Journals are private and between you and the instructor only. Approach this activity as (a) an opportunity to reflect upon and apply what you learn each week based on the assigned readings, discussions, and activities and (b) an opportunity to share your knowledge and expertise based on your past educational and professional experiences. As a successful professional, you will need good reflection and writing skills. Journal activities offer you the opportunity to further develop these skills.
Prompt
For this task, answer the following questions:
What is your reaction to the Chapter 4 material? Did any of your previous perceptions about trances or visual illusions change?
What is the difference between visionary and possession trances?
Which demographic groups are most susceptible to visual illusions? Why do you think this is the case?
What are the main psychological (cognitive) symptoms of visionary trances? Describe them.
Specifically, you must address the following rubric criteria:
Critical Thinking and Reflection: Support your claims with relevant examples of personal experience, previous learning, or logical thought process.
Integration and Application: Show good depth of knowledge of the module content and demonstrate that you have read the module content.
Voice: Write in a style that is generally appropriate for the intended audience and attempt to use a consistent voice.
What to Submit
Submit the assignment as a Word document with double spacing, 12-point Times New Roman font, and one-inch margins. Use APA format.
Part 1 – Key Indicators: You must provide answers for all 28 key indicators for your company (bullets may include more than one indicator). Use current figures unless otherwise required. You do not need to purchase a trial subscription for Yahoo Finance. All answers can be found on the site at no charge. Most of the key indicator figures are found under the summary tab (your firm’s main page), but you may need to use other tabs (historical, financials, analysis, etc). Please see my location notes below. Your answers must be clearly stated. If you add a screenshot, make sure you highlight the indicator and include it in your notes. You only need to include the answers for this portion of the assignment. No discussion or explanations are required for the key indicators section of this assignment. Simply state the answers correctly. There are points for accuracy.
Location Notes: Go to your firm’s (Amazon) main Yahoo Finance page (this will be the Summary tab). The location of these indicators is as follows:
*The company and its ticker symbol: Summary Tab
*Cash flow from operations: Click the Financials tab and the blue Cash Flow link. You are looking for the TTM figure for Cash Flow from Operations. You need ONE figure. Make sure to add 3 zeros to this figure or include the statement that it is posted “in thousands”.
*Price-to-earnings ratio: Summary Tab
*Stock dividends and the yield: Summary Tab
*Earnings per share ratio: Summary Tab
*Revenue estimates for the next 12 months: Click the Analysis tab. Look towards the middle of the page for the Revenue Estimate section. You are looking for the Low, Ave and High Revenue Estimates for the NEXT year (far right column). You need THREE figures.
*Revenue from the previous 3 years: Click on the Financials tab and the blue Income Statement link. This will bring up all of your revenues. You need THREE figures. Make sure you add 3 zeros to each figure or include a statement that all figures are posted “in thousands”.
*Statement of cash flows and identify net cash from operating, investing, and financing activities over the past 3 years: Click on the Financials tab and the blue Cash Flows link. This will bring up all of your cash flows. You need NINE figures. Make sure to add 3 zeros to each figure or include a statement that all figures are posted “in thousands”.
*Average trade volume: Summary Tab
*The current stock price, the 52-week high (not the range, just the high), and 1-year estimated stock price: Summary Tab
*Analysts’ recommendations for the stock (buy, sell, or hold): Summary Tab – Look towards the bottom right of the page UNDER the colorful bar chart for the Recommendation Rating.
*Market cap for the company: Summary Tab
Part 2 – Discussions: Next, you have four specific discussion slides that are required. Discussions should be substantial (min 4-5 sentences), include validation (facts and figures), and answer the question completely. Use complete sentences.
1-Stock vs PE ratio: What is the relationship between the two? How do you calculate PE? What does a high PE tell us about the value of the stock (over or undervalued)? What does a low PE tell us about the value of the stock (over or under valued)? Is your firm over, under or fairly valued and why? Yahoo actually gives you this information UNDER the average trade volume figure under the summary tab.
2-Market Cap: Why is market cap important to an investor? How is it calculated? How is it used as a tool to measure risk as it relates to the size of the firm? What are the size criteria used to define firms as it relates to market cap? Is a larger firm preferred, why or why not?
3-Trends in stock price, dividends and stockholders equity? State a time frame (ie last 3 years). All indicators must use the same time frame, so choose year-end dates for your firm (based upon your equity dates – so fill those in first). State the beginning figures, ending figures, % change and the reason for trend over that time period for EACH indicator (stock price, dividends and stockholders equity). Use the historical tab for the stock price and dividends (try to use as close to year-end dates as possible here as dividend dates may differ). For stockholder’s equity, click the Financials tab, the blue Balance Sheet link and the Total Equity Gross Minority arrow. This will open up your stockholder’s equity figures. Make sure to add 3 zeros to the equity figures or include a statement that they are posted “in thousands” next to the word “Equity”. To calculate % change = (End Figure-Beg Figure)/Beg Figure. Include the following chart on the slide to organize your data and then include the actual discussion within the notes.
Tables and figures supplement the text; therefore, “refer in the text to all tables and figures used and explain what the reader should look for when using the table and figure. Focus only on the important point the reader should draw from them, and leave the details for the reader to examine on their own.” (Owl)
Documents have 3 Structural Parts
Parts of Document
Macro-Questions Answered
Content Provided
Introduction
What is this and why should the reader care? What will the document discuss (if it answers more than one question)
ISSUES PREVIEW OF TOPICS
Discussion
– What is the story?
DISCUSSION OF EACH TOPIC First Second Third
Ending
– What’s next?
Notification of, or recommendations for, future action or polite close
Harvey Lillywhite and Kevin Dungey. (2019), Mastering Business Writing, 2nd ed. QCG Press
What is an issue?
An area of shared interest between the writer and the reader
Deductive Style
DIRECT
Message First – Acknowledges the readers ae busy
Each part of discussion addresses a key question and should begin with the ANSWER to that question
Sometimes it is better to delay or postpone the main message
Bad-news letter
Asking reader for something they may not want to do/give
See Appendix C – Mastering Workplace Writing
Writing good-news, bad-news, and persuasive correspondence
Format for Business Writing
Often emails, memos, letters, and some reports are predetermined (standardized by organization)
Our memos will begin by filling in the blanks:
To:
From:
Date:
Subject:
Claims, Supports and Warrants
In Rhetorical Analysis,
A claim is something the author wants the audience to believe.
A support is the evidence or appeal they use to convince the reader to believe the claim.
A warrant is the (often implicit) assumption that links the support with the claim.
Key Questions
Is the recommended home affordable?
Is the recommended home the best location for commuting?
Is the recommended home large enough for the family?
Will my children have a good public school education if we buy this home?
Is the recommended home a good value for the area?
Is the recommended home near parks, shopping, leisure activities?
Memorandum
To: Vera Case, Manager
From: Jane Doe, Intern
Date: September 20, 2023
Subject: Recommended Home at Kraft Hill Road for the Tanner Family
A new job opportunity prompted the Tanner family to request assistance finding a new home that meets specific criteria . The family has certain requirements for their new home, including a spacious house large enough for a family of five within their allotted budget, comparably priced with neighboring properties, a short commute time, access to schools, and nearby convenience and recreational options. The home at 9825 Kraft Hill Rd, Perry Hall, MD 21128 is perfect for the Tanner family as it satisfies all the family’s identified needs .
Spacious House that Satisfies Needs
The house at 9825 Kraft Hill Rd is the ideal size for the Tanner family. This property is 3,674 square feet and exceeds the family’s criteria, with four bedrooms and 3.5 bathrooms (Redfin, 2022). The extra room provided in the basement makes a private, at-home office a possibility (Redfin, 2022). Although this residence sits on .3 acres, the gated yard, accompanied by a playground equipped for child’s play and family gatherings, sufficiently makes up for the .3 discrepancy in lot size requested by the client (Redfin, 2022). Figure 1 shows the ample backyard living space. This home meets the requirements for living space and outdoor enjoyment. In addition to being an appropriate size, Kraft Hill house offers a reasonable commute time to Kimberly and Daniel’s place of employment.
Intro and first paragraph only
Purpose
Summary
Bottom Line
Figure 1. Displays backyard view of 9825 Kraft Hill Rd (Redfin, 2022)
You will develop a Five-day Instructional Unit that incorporates key elements of effective instruction as presented in this course and each of the five Lesson Plan Templates you have completed. The goal is to develop a unit that you can implement in your classroom now or at a later point in time. Each of the lessons within the unit in the PLAN DETAILS section needs to contain specific, concise directions so that a substitute could pick it up and teach. This unit plan will include the following in this order:
Central Focus of Unit Plan (learning segment) and Content Standard(s) -1 page. Five Lesson plans with all sections completed with full details and citations, as Lesson Plan Template Day #1 Lesson Plan Template Day #2 Lesson Plan Template Day #3 Lesson Plan Template Day #4 Lesson Plan Template Day #5
Create a 2-page summary that reflects on your learning through the process of; selecting the content standard, creating learning objectives, developing the assessment, scoring rubric, and designing five days of instruction.
What new learnings have you experienced? What practices currently in place are you achieving success? What next steps are needed to further improve your practice as an effective teacher?
Include a bibliography listing in APA format for all of your references used within the Lesson Plan Template and within your Unit Plan.
NOTE: Make sure you have made all corrections to your Lesson Plan Template that your instructor provided to you via the feedback and scoring of your first lesson plan that was completed in Unit 3 of this course.
Subject / Content area:Relationship between individual and society
Unit of Study: Unit 2
Lesson Title: Define the individual and society
Be certain to attach any handouts, activities, templates, PPT decks that will be utilized with this lesson.
Central Focus for the learning segment: What is the central focus or big idea of the lesson?
Content Standard(s):Common Core State Standards (CCSS);Next Generation Science Standards (NGSS);ITSE standard(s)English Language Proficiency Assessment for the 21st Century (ELPA21) Standards; andWorld-Class Instructional Design and Assessment (WIDA) Standards
Sub standard for today’s lesson:Defining and exploring the relationship between the individual and society
Technology: Electronic print (e-book)
Learning Objectives: Thinking Skill – the students will be engaged in Remembering where they will recall and define an individual and society.Understand be able to summarize what they mean.Apply the knowledge to their surrounding by explaining how they fit as individuals in society.Analyze, have a case study to understand the relationship between the individual and society.Evaluate if they can describe their immediate people in society.Create recognize their own identityand define the society they live in. Content – case study “The Bear That Wasn’t”This is a modern fable of defining people in society and how individuals may not understand who they are. Product –the students must be able to define the terms “individual and society” and have a simple definition of themselves and where they live.
Language Development: Language Objectives – the student will be able to define and understand what a society is and who an individual is and how they relate.Vocabulary – terms an individual and society.
Materials/Resources:E-book:“The Bear That Wasn’t”.ChartsText book
Context: Knowledge of Students: Prior learning and Prerequisite Skills: definition of some members of a familyMisconceptions: the common misconception is the link between the community and society where the society is a larger group. The students will be require to define the community where they come from and who they live with, in their house and also explain some of the neighborhood families. By students explaining the people in their house and families they will identify an individual. By explaining families they will be able to understand society as it is a group of families.
Plan Details:The students will first define who they are.They will be have asked questions on members of their family and define their roles.I will use the dictionary to define the term individual “a single human being as distinct from a group”. They will be able to describe themselves as male or female, race, grade among others.The case study of “The Bear That Wasn’t” will be read and explained to help understand an individual.Students will discuss the case study and define other students individually.The students will also be required to define the community they live in. By defining the society through the dictionary “the aggregate of people living together in a more or less ordered community” the students will be given an exercise to explain the society they live in.Students will explore the relationship between the individual and society by looking at how their own identities are influenced by others.They will then develop inquiry skills that lead towards conceptual understandings of the relationships betweenindividuals, societies and the environments in which they liveThe lesson will close with review of the terms “individual and society”
Differentiation and planned universal supports: The students will first start as individuals and describe themselves and their familiesto the class.They will then be divided into groups with the identified family description to ensure they have representative sample of various societies. In the groups they will be required to explain their various families and how they co-exist with their neighbor and activities they have together such as sports or gatherings.The case study will also be discussed in the groups especially on how the bear is described by others and also how he described himself in the end of the story “he wasn’t a silly man, and he wasn’t a silly Bear either”. Students with special needs during this lesson will describe if they attend to meetings with other similar people (special people community)
Type of Student Assessments and what is being assessed: Diagnostic assessments: they will e Short quizzes, Journal entries Student reflections, and Classroom discussionsStudents will be accessed on their progress if they can be able to describe themselves in their group and to the class. They will also be able to explain their home and family effectively and also the neighborhood.They will also be able to define an individual either by explanation or the definition written on the board.
Evaluation Criteria and/or Rubric:They will be given a paper to write the definition of individual and societyThey will be required to describe their friend’s (classmate’s)and an individual and the society they live in to the class.
Relevant theories and/or research best practices: Cooperative learning, Summarization and Inquiry-based learningAPA References: Arends, D. and Kilcher, A. (2010). Teaching for Student Learning: Becoming an Accomplished Teacher. London: Routledge. Facing History and Ourselves, “The Bear That Wasn’t,” last updated May 12, 2020
Parent communication:I will include in the dairy that the parent will help the learner understand their community and society where the individual student comes from. They will help check Journal entries filled by students in class.
Distinguish between stabilizing speculation and destabilizing speculation.
Question 9:
If the exchange rate changes from $1.70 = (₤1) to $1.68 = ₤1, what does this mean for the dollar? For the pound? What if the exchange rate changes from $1.70 = (₤1) to $1.72= ₤1?
Chapter 12
Question 2:
Why are international investors especially concerned about the real interest rate as opposed to the nominal rate?
Question 6:
What factors underlie changes in a currency’s value in the short run?
Chapter 15
Question 1:
Distinguish among external balance, internal balance, and overall balance.
Question 5:
Under a system of fixed exchange rates and high capital mobility, is monetary policy or fiscal policy better suited for promoting internal balance? Why?
Question 7:
What are some obstacles to successful international economic policy coordination?
In order to complete assignment #1 you will need to answer the below questions. Please complete the questions in a Word document and then upload the assignment for grading. Use examples from the readings, lecture notes and outside research to support your answers. All questions must answered with viable support and detail. Your answer cannot simply be a cited source answering the question.
This assignment is a summative assessment for Course Objective 1.
1. What is the difference between active and passive security threats? 2. List and briefly define 3 categories of passive and active security attacks. 3. List and briefly define at least 3 categories of security services. 4. List and briefly define at least 3 categories of security mechanisms. 5. Create a matrix highlighting the relationship between the security services and the mechanisms listed in questions 3 and 4. Place services to the left (vertically), the mechanism to the right (horizontally), then place an X for the applicable mechanisms to the services. 6. What are the essential differences of a symmetric cipher? 7. How many keys are required for two people to communicate via a symmetric cipher? 8. What is triple encryption? 9. List ways in which secret keys can be distributed to two communicating parties. 10. What are the fundamental differences between AES, DES, and 3DES?
Assessment Title Report Graduate Capabilities 1) Professional Expertise 2) Innovative Problem Solving 3) Technology and Information Literacy 4) Global Citizenship 5) Skilled Collaboration 6) Allie Leadership 7) Independent Self Management Learning Outcome/s (found in the Subject Outline) a) Analyse the relationship between sports, event and tourism b) Critique issues and initiatives related to sports tourism in Australia and internationally c) Evaluate how government agencies and private sector groups work together to foster the growth of sporting events and activities d) Arrange the steps used to promote major sporting events Assessment type (group or individual) Individual Weighting % 35% Word count 1500 words (+/- 10% excluding cover page, references, appendices) Submission type Turnitin ? Word Document Format / Layout of Assessment Report: ICMS Cover Page Executive Summary Introduction Findings Conclusion Recommendations Reference List Appendices ? ? ? ? ? ? ? ? Assessment instructions Assessment overview This is an individual assessment that aims to enable you to identify and apply the value and critical nature of strategic exploitation of commercial opportunities. The assessment examines the overall goals for the organisation that is involved in a range of sport event tourism business activities. This assessment assists in the development of research skills to achieve the intended learning outcomes. Task description Students are to examine and analyse sport event tourism planning and strategic sharing of the various agencies with reference to relevant literature are required to develop a written report on one of the following questions:
Critically compare and contrast the Brisbane 2032 after-use and after-users approach to that of other cities of your choice.
Thinking about the tourism organisation in your region, what could that tourism organisation learn from the Vancouver 2010 Games Tourism Consortium if it were to host a major sports event in your region? Requirements • Throughout the questions the key issues and new conceptual thinking defining sport event tourism will be set out. • Clearly set out the full question which you are answering at the beginning of your answer. This will be deducted from the word length report. • In answering the question, draw upon precedent cases and sound sport event tourism research. • Review your subject readings, particularly the theories and models of sport event tourism, for topic idea. • Utilise resources including the ICMS library, websites, media articles, sports and tourism organisation homepage and websites. • Your response must be typed in word. • Marks will be deducted for poor spelling and grammar. • Use at least FIVE (5) pieces of academic evidence. Academic evidences are defined as peer reviewed journal articles, governmental publications, and academic textbooks. • You must reference your essay in accordance with the ICMS Style Guide (APA 7th referencing style). • The essay submitted must be your own work and the lecturer reserves the right to carry out a viva voce on the essay to ensure that the essay is the students own work. • The Turnitin submission by 11.55pm on the date specified. Assessment criteria • Knowledge and understanding (30%): quality content is detailed and covers the topics from comprehensive insights. • Problem solving (interpret and analyse) (30%): understand and explain sport, event and tourism concepts and theories to best practices. • Research effort and literature support (20%): the content incorporates relevant information from subject and research with clear references. • Communicative competence (20%): structure, writing style, referencing in APA 7th style, clarity, grammar and spelling. Submission process • Date: Sunday of Week 8 by 11.55 pm Sydney time • Submission in the LMS is performed via Turnitin, the similarity detection software used by ICMS students and teaching staff to prevent plagiarism by ensuring referencing is correct and that work has not been inadvertently copied from elsewhere. You can access Turnitin under the ‘Assessments’ section in your Moodle course site. • Please note that draft reports submitted in this way will be regarded as the final version at the due date if you have not uploaded a subsequent, finalised version (each file uploaded overwrites the previous version). • A penalty of 5% will be deducted for each day late with a zeromark notated for any submission seven or more days late as per ICMS policy. If for any reason you are unable to submit a late submission via Turnitin please contact your Lecturer. • Extensions to due dates will be granted only in exceptional circumstances, and where adequate supporting documentation can be provided. Please note that work commitments do not constitute grounds for an extension. Requests must be made via the special consideration process. Decisions and recommendations are only made by lecturers-in-charge/course coordinators. • You will be advised of your mark by your Lecturer within 2 weeks of submission. • Please keep a copy of your assignments. Readings for the assessment • Alexandris, K., & Kaplanidou, K. (2014). Marketing sport event tourism: Sport tourist behaviours and destination provision. Sport Marketing Quarterly, 23(3), 125-126. • Bazzanell, F., Peters, M., & Schnitzer, M. (2019). The perceptions of stakeholders in small-scale sporting event. Journal of Convention & Event Tourism, 20(4), 261-286. doi: 10.1080/15470148.2019.1640819 • Chalip, L., & Leyns, A. (2007). Local business leveraging of a sport event: Managing an event for economic benefit. In W. Weed (Eds.), Sport & tourism: A reader (pp. 543-568). London: Routledge. • Clarke, D. W. (2018). Understanding event sport tourism experiences of support partners: A research note. Leisure Sciences, 40(5), 466-475. doi: 10.1080/01490400.2017.13849 42 • Dredge, D., & Whiford, M. (2011). Event tourism governance and the public sphere. Journal of Sustainable Tourism, 19(4-5), 479-499. doi: 10.1080/09669582.2011.573074 • Funk, D. C., & Bruun, T. J. (2007). The role of sociopsychological and culture-education motives in marketing international sport tourism: A cross-cultural perspective. Tourism Management, 28(3), 806-819. • Green, B. C., Costa, C., & Fitzgerald, M. (2007). Marketing the host city: Analysing exposure generated by a sport event. In W. Weed (Eds.), Sport & tourism: A reader (pp. 346-361). Routledge. • Higham, J., & Hinch, T. (2018). Sport tourism development (3rd ed.). Multilingual Matters. • Mallen, C., & Adams, L. J. (2008). Sport, recreation and tourism event management: Theoretical and practical dimension. Elsevier. • Masterman, G. (2014). Strategic sports event management (3rd ed.). Routledge. • Papadimitriou, D., & Apostolopoulou, A. (2009). Olympic sponsorship activation and the creation of competitive advantage. Journal of Promotion Management, 15(1-2), 90117. • Parent, M. M., & Chappelet, J-L. (2017). Routledge handbook of sports event management. Routledge. • Parent, M. M., & Smith-Swan, S. (2013). Managing major sports events: Theory and practice. Routledge. • Weed, M. (2005). A ground theory of the policy process for sport and tourism. Sport in Society, 8(2), 356-377. • Tourism Australia (Sporting Events) https://www.australia.com/en/events/sports-events.html • World Tourism Organization http://www2.unwto.org/ Grading Criteria / Rubric Please see below. Assessment 2 – Marking Rubric Criteria HD (85100) D (7584) CR (6574) PASS (50- 64) FAIL (049) Knowledge & understanding (30%)? Demonstrates exceptional sport event tourism planning, through complete knowledge and understanding of relevant lecture and tutorial materials. A keen awareness of current trends/debates in sport event tourism issues is demonstrated. Provides exceptional future directions and best practice recommendations. Demonstrates highly appropriate sport event tourism planning, through detailed knowledge and understanding of relevant lecture and tutorial materials. Current trends/debates in sport event tourism issues have been clearly taken into account and addressed in allimportant respects. Provides most relevant future directions and very clear practice recommendations. Demonstrates very appropriate sport event tourism planning, through good knowledge and understanding of relevant lecture and tutorial materials. The concept of the work is relevant and related to current sport event tourism issues. Provides sufficient future directions and well-found practice recommendations. Demonstrates appropriate sport event tourism planning, through reasonable knowledge and understanding of relevant lecture and tutorial materials. There is a very limited, but just adequate concept underlying the task. The relation to current sport event tourism issues is tenuous. Provided valid future directions and reasonable practice recommendations. Demonstrates basic sport event tourism planning, through poor knowledge and understanding of relevant lecture and tutorial materials. The fundamental idea is not what was required for the exercise, although it might possibly be appropriate elsewhere. An essential idea is missing. Provided insufficient future directions and poor practice recommendations. Problem solving (interpret and analyse) (30%)? Practical approaches and considerations are critically supported by the information in response to the set question. Presents exceptional explanation and illustration to analyse sport event tourism of the underlying theories, concepts, assumptions and arguments. There is strong evidence of a consistently high level of commitment in terms of research and practical application. Practical approaches and considerations are very clearly supported by the information in response to the set question. Presents highly appropriate explanation and illustration to analyse sport event tourism of the underlying theories, concepts, assumptions and arguments. There is evidence of a generally high level of commitment in terms of research and practical application. Practical approaches and considerations are clearly supported by the information in response to the set question. Presents very appropriate explanation and illustration to analyse sport event tourism of the underlying theories, concepts, assumptions and arguments. There is evidence of a generally satisfactory but very occasionally inconsistent level of commitment in terms of research and practical application. Practical approaches and considerations are appropriately supported by the information in response to the set question. Presents appropriate explanation and illustration to analyse sport event tourism of the underlying theories, concepts, assumptions and arguments. There is evidence of an adequate but rather weak level of commitment in terms of research and practical application. Practical approaches and considerations are poorly supported by the information in response to the set question. Presents basic/poor explanation and illustration to analyse sport event tourism of the underlying theories, concepts, assumptions and arguments. There is little evidence of a commitment in terms of research and practical application. Research effort & literature support (20%) Excellent research and summation of sections and a detailed analysis and explanation. Impressive research and summation of sections and a detailed analysis and explanation. Solid research and summation of sections and thorough analysis and explanation. Acceptable research and summation of sections and adequate analysis and explanation. Poor research and no summation of sections or analysis and explanation. Page 6 of 7 A wide range of academic research including more than 12 academic evidences beyond subject materials to appropriately validate all key findings. Demonstrates evidence of indepth research including least 10 pieces of academic evidence used to validate key findings. Demonstrates evidence of indepth research including least 8 pieces of academic evidence used to validate key findings. Demonstrates evidence of indepth research including least 5 pieces of academic evidence used to validate key findings. Unable to demonstrate evidence of research. Some academic articles may be used but not relevant to findings. Communicative competence (20%) A substantial presentation and effective communication of findings fully supported with concepts that closely correspond to the elements. Full use of report style conventions with logical flow, and appropriate sections. Fluent academic writing style throughout. Grammar and spelling accurate throughout. Referencing is consistently accurate and compliant with ICMS Style Guide. A well-structured presentation and communication of findings supported with concepts that closely correspond to the elements. Introduction states purpose clearly and outlines main points succinctly. There is a clear summary of findings and recommendations. Grammar and spelling accurate. Referencing is accurate and compliant with ICMS Style Guide. An appropriate presentation and communication of findings supported with visuals. These may not always correspond to the written text but do not detract from the communication of findings. Introduction and conclusions outline and summaries main ideas. Grammar and spelling mainly accurate. Referencing is mainly accurate and compliant with ICMS Style Guide. A presentation that shows evidence of report Structure, but errors may detract from communication of findings. There are some concepts used but they may not correspond to the elements. Meaning is apparent but academic language not always accurate. Grammar and spelling generally accurate but may contain errors. Some attempt at referencing but not always compliant with ICMS Style Guide. Lacks evidence of a structured presentation with limited visuals to support description and explanation. The few concepts used do not correspond to the key elements. Meaning may be unclear. Grammar and spelling contain frequent errors. Referencing is unsystematic and not compliant with ICMS Style Guide
The Cold War between the United States and the Soviet Union erupted shortly after WWII. The U.S. and Western Europe created the North Atlantic Treaty Organization (NATO), in response to the Soviet domination in Eastern Europe. Throughout the Cold War, NATO was an effective military alliance against Soviet expansionism. Since the end of the Cold War and the collapse of the Soviet Union, many have argued that NATO no longer serves a purpose and should be disbanded. Others argue that NATO is still needed against present day Russia and for other troubled areas like the Middle East.
QUESTION 3 Suppose you are interested in whether participation in extracurricular activity is associated with higher academic achievement. In a sample of 250 students who participated in 2 or more extracurricular activity 147 kids were high achievers (scored 80% or more on the Standardized test) while among 350 students who did not report to participate in any extracurricular activity 168 were high achievers. Which of the following are the most appropriate null and alternative hypotheses? A H0: There is an association between participation in extracurricular activities and high scores (80% or more) in standardized testing. HA: There is no association between participation in extracurricular activities and high scores (80% or more) in standardized testing. B H0: The proportion of high achievers in the extracurricular group is less than or equal to the proportion of high achieves in the non-extracurricular group. HA: The proportion of high achievers in the extracurricular group is greater than the proportion of high achieves in the non-extracurricular group. C H0: The proportion of high achievers in the extracurricular group is equal to the proportion of high achieves in the non-extracurricular group. HA: The proportion of high achievers in the extracurricular group is not equal to the proportion of high achieves in the non-extracurricular group. D H0: The proportion of high achievers in the extracurricular group is equal to the proportion of high achieves in the non-extracurricular group. HA: The proportion of high achievers in the extracurricular group is greater than the proportion of high achieves in the non-extracurricular group.
[2 marks]
QUESTION 8 A parallel-group randomised control trial of a new infertility treatment is being trialled. Women undergoing treatment for infertility were invited to participate and were randomised in a 1:1 ratio to receive either the standard treatment or the intervention (PICSI). The primary outcome is term live-birth ( = 37 weeks gestational age) within the study follow-up period of 2 years. The expected term live-birth rate is 24% using the standard treatment. The study aims to detect a 5% increase (from 24% to 29%) in the term live-birth rate in the PICSI treatment group with power 90% and alpha 5%, allowing for a 10% drop-out rate. Calculate the minimum total recruitment target that will sufficiently power the study. Note: the numbers below indicate targets that have been rounded up to the nearest 50. Select the best option based on to your Stata/PSPower calculation. A 1650 B 2750 C 3300 D 3650 QUESTION 9 If the observed difference between groups is larger than expected (i.e. greater than 5%), will the recruitment target still provide the analysis with sufficient power?
QUESTION 10 Burr et al. (1976) tested a new procedure to remove house-dust mites from the bedding of adult asthmatics in attempt to improve subjects’ lung function, which was measured by PEFR (peak expiratory flow rate). The trial was a two period cross-over design; the control treatment was dust removal from the living room. The means and standard errors for the continuous variable PEFR in the 32 subjects were: Treatment group Mean Standard Error Control 329 litres/min 20.8 litres/min New procedure 335 litres/min 19.6 litres/min Differences (Treatment – Control) 6.45 litres/min 5.05 litres/min The researchers decide to perform a one sample t-test on the differences with a significance level of 5%. Which of the following options is correct? A The test statistic is 1.3 and the associated p-value is statistically significant. B The test statistic is 1.3 and the associated p-value is not statistically significant. C The test statistic is 7.2 and the associated p-value is statistically significant. D There’s not enough information. QUESTION 11 A cohort of students of a certain age underwent standardised tests in Maths and English. The top 2.5% of students in each subject were awarded medals. The scores on the Maths test were normally distributed with mean 55 and standard deviation 10. The scores on the English test were normally distributed with mean 60 and standard deviation 13. Chloe’s marks were 77 in Maths and 85 in English. Will she receive any medals? A Chloe will receive a medal for English B Chloe will receive a medal for Maths C Chloe will receive a medal for Maths and a medal for English D Chloe will not receive any medals.
QUESTION 12 The Apgar test is used to evaluate the health of a newborn at 1 minute and 5 minutes after birth. Each of five items is scored between 0 and 2. A total score between 7 and 10 is considered normal, a total score between 4 and 6 indicates the infant requires medical attention, and a total score between 0 and 3 indicates the infant requires immediate resuscitation. The distribution of Apgar scores of a sample of 100 babies with low birth weight has descriptive summary: n mean sd min p25 median p75 max 100 6.25 2.43 0 5 7 8 9 Which of the following is NOT true? A The interquartile range is 3 B The distribution is symmetric C The range is 9 D There were no infants with a score of 10
QUESTION 13 Brown et. al., Morbidity and mortality in patients randomised to double-blind treatment with a long-acting calcium-channel blocker or diuretic in the INSIGHT study, Lancet 356, 29 July 2000.
Which of the following best describes the type of primary outcome? A) Continuous B) Categorical C) Binary D) Count
QUESTION 14 A group of 11 patients were recruited for a new weight loss diet regimen. Patients were weighed at baseline before the start of a new diet regimen. At the end of 6 weeks patients were weighed again. The mean and variance of the change in weight after 6 weeks were 0.7 and 1.44. Assume that the change in weight is normally distributed. Researchers are interested in whether there was a significant change in weight from baseline to 6 week followup. What is the most appropriate hypothesis test for the above scenario? a) Two sample independent t-test b) Wilcoxon ranked sum test c) Chi-squared test d) One sample t-test
QUESTION 16 If a statistical test fails to show a statistically significant test statistic, what would be the most feasible way to obtain a statistically significant result in a subsequent study? A) Decrease the mean weight change B) Increase the sample standard deviation C) Increase the sample size D) Decrease the sample size
QUESTION 17 [3 marks] A study was conducted to understand the effect metoprolol on lowering the heart rate among men and women with atrial fibrillation. A sample of 30 men and 25 women were given the drug and heart rates were measured after 48 hours. The mean heart rate for men was 89 with standard deviation of 10 whereas the mean heart rate was 95 with standard deviation of 12 among women. Which statistical method you would use to test whether the effect of the drug on heart rate is different for men and women? Explain your choice of test and specify any assumptions that need to be satisfied. QUESTION 18 [2 marks] Regardless of your choice of test in Question 17, perform the appropriate parametric test and write conclusion. Make sure you refer to the p-value and confidence interval for the effect in your answer. QUESTION 19 [3 marks] ‘Standard deviation’ and ‘Standard error’ are two statistical terms that are often confused. Explain in your own words what the difference is between them
CLICK HERE TO MAKE YOUR ORDERon There is an association between participation in extracurricular activities and high scores (80% or more) in standardized testing
