Task 1: HTML and CSS
Create a website using HTML5 and CSS3 only. Please no JavaScript or Bootstrap. Website theme can be anything you want: a country, a town, a place, a hobby, people (yourself, your family...), pets, flowers, food, or anything that you find interesting or useful. It may be about real people/places/things or fictitious.
Part 1: Content (HTML)
After you decide the theme of your website, create HTML pages with the content you want to present. Remember to separate content from presentation. The content is placed in the HTML files, and the layout and style will be defined using CSS (see part 2). Your website must include (at least):
Do not forget to make your pages accessible. You should double-check your code to make sure you are not missing closing tags, etc. and test it using different browsers. Focus on making your pages syntactically and semantically correct.
Part 2: Style (CSS)
You'll create an external stylesheet (css) to style the html pages you created in part 1. Name this file main.css.
All html pages should link to the same main.css file. You must use a variety of selectors and properties presented in chapters 4 and 5, including:
Part 3: An alternate style (CSS)
You'll create a different CSS file, with different style and layout rules, to make your HTML pages look completely different (without making any changes to the HTML files).
In: Computer Science
Scott and Laura are married and will file a joint tax return. Laura has a sole proprietorship (not a “specified services” business) that generates qualified business income of $300,000. The proprietorship pays W–2 wages of $40,000 and holds property with an unadjusted basis of $10,000. Scott is employed by a local school district. Their taxable income before the QBI deduction is $386,600 (this is also their modified taxable income).
In: Accounting
Joanne started with Performance Horizons five years ago, after receiving her MBA from The Wharton School. She has told people the reason she went to Wharton was to have the best opportunities at jobs that would offer quick advancement so she could rapidly rise to the top of the organization. Joanne has a keen sense of what makes organizations tick and who to go to when things need to get done. She doesn’t “waste” her time with chitchat, as she calls it. Her time is all spent on doing a good job on all her assignments and making sure she makes the right connections with the executives. Her performance has always been rated as excellent.
Which two of the four motivates Joanne the most?
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In: Economics
Paul is now 30 years old. He has a job that pays him $60,000/year. He plans to work until he is 60 years old. The wage increases at the rate of 2% p.a. The job is quite stable and he believes that the proper discount rate is 3% p.a. He currently has no investment and no debt.
He is considering going back to school to get a master's degree. The program will take two full-time years (i.e., he will need to take two years off from work) and costs $70,000 up front. Assume that after he graduates, the wage growth rate and the interest rate are the same as above. What is the minimum starting level of salary that he will have to get in order for the degree to be worth it?
In: Finance
In each of the following cases, identify whether the problem is adverse selection or moral hazard, and explain your answer. How might the problem be dealt with?
Rick has gotten a large advance to write a textbook. With the money in hand, he prefers spending his time sailing rather than sitting in his office working on the book.
David is trying to get a large advance to write a textbook. He knows, but publishers don’t, that he did poorly on the writing portion of his entrance exam for graduate school.
Brenda is buying a life insurance policy. She knows that members of her family tend to die young.
Maria, who has a large life insurance policy, spends her vacation pursuing her favourite hobbies: skydiving, bungee jumping, and bull-fighting.
In: Economics
Hypothesis Tests for Population Mean ( Unknown)
(Using P- Value) The faculty at a large university are irritated by students' cell phones. They have been complaining for the past few years that a cell phone rings in each class at least 15.0 times per semester (which is about once a week). A reporter for the school newspaper claims that students are more courteous with their cell phone now than in past semesters, and that the mean is now lower than 15.0 cell phone disruptions per semester. The reporter asks instructors to keep track of the number of times a cell phone rings in a simple random of 12 different classes one semester. The sample mean is 14.8 class with a standard deviation of 1.2 calls. Does the evidence support the reporter's claim at the 0.10 level of significance?
In: Statistics and Probability
Mrs. Jones, a widow, is no longer able to live independently and is requiring more and more help with her self-care. Her daughter, Susie, who is married with three school-aged children, agrees to let her mother move in with her. Susie is concerned with balancing the demands of her career and the needs of her family, especially now that her elderly and chronically ill mother will need assistance. She is also unsure about how she feels with the reversal of roles, having to now be the primary caregiver of her mother. How can both the family structural theory and the family developmental theory be applied to this scenario? How can health education enhance health promotion for this family? Provide at least one in-text citation and reference as well
In: Nursing
Fill in the blanks:
In studies conducted to assess how well the GRE (Graduate Record Examination) predicts graduate school GPA (grade point average), the GRE is considered the __________ variable and the GPA is the __________ variable.
To establish the concurrent validity of a newly-developed instrument, we can ___________ it with a well-established instrument which measures the same thing.
Correlating the scores from a newly-developed short version of a personality inventory with a similar full-length personality inventory may be used to establish the ____________ validity of the short-version inventory.
When a test simply appears to measure what it is intended to measure, we conclude that the test has a high __________ validity.
In assessing an instrument’s criterion-related validity, the relationship between the instrument and the criterion is indicated by the __________ coefficient.
When an instrument systematically discriminates against a group of test-takers, the test is considered _________.
In: Statistics and Probability
1. If you wanted to find the difference in Elementary Statistics grades between students who transferred to CSULB from a community college and students who entered CSULB straight out of high school, what test statistic would you use?
2. If you wanted to find the difference in grades among students who took Elementary statistics in their Freshman year, Sophomore year, Junior year, or Senior year in college, what test statistic would you use?
3. If you wanted to see if there is a difference among students who took Elementary statistics in their Freshman year, Sophomore year, Junior year, or Senior year in college, and whether their age at the time affects their grade, what test statistic would you use?
In: Advanced Math
The Stanford-Binet Intelligence Scale is an intelligence test, which, like many other IQ tests, is standardized in order to have a normal distribution with a mean of 100 and a standard deviation of 15 points.
As an early intervention effort, a school psychologist wants to estimate the average score on the Stanford-Binet Intelligence Scale for all students with a specific type of learning disorder using a simple random sample of 36 students with the disorder.
Determine the margin of error, mm, of a 99% confidence interval for the mean IQ score of all students with the disorder. Assume that the standard deviation IQ score among the population of all students with the disorder is the same as the standard deviation of IQ score for the general population, σ=15σ=15 points.
Give your answer precise to at least two decimal places.
In: Statistics and Probability