...362 EXERCISE 11 Questions HLT 362 EXERCISE 16 Questions HLT 362 EXERCISE 18 Questions HLT 362 EXERCISE 20 Questions HLT 362 EXERCISE 23 Questions HLT 362 EXERCISE 24 Questions HLT 362 EXERCISE 31 Questions HLT 362 EXERCISE 11 AND 16 Statistics for Healthcare Professionals HLT 362 M1 Mean Variance Standard Deviation Student HLT 362 M2 Population Sampling Distribution Student HLT 362 Module 2 Exercise 29 HLT 362 M3 Hypothesis Testing Week 3 HLT 362 Module 4 ANOVA-Excel-Worksheet HLT 362 Module 4 Exercise 36 HLT 362 Module 5 Correlation Regression and Chi Square Excel Worksheet HLT 362 Week 1 DQs HLT 362 Week 2 DQs HLT 362 Week 3 DQs HLT 362 Week 4 DQs HLT 362 Week 5 DQs Course Home Work aims to provide quality study notes and tutorials to the students of HLT 362 Complete Course Latest Version in order to ace their studies. HLT 362 COMPLETE COURSE LATEST VERSION To purchase this visit following link: https://coursehomework.com/product/hlt-362-complete-course-latest-version/ Contact us at: HELP@COURSEHOMEWORK.COM HLT 362 COMPLETE COURSE LATEST VERSION HLT 362 EXERCISE 11 Questions HLT 362 EXERCISE 16 Questions HLT 362 EXERCISE 18 Questions HLT 362 EXERCISE 20 Questions HLT 362 EXERCISE 23 Questions HLT 362 EXERCISE 24 Questions HLT 362 EXERCISE 31 Questions HLT 362 EXERCISE 11 AND 16 Statistics for Healthcare Professionals HLT 362 M1 Mean Variance Standard Deviation Student HLT 362 M2 Population Sampling Distribution Student HLT 362 Module 2 Exercise...
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... Fax: 269 387-5710 Cell: 269 271-9903 e-mail: bret.wagner@wmich.edu 1. Fitter Snacker Clients There are four versions of the Fitter Snacker Database client available for Student Exercises. In this document, the term Fitter Snacker Client will be used for the completely configured Fitter Snacker company. In addition to the Fitter Snacker Client, there are three other clients that are partially configured versions Fitter Snacker Client that can be used to teach SAP configuration. These clients are copies of the Fitter Snacker Client that were made during the development of the Fitter Snacker Client. The Fitter Snacker Client was created using the Dolphin Group configuration training document as a template. While there are significant differences between the Dolphin Group (and BPI) configuration classes, these are primarily in terms of the business context, although changes were made to make sure that each company in the Fitter Snacker Client was as independent as possible. The Fitter Snacker Client represents the fictitious Fitter Snacker Company that is used as an example in the textbook Concepts in Enterprise Resource Planning[1]. Exercises for the Fitter Snacker Client match with examples used in the textbook. Figure 1 describes the four clients and their roles. The Fitter Snacker Client contains 100 copies of the completely configured Fitter Snacker Company. Individual company data is...
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...SUPPLY CHAIN MANAGEMENT DESIGNATION PROGRAM MODULE THREE Logistics and Transportation ©Supply Chain Management Association Supply Chain Management Professional Designation Program Copyright © 2013 by the Supply Chain Management Association No part of this material in this manual may be reproduced without the prior written consent of the Supply Chain Management Association. 777 Bay Street, Suite 2701, P.O. Box 112, Toronto, Ontario M5G 2C8 Tel: (416) 977-7111 Fax: (416) 977-8886 Web Site: www.scmanational.ca. Use of this material is restricted to SCMA and its Provincial/Territorial Institutes for the express purpose of delivering the Supply Chain Management Designation Program. No other use is authorized, expressed, or implied. This material must be used in its entirety. © Supply Chain Management Association Supply Chain Management Professional Designation Program Module Three Logistics and Transportation Information and Overview .................................................................................................... IO – 1 General Information ........................................................................................................ IO – 2 Module Overview ........................................................................................................... IO – 4 Module Readings ............................................................................................................ IO – 7 Session and Reading...
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...Checkpoint 5 Complete Exercise 9.13 (The Video Game Satisfaction Case) on page 357 in your textbook A. H0 ≤ 42 versus Ha >42 b: z = (42.954 - 42)/(2.64/√64) = 2.891 Z values at 0.10 = 1.28 - Reject 0.05 = 1.64 - Reject 0.01 = 2.33 - Reject 0.001 = 3.09 - Accept Since we are dealing with the right side of the curve the z values are positive. c: Z = 2.891 therefore right side = 0.0019 Left side = 0.9981 Since p is = 0.0019 it less than 0.10, 0.05. 0.01 but greater than 0.001 D. Very strong evidence Complete Exercise 9.19 on page 358 in your textbook. ( A. H0 = 16 versus Ha ≠ 16 b. α = 0.01 S = 0. 1 b.1 Xbar = 16.05 b.2 Xbar = 15.96 b.3 Xbar = 16.02 b.4 Xbar = 15.94 two tailed critical value rule requires we split α in 2, Therefore (Z 0.01/2)= 2.576 Z = (xbar – 16)/( 0.1/6) B.1 Critical Value Z = (16.05 – 16)/( 0.1/6) Z = 3.0 – therefore readjust P value = 2 time the area to the right of z 2(1- Z) = 2(1- 0.99865) = 0.027 0.027 < 0.01 – therefore reject and readjust CI Xbar ± (2.576)( 0.01/6) 16.05 ± 0.0429 = [16.007, 16.093] readjust B.2 Critical Value Z = (15.96 – 16)/( 0.1/6) Z = -2.40 – therefore do not reject do not readjust P value = 2 time the area to the right of z 2(1- Z) = 2(1- 0.9918) = 0.0164 0.0164 > 0.01 – therefore do not reject and do not readjust CI Xbar ± (2.576)( 0.1/6) 15.96 ± 0.0429 = [15.917,16.003] – reject and readjust B.3 Critical...
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...pts. ea.) 1. c 2. a 3. d 4. b 5. c 6.a 7.a 8. b 9. c 10. a 11. b 12. c 13. a 14. d 15. b T/F Questions 1 – 12, p.115 (12 pts. total – 1 pt. ea.) 1. f 2. t 3. t 4. f 5. t 6. f 7. f 8. t 9. t 10.f 11. t 12. f Algorithm Workbench #1 - #7, pp.115-6 – Write pseudocode (not Java) (21 pts. total) 1. Module Main() Declare userNum as Integer Display "Enter a number" input userNum call TimesTen(userNum) Display userNum End Function TimesTen(integer userNum) userNum = (userNum * 10) return userNum End Function Algorithm Workbench #1 - #7, pp. 115-6 (continued) – Write pseudocode (not Java) 2. def main(): showvalue() def showvalue(): print '12' main() 3. The value stored in ‘a’ will be: 3 The value stored in ‘b’ will be: 2 The value stored in ‘c’ will be: 1 4. Declare Integer age Declare Real income Declare String name Call Module1 (agem Real_Income, Name) 5. 6. 7. Debugging Exercises, p.117 (3 pts. Ea. / 12 pts. Total ) 1. 2. 3. 4. Programming Exercises, (#1 - p.117) (10 points total) #1. Kilometer Converter Design a modular program that asks the user to enter a distance in kilometers, and the converts that distance to miles. The conversion formula is as follows: Miles = Kilometers * 0.6214 Additional Instructions: 1. Design using pseudocode. 2. Use the following module names: getKilometers – read kilometers...
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...[pic] MODULE: PEOPLE, MANAGEMENT AND ORGANISATIONS MODULE CODE: BUSS 1141 (Queens) Module Handbook 2015/2016 PLEASE RETAIN THIS HANDBOOK FOR FUTURE REFERENCE. IT MAY BE REQUIRED FOR SUBMISSION TO PROFESSIONAL BODIES WHEN APPLYING FOR EXEMPTION FROM EXAMINATIONS. PEOPLE, MANAGEMENT & ORGANISATIONS BUSS 1141 Queens 2015/2016 CONTENTS TEACHING STAFF 3 STUDENT CENTRED LEARNING 4 TEXTBOOKS 5 GUIDANCE ON USING WEB MATERIAL 5 SCHEDULE 6 FORMATIVE ASSESSMENT 9 SUMMATIVE ASSESSMENT 9 ASSESSMENT CRITERIA 9 This handbook is intended for the guidance of students taking this module in 2015/2016. Whilst the details contained in this handbook represent teaching staff intentions at the time of writing, it is in the nature of Higher Education that some module information may be subject to modifications during the teaching of a module. Teaching staff reserve the right to make such minor changes in the matters covered by this publication and will endeavour to publicise any such changes as widely and in as timely a manner as possible. PEOPLE, MANAGEMENT & ORGANISATIONS 2015/2016 TEACHING STAFF MODULE LEADER: Professor Susan Miller (SM) s.j.miller@durham.ac.uk tel: 0191 334 0223 TEACHING TEAM: Dr. Carole Elliott (CE) c.j.elliott@durham.ac.uk tel: 0191 334 5553 Mr. Peter...
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...Waubonsee Community College Assignment 8 - Page 583, Exercise #4 CIS116 - Structured Program Design Table of Contents Introduction ...................................................................................................................................................................1 Submit Instructions........................................................................................................................................................1 Sample Solution - Exercise #3, Page 583 .......................................................................................................................1 Problem Description ..................................................................................................................................................1 Wireframe diagram ...................................................................................................................................................2 Pseudocode for button's click event .........................................................................................................................2 Flowchart for the button's click event .......................................................................................................................3 Introduction The purpose of this Assignment is to provide you with experience in working with loops in a flowchart. The problem specifications are as follows: For your reference, a sample problem solution...
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...following operations with the variables a, b, and c. a. Adds 2 to a and stores the result in b b. Multiplies b times 4 and stores the result in a c. Divides a by 3.14 and stores the result in b d. Subtracts 8 from b and stores the result in a 8. Write a pseudocode statement that assigns the sum of 10 and 14 to the variable total. 9. Write a pseudocode statement that subtracts the variable downPayment from the variable total and assigns the result to the variable due. 11. If the following pseudocode were an actual program, what would it display? Declare Integer a = 5 Declare Integer b = 2 Declare Integer c = 3 Declare Integer result Set result = a + b * c Display result 12. If the following pseudocode were an actual program, what would it display? Declare Integer num = 99 Set num = 5 Display num PROGRAMMING EXERCISES (Input, processing, and output) 2. Sales Prediction A company has determined that its annual profit is typically 23 percent of total sales. Design a program that asks the user to enter the projected amount of total sales, and then displays the profit that will be made from that amount. Hint: Use the value 0.23 to represent 23 percent 3. Land Calculation One acre of land is equivalent to 43,560 square feet. Design a program that asks the user to enter the total square feet in a tract of land and calculates the number of acres in the tract. Hint: Divide the amount entered by 43,560 to get...
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...Module Title – Principles of Marketing Module Code - 4BUS1010 Academic Year - 2012/13 Semester - A Module Leader – Caroline Wilson Contents: 1. Contact details for the module leader (and teaching team) Name | Room | Phone extension | E mail address | Drop in & feedback sessions | Caroline Wilson | M230 | | c.wilson4@herts.ac.uk | Mon 10-11 am & Tues 11am -12pm | Hamad Khan | M218 | 2791 | m.khan42@herts.ac.uk | tba | Grace He | M218 | 2791 | p.he1@herts.ac.uk | tba | Neil Brooks | M218 | 2791 | | tba | Jonathan Cahill | M218 | 2791 | | tba | Maria Thomas | M249 | | m.thomas@herts.ac.uk | tba | Sarah Jayne Hill | M218 | 2791 | | | 2. Module aims This initial marketing module, which assumes no prior knowledge of marketing, aims to introduce students to some of the key ideas of marketing and is suitable for both marketing and non-marketing students. It examines the environment within which organisations operate and the role of marketing within the organisation in order for students to be fully able to understand the context within which marketing personnel work, and the different activities which are carried out under the umbrella term of ‘marketing’. Concepts central to an understanding of marketing are considered: 4 P’s (product, price, promotion and place), segmentation, targeting and positioning, services marketing and buyer behaviour. * Develop a basic understanding of the key concepts of marketing; & ...
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...Business Report Writing Class of 2017 Semester-2 Credits: 2 Sessions: 32 Course Objective The module bestows on the students opportunities to learn and practice business writing skills. The module is exercise –driven & hands-on and covers the following areas * Principles of business writing * Letters, Memos, Claims & responses * Note making, Abstracts, Summaries, Recommendations * Business Reports * Business Proposals * Brochures * Blogs * Netiquette * Effective Presentation Skills Learning Outcome At the end of the module and on completion of all exercises, the student will be able to 1. Demonstrate effective business writing skills-Letters, memos, reports and business proposals 2. Excel in preparing Blogs and Brochures 3. Understand the approach to Precise writing, Abstracts, Summaries and Recommendations 4. Make Effective Presentations Text Book * Communicating in Business 8th edition – Williams, Krizan. Logan and Merrier Reference Books 1. Business Communication-Meenakshi Raman & Prakash Singh-Oxford University Press 2. BCOM-Business Communication- lehman, Dufrenhe, Sinha Publisher- Cengage Learning Instructor’s details Prof. Anitha Acharya email-anitha.acharya@ibsindia.org Phone: 8712290557 F...
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...202 - Assignment 6 Authors: Yusuf Goren, Miguel-Angel Manrique and Rory Laster Exercise 14.8.1. Proof. The discriminant of x4 + 1 is D = 256 = 28 . We have x4 + 1 ≡ (x + 1)4 (mod 2). Let p be an odd prime (so p D), and suppose the irreducible factors of x4 + 1 have degrees n1 , n2 , . . . , nk . By Corollary 41, the Galois group of x4 + 1 contains an element with cycle structure (n1 , n2 , . . . , nk ). Since the Galois group of x4 + 1 over Q is the Klein 4-group, in which every element has order dividing 2, it follows that each ni = 1 or 2. This gives the possibilities (1, 1, 1, 1), (1, 1, 2), (2, 2). However, D is a square and so the Galois group in contained in A4 ; in particular it contains no transpositions, so (1, 1, 2) is ruled out. This leaves the possibilities (1, 1, 1, 1), and (2, 2), which correspond to the factorization into 4 linear factors or 2 quadratic factors, respectively. Exercise 14.8.3. Proof. The polynomial f (x) = x5 + 20x + 16 is irreducible mod 3 and hence must be irreducible. The Galois group is therefore a transitive subgroup of S5 . The discriminant of f (x) is 216 56 and hence a square; therefore the Galois group is a subgroup of A5 . Modulo 7, we have factorization into irreducibles as f (x) ≡ (x + 2)(x + 3)(x3 + 2x2 + 5x + 5) (mod 7). Therefore the Galois group contains a 3 cycle. From the table on page 643, we see that the Galois group must be isomorphic to A5 . Exercise 14.8.6. Proof. By Eisenstein at 3, we see that f (x) is irreducible, so the Galois...
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... * Chapter 4 * Chapter 5 sections 5.1, 5.2, and 5.3 (pages 196-201) Week 06 Homework From the Gaddis textbook: * Programming Exercises 2, 6 and 9, on pages 160-161 For the Programming Exercises, design a program means write the pseudocode for the program. Except for Programming Exercise 2, your design should include multiple modules, not just main(). Upload a Microsoft Word document with the pseudocode to your shared PT1420 community website or submit a paper copy to your instructor by the beginning of the Week 7 class. Programing Exercises pg. 160-161 2. Areas of rectangles Module Main() Declare width1 integer = 0 Declare length1 integer = 0 Declare width2 integer = 0 Declare length2 integer = 0 Declare area1 integer = 0 Declare area2 integer = 0 Call rectangle1 (width1, length1, area1) Call rectangle2 (width2, length2, area2) Call comparison (rectangle1, rectangle2) Display “press enter to continue” End module Module rectangle1 (value width1 as integer, value length1 as integer, value area1 as integer) Display "Enter the width of rectangle 1” Input width1 Display "Enter the length of rectangle 1" Input length1 area1 = width1 * length1 End module Module rectangle2 (value width2 as integer, value length2 as integer, value area2 as integer) Display "Enter the width of rectangle 2” Input width2 Display "Enter the length of rectangle 2" Input length2 area2 = width2 * length2 End module Module comparison (reference area1...
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...Course Description The course focuses on integrating a value chain perspective in rural development, and how this conceptual and methodological framework can enhance program strategies for sustainable livelihoods, profitable small scale enterprises and socially responsive private sector. Learning content includes: basic principles and concepts of value chain development, practical methods and tools in integrating value chain perspective in rural development programming, and lessons learned from case studies on linking rural enterprises to dynamic value chains. The course specifically covers value chain assessment and how the results are utilized in planning for development interventions. It emphasizes field-based learning through practical exercises in the planning and conduct of participatory market assessments. Development of action plans at the end of the course enables participants to synthesize knowledge and...
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...UNIVERSITY OF KERALA B. TECH. DEGREE COURSE 2008 ADMISSION REGULATIONS and I VIII SEMESTERS SCHEME AND SYLLABUS of COMPUTER SCIENCE AND ENGINEERING B.Tech Comp. Sc. & Engg., University of Kerala 2 UNIVERSITY OF KERALA B.Tech Degree Course – 2008 Scheme REGULATIONS 1. Conditions for Admission Candidates for admission to the B.Tech degree course shall be required to have passed the Higher Secondary Examination, Kerala or 12th Standard V.H.S.E., C.B.S.E., I.S.C. or any examination accepted by the university as equivalent thereto obtaining not less than 50% in Mathematics and 50% in Mathematics, Physics and Chemistry/ Bio- technology/ Computer Science/ Biology put together, or a diploma in Engineering awarded by the Board of Technical Education, Kerala or an examination recognized as equivalent thereto after undergoing an institutional course of at least three years securing a minimum of 50 % marks in the final diploma examination subject to the usual concessions allowed for backward classes and other communities as specified from time to time. 2. Duration of the course i) The course for the B.Tech Degree shall extend over a period of four academic years comprising of eight semesters. The first and second semester shall be combined and each semester from third semester onwards shall cover the groups of subjects as given in the curriculum and scheme of examination ii) Each semester shall ordinarily comprise of not less than 400 working periods each of 60 minutes duration...
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...resolving interpersonal conflicts. When learning new skills, children need (1) to understand what they are supposed to do; (2) to see the skill demonstrated; and (3) to practice the new skill. Therefore, each module begins with a didactic presentation of the skills (role-playing by facilitator, presentation of dialogues, vignettes or videos), followed by group games, practice and presentation and lastly evaluation of the group practice and the skill acquired. Target participants A group of 10 children aged 12 years (in a school or community setting) who have no specific cognitive or emotional problems. Participants should be verbally intelligent to benefit from the training modules. Module 1: Getting Acquainted and Communication Building Goal The goal of the first session is to let participants get acquainted with each other. After the initial ice-breaking, the focus is then turned to developing effective communication skills (assertive instead of passive or aggressive). Skill Introducing yourself, stating positives about yourself, stating positives about others, assertive requests Instruction Facilitator will give an introduction of the program and define the objectives of the first meeting. Part A – Getting Acquainted (5 short games or exercises) Organization Exercise 1 – Self-introduction Each child is to introduce him/herself by saying his/her name and say one positive thing about him/her. After everyone has introduced him/herself...
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