restrained eating for the whole sample (p = 0.06). No cross-sectional associations were found with eating occasion or snack frequency. Each one-point increase in restrained eating during adolescence was related to a concurrent decrease in eating occasion frequency by 0.04 (95% CI -0.08; -0.01, p = 0.02) and in evening energy intake by 0.36%E (95% CI -0.70; -0.03, p = 0.04). A tendency towards decreasing snack frequency with increasing restrained eating was observed (β = -0.03, 95% CI -0.07; 0.00, p = 0.07). No association was found between changes in restrained eating and concurrent changes in morning energy intake.

What kind of research does this article represent?
I believe this is an observational study/research ??

What were the variables under study and their levels of measurement? Identify the IV and DV and levels of measurement (interval, ratio, nominal, ordinal)

Kaler Company has sales of $1,450,000, cost of goods sold of $795,000, other operating expenses of $208,000, average invested assets of $4,600,000, and a hurdle rate of 12 percent.

Required:
1. Determine Kaler’s return on investment (ROI), investment turnover, profit margin, and residual income.
2. Several possible changes that Kaler could face in the upcoming year follow. Determine each scenario’s impact on Kaler’s ROI and residual income. (Note: Treat each scenario independently.)
a. Company sales and cost of goods sold increase by 15 percent.
b. Operating expenses increase by $85,000.
c. Operating expenses decrease by 10 percent.
d. Average invested assets decrease by $405,000.
e. Kaler changes its hurdle rate to 9 percent.

Determine Kaler’s return on investment (ROI), investment turnover, profit margin, and residual income. (Do not round your intermediate calculations. Enter your ROI and Profit Margin answers to 2 decimal places (i.e., 0.1234 should be entered as 12.34%). Round your Investment Turnover answer to 4 decimal places.)

Req 2a

Several possible changes that Kaler could face in the upcoming year follow. Determine each scenario’s impact on Kaler’s ROI and residual income. (Note: Treat each scenario independently.) Company sales and cost of goods sold increase by 15 percent. (Enter your ROI percentage answer to 2 decimal places, (i.e., 0.1234 should be entered as 12.34%.))

• Req 2B

Several possible changes that Kaler could face in the upcoming year follow. Determine each scenario’s impact on Kaler’s ROI and residual income. (Note: Treat each scenario independently.) Operating expenses increase by $85,000. (Enter your ROI percentage answer to 2 decimal places, (i.e., 0.1234 should be entered as 12.34%.))

• Req 2C

Several possible changes that Kaler could face in the upcoming year follow. Determine each scenario’s impact on Kaler’s ROI and residual income. (Note: Treat each scenario independently.) Operating expenses decrease by 10 percent. (Enter your ROI percentage answer to 2 decimal places, (i.e., 0.1234 should be entered as 12.34%.))

Req 2D

Several possible changes that Kaler could face in the upcoming year follow. Determine each scenario’s impact on Kaler’s ROI and residual income. (Note: Treat each scenario independently.) Average invested assets decrease by $405,000. (Enter your ROI percentage answer to 2 decimal places, (i.e., 0.1234 should be entered as 12.34%.))

• Req 2E

Several possible changes that Kaler could face in the upcoming year follow. Determine each scenario’s impact on Kaler’s ROI and residual income. (Note: Treat each scenario independently.) Kaler changes its hurdle rate to 9 percent. (Enter your ROI percentage answer to 2 decimal places, (i.e., 0.1234 should be entered as 12.34%.))

Read the following case study and answer the questions that follow: Grace Speak is a fourth-year student at Best University. She and her fellow classmates are working hard in their final courses and preparing for exams. Inspired by the teamwork that the healthcare profession espouses, Grace gets an idea for a study group. She thinks it will really help to share case experiences, course notes, and study tips. Unfortunately, several members of her peer group live out of town, which makes it difficult for them to participate fully. Grace is torn, as she does not want to exclude them from the study group. When she voices her concerns to a classmate, her friend suggests using social media tools as the primary medium for sharing information. Questions Two required elements that a single social media site must have to meet the needs of her study group are the ability to share ideas and experiences (chat), and share information (store documents). Research several social media sites that meet both of the required elements for Grace’s group. Select one social media tool, include its website, and explain your rationale for selecting that tool. Selected Social Media Tool (and website) [Write your response here.] Rationale [Write your response here.] Grace discovers that not all of the members of the group use the social media tool she selected. In your own words, create a set of simple instructions that other members of the group could follow to ensure full group participation. [Write your response here.] Grace decides to establish a set of “ground rules” from the outset when she forms the study group. Create a set of “ground rules” that will help to create a group with full participation by all members and that will not place members of the group at risk, for either privacy or academic (plagiarism) concerns. Provide your reasoning for the “ground rules” you established. Ground Rules [Write your response here.] Rationale [Write your response here.] In a specific week, the assignment is particularly challenging. One of the students in the study group offers to post the “answers” he received from a student who completed this same assignment last year from the same instructor. Grace knows that one of her close friends in the study group is at risk of failing if she does not do well on this assignment. Describe how Grace might handle this situation to reduce the academic risk of plagiarism for herself, her friend, and other members of the study group. [Write your response here.]

Read the passage given below, and answer the questions given at the end. Each answer must be within the
word limit of 50-100 words.
Passage:
Students are responsible for familiarising themselves with the University Code of Student Conduct, as on
enrollment with the University the student has placed themselves under the policies and regulations of the
University and all of its duly constituted bodies. Disciplinary authority is exercised through the Student
Conduct Committee. The Committee has procedures in place for hearing allegations of misconduct. Copies of
the student conduct code are available at the Student Services Office.
Academic dishonesty is never condoned by the University. This includes cheating and plagiarism, which violate
the Student Conduct Code and could result in expulsion or failing the course.
Cheating includes but is not limited to obtaining or giving unauthorized help during an examination, getting
unauthorized information about the contents of an examination before it is administered, using unauthorised
sources of information during an examination, altering or falsifying the record of any grades, altering or
supplying answers after an examination has been handed in, falsifying any official University record, and
misrepresenting the facts to get exemptions from or extensions to course requirements.
Plagiarism includes but is not limited to submitting any paper or other document, to satisfy an academic
requirement, which has been copied either in whole or in part from someone else’s work without identifying
that person; failing to identify as a quotation a documented idea that has not been thoroughly assimilated into
the student's language and style, or paraphrasing a passage so closely that the reader could be misled as to the
source; submitting the same written or oral material in different courses without obtaining authorisation from
the lecturers involved; or 'dry-labbing', which includes obtaining and using experimental data from fellow
students without the express consent of the lecturer, utilizing experimental data and laboratory write-ups
from other parts of the course or from previous terms during which the course was conducted, and fabricating
data to fit the expected results.
Questions:
1. Arsal takes help from an online blog for his final essay assignment. Although he does not copy the
exact words of the blog, the plagiarism check shows more than 60% plagiarism in his essay. What do
you think could be the reason?
2. If you were in Arsal’s place, what steps would you take to ensure the absence of plagiarism in your
essay?
3. How does one credit the original source consulted for the information they have incorporated into
their work?
4. In your opinion, which sources (books, journals, blogs, websites, social media, newspapers, magazines,
videos, etc.) are more reliable in terms of research and why?

Student affairs departments at colleges provide programs and events that offer students opportunities to learn outside of traditional coursework. One popular avenue of engagement chosen by students is intramural sports. Does participation in intramural sports improve freshmen academic indicators such as GPA and retention after the first year?

This Excel file Freshmen Intramurals has data on 745 intramural participant/nonparticipant pairs of freshmen at a large midwestern university. The student participant/nonparticipant pairs were formed based on matching gender and high school GPA (to within 0.25).

A claim frequently made by college academic advisors is that freshmen intramural participants have higher freshman-year GPA's than freshmen who do not participate in intramurals. Let μ_P be the mean freshmen year GPA of intramural participants and μ_N be the mean freshmen year GPA of intramural nonparticipants. Do these data support the claim that freshmen intramural participants have higher freshmen year mean GPA's than freshmen intramural nonparticipants? Perform the appropriate hypothesis test and answer the questions below (calculate the difference as participant freshmen year GPA - nonparticipant freshmen year GPA.

excel file- https://docs.google.com/spreadsheets/d/e/2PACX-1vS5eS0C7pu0kxQEOPYnJnrWThBOxuYztqXcdjp6xPL06Elf8r4OhwLsjPNk1xdads9Le3Xb2qsZroML/pubhtml?gid=0&single=true

copy the file into a browser

Question 1. What is the value of the test statistic t? (use 2 decimal places in your answer)

Question 2. Select the correct choice below for the P-value of this hypothesis test.

-0.005 < P-value < 0.01

-P-value > 0.10    

-0.05 < P-value < 0.10

-0.01 < P-value < 0.05

-0.001 < P-value < 0.005

-P-value < 0.0001

Question 3. What is an appropriate conclusion for this hypothesis test? (1 submission allowed)

-There is insufficient evidence to conclude that the mean freshmen year GPA of intramural participants is greater than the mean freshmen year GPA of intramural nonparticipant.

-There is sufficient evidence to conclude that the mean freshmen year GPA of intramural participants is greater than the mean freshmen year GPA of intramural nonparticipants.

-There is sufficient evidence to conclude that the mean freshmen year GPA of intramural participants is less than the mean freshmen year GPA of intramural nonparticipants.

Question 4. Estimate the mean difference (freshmen year intramural participant GPA - freshmen year intramural nonparticipant GPA) in freshmen year GPA's with a 95% confidence interval.

- lower bound of interval (use 4 decimal places)

- upper bound of interval (use 4 decimal places)

Achievement gaps, or differences in performance, exist between boys and girls and men and women. These gaps may relate to athletic performance, career choice or success, academic achievement, or general psychological measures such as cognitive abilities. The question that contemporary research seeks to answer is why these gaps exist and what can be done to lessen or eliminate them. One category of variables that can affect achievement is individual differences such as self-concept or attitudes. For instance, girls or boys may exhibit less self-confidence in academic domains that have been traditionally associated with success by the other sex. It is important to note that although these differences appear to arise internally, from the self, the environment (e.g., messages individuals receive about gender stereotypes or experiences they have) also influences individual differences. Biological and environmental influences do not exist in isolation from one another. Strong evidence exists for the influence of social factors, especially input from parents and educators, in affecting performance and interest in various domains, which can have a widespread and long-lasting influence.

A difficulty in studying achievement gaps is that sex and gender are not the only identities that affect achievement. Economic status, ethnicity, culture, and other facets of identity may interface with sex and gender to create complex dynamics. You may notice in your text that many studies report gender achievement gaps in certain areas for one ethnic group but not another, or in one age group but not another.

For this Discussion, you will examine one gender achievement gap in depth by explaining the factors that influence it and how it affects individuals and societies. In your response posts, you will share strategies that could be used to mitigate the gaps your colleagues discussed.

To prepare

• Review the individual difference factors and social factors that contribute to achievement gaps (e.g., the math gap) between boys and girls and men and women.
• Identify one achievement gap that you have experienced or witnessed, either in the classroom or in the workplace. Then, identify at least one individual difference factor and one social factor that appear to contribute to this achievement gap. Consider how this achievement gap influences both the individual and society as a whole.

By Day 4

Post a description of the achievement gap and the influencing factors (individual and social) you identified and how they affect you personally. Explain how this achievement gap is supported by gender stereotyping or gender-related socialization. Finally, explain how these achievement gaps may have implications for both individuals and society as a whole