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Develop a hypothetical presentation/talk intended to be delivered to healthcare providers and/or family/partners/carers; to provide psychoeducation on ONE chronic physical health condition population (diabetes, cardiovascular disease, or chronic pain).

Health Information Talk

BRIEF DESCRIPTION OF COURSEWORK

This coursework component requires you to develop a hypothetical presentation/talk intended to be delivered to healthcare providers and/or family/partners/carers; to provide psychoeducation on ONE chronic physical health condition population (diabetes, cardiovascular disease, or chronic pain). Healthcare providers and family/partners/friends play a key role in supporting people living with a chronic health condition, but may not understand how they can support psychological wellbeing without professional psychological support/input. The talk will therefore be intended to equip informal/formal caregivers with greater knowledge about the common psychological struggles of living with a chronic physical condition, and provide some low-intensity tips on how they can better support people who live with a chronic condition both emotionally and socially (e.g. empathy, communication skills). Further details and tips to complete this coursework will be provided during lectures.

The talk should be planned using Microsoft PowerPoint (15 slides maximum) and you will then record the presentation/talk either using Microsoft PowerPoint or using MS Teams (by sharing the PowerPoint on screen and recording the Teams session OR using the recording function on MS PowerPoint). For guidance on how to record using MS Teams see written instructionsthe bits highlighted in yellow are relevant for you). Your presentation should last around 10-15minutes (MAX 15minutes) and use up to 15 PowerPoint slides.

In words, state what the monotonicity assumption means in the context of randomizing the location of VCT centers where the experimental participants could get their HIV test results? What do you think about the plausibility of this assumption?

Designing Experiments Homework #4

Individual Questions

Thornton estimates the CACE (LATE) using two-stage least squares regression, which allows her to take advantage of the fact that she randomized (i) whether people received an incentive, (ii) the incentive amount, and (iii) the distance to the voluntary counseling and testing (VCT) centers where they could obtain their test results. These randomized variables are forms of encouragement (instrumental variables) that affect exposure to the treatment, i.e., individual obtaining a test result. So, in effect, when Thornton says she’s estimating a CACE (LATE), she is correct, but what she
is not making clear is that her CACE is a weighted mix of different complier groups. For example, the people who are Compliers at high incentive values may be Never Takers at low incentive values. Or, even more complicated, Compliers at high incentive values and close clinic distances may be Never Takers at high incentive values and far clinic distances. The advantages of randomizing multiple forms of encouragement are (1) you can estimate the ATEs of each form of encouragement (often, getting people to takeup the treatment is an important objective in itself; we want to learn, for example, if paying people to get their test results is more costeffective than bringing the VCT center closer to them); (2) you make it more likely that you will generate an increase in the probability of exposure (i.e., avoid a “weak” instrumental variable problem that we talked about in class, which can lead to bias in your CACE estimator); and related to (2), (3) you make it more likely that your Complier subgroup will be a larger fraction of your overall approach is that it’s harder to interpret the causal effect: we know it’s an ATE for the Complier” subgroup, but it’s hard to communicate who comprises this subgroup (i.e., how are they different from the rest of the population in the experiment).

In this homework, we’ll just use the binary versions of the incentives (any = 1 if the individual received any positive incentive) and the distance of the VCT (under = 1 if distance of the VCT is under 1.5 km).

1. a. Estimate the CACE of getting the HIV test result (D=got) on condom purchases (Y=numcond) using the randomization of incentives (Z=any). Just estimate the CACE; you do not have to estimate its standard error. [Hints: Section 6.2 of your book explains how to estimate CACE, as did lecture. You do not need regression analysis to answer this question. You need to calculate 4 numbers from the data and use those numbers to calculate the ratio that yields the CACE estimate]

[Note: If you are using Excel to do your calculations, I recommend you Save the file with a new name and drop all the individuals who are missing numcond data (missing values in that cell). Just sort the data by numcond and delete all rows that have missing numcond values.]

1. b. Describe in words what this CACE represents. Pretend you are explaining it to your boss, who knows nothing about twosided noncompliance, what the number means, and for what population it’s relevant.

2.a. Estimate the CACE of getting the HIV test result (D=got) on condom purchases (Y=numcond) using the randomization of VCT center distance (Z=under). Just estimate the CACE; you do not have to estimate its standard error. [Hint: Read the hint for Q1]

2.b. Describe in words what this CACE represents. Pretend you are explaining it to your boss, who knows nothing about twosided noncompliance, what the number means, and for what population it’s relevant.

2.c. The CACE estimated using under as Z is different from the CACE estimated using any as Z. What are potential reasons for this difference?

3. a. (i) In words, state what the monotonicity assumption means in the context of randomizing the location of VCT centers where the experimental participants could get their HIV test results? (ii) What do you think about the plausibility of this assumption? There is no single correct answer. Good answers show some thought and an understanding of monotonicity.

3.b. (i) In words, state what the exclusion restriction (the assumption of excludability) means in the context of randomizing the location of VCT centers in order to estimate the effect of getting test results on risky behaviors? (ii) What do you think about the plausibility of this assumption. There is no single correct answer. Good answers show some thought and an understanding of excludability.

4. Make sure you’ve read Section 7.4 in your textbook, which discusses bounding average treatment effects when we have attrition (the topic of the chapter assigned for this week). In Thornton’s study, only 1524 of the 2812 individuals were located at followup and asked how many condoms they wished to purchase. Thus, we have attrition in this experiment. Thornton argues that the attrition is random (or random conditional on covariates) and thus is not a threat to the internal validity of the experimental design (i.e., not a source of bias in her estimator of the CACE). Let’s imagine we don’t believe her argument and want to put bounds on the estimated CACE in Q1a. Using the minimum number of condoms purchased (0) and the maximum (18) as the extreme values for the range of plausible potential outcome values, calculate lower and upper bounds on the CACE. To make this question easier to answer, you should make the assumption your textbook makes and assume everyone responds the same to the treatment (homogenous treatment effects). In other words, Compliers, Never Takers and Always Takers all respond the same to the treatment (get). With that assumption, we can then assign best and worst case scenarios for those people with missing Y values (“attriters”).*

Hint: First, assume the “best case” scenario for the attriters in terms of the largest possible positive treatment effect. In other words, using the max (18) and min (0) numcond values, fill in the missing condnum values for treated (get=1) and untreated (get=0) attriters such that you will get the largest positive CACE possible. Then assume the “worstcase” scenario for the attriters in terms of the largest negative CACE.

* Why are we making this assumption? Remember, we cannot identify the Never Takers in the noincentive group: they are mixed in with Compliers to form the group of people who do not obtain their test results. And we cannot identify the Always Takers in the incentive group: they are mixed in with Compliers to form the group of people who obtain their test results. So, to do the bounding analysis, we must assume all participants respond the same to the treatment.

What was unique about the leader? How did they rate overall on an empirical scale? How does biology impact their personality traits? How does their personality trait impact their leadership development and engagement?

Trait Theory

Select and research 2 athletic leaders of your choice. One leader should be someone that you like and the second leader should be someone that you dislike. Apply the Five-Factor Trait Theory to analyze both leaders on each of the 5 parameters.

Write a 1-page blog post that examines the personality traits of both leaders. Address the following:

  • What was unique about the leader?
  • How did they rate overall on an empirical scale?
  • How does biology impact their personality traits?
  • How does their personality trait impact their leadership development and engagement?
  • Compare and contrast the personality traits of both leaders.
  • Does this analysis give you any insight into why you like one and are against the other?
  • What are some strengths and weaknesses of the Five-Factor of Trait theory?

Create a two-way frequency table of Smoker and Sex and draw the bar diagram. Write the comment on it.

Department of Applied Statistics & Research Methods

Attempt all the questions (Follow the instructions)

Question 1

Create a two-way frequency table of Smoker and Sex and draw the bar diagram. Write the comment on it. (10 points)

Instructions

Download student survey data file from CANVAS

  • Step I. open Statkey click on two categorical variables
  • Step 2. click on upload data. Select sex and smoke from the data. Hit ok. You wits see  visualizations and two-way table.

Question 2
Create a live-number summary of SAT score along with its’ mean and cons tilts of Comment on the shape of the distribution of SAT score. Also write the summa °f re’s .e number summary. (10 points)

Instructions

  • Step I. Open Statkey click on one quantitative variable • click on upload data. Select SAT from the data. Hit ok. You can be able to create
  • Step 2 histogram and five number summary

 

Question 3

Create a five-number summary of GPA by gender. Create the side by side box plot of GPA score by gender. Comment on your results. (10 points)

Instruction

  • Step 1. Open Statkey click on one quantitative and one categorical variable
  • Step 2. Click on upload data. Select GPA and SEX from the data. Hit ok. You can be able to create five number summary and side by side box plot.

Question 4
Test the hypothesis, if student survey data provide the evidence of difference in GPA score of male and female? (10 points)

Instruction (Hypothesis Test)

  • Step 1. open Statkey click on test for difference between means (under Randomization
  • Step 2. Click on upload data. Select GPA and SEX from the data. Hit ok. You can able to find test statistics and p-value.

Question 5
Test the hypothesis, if student survey data provide the evidence of non-smoker’s GPA is higher than smoker’s GPA? (10 points)

Instruction

  • Step 1. open Statkey click on test for difference between means (under Randomization Hypothesis Test)
  • Step 2. Click on upload data. Select GPA and SMOKE from the data. Hit ok. You can be able to find test statistics and p-value.

Question 6

Write the summary of your finding from question 1 through 5 in one paragraph (don’t include any numbers) (1 0 points)

 

Identify a real life process and produce a presentation (about 20 pages in PowerPoint) or a written report.

Lean Six Sigma Project Description

The final project for this class requires students to identify a real life process and produce a presentation (about 20 pages in PowerPoint) or a written report (5 pages single space) covering the following aspects:

  • Process description.
  • Lean Six Sigma Tool(s) applied.
  • Results or expected results.
  • Any other information that helps understand the process or tool(s).

This real life process can be what you would do to improve a process using Lean and Six Sigma tools or a case study of a project conducted by a team in an industrial or service setting.

Summarize Kerry’s key points in his report to the Senate Committee. Consider what would be motivating a veteran to say the things he was saying. What was Kerry hoping to accomplish by focusing on the material he did in his report?

History Question

  1. Review the following,
  2. Read the documents carefully and respond to the following questions in a cohesive essay, with an introduction, a series of body paragraphs, and a conclusion. Be sure to use short, direct quotes from the documents to back up your ideas; avoid over-quoting.
    • Summarize Johnson’s justifications for American participation in the Vietnam War. In addition, explain how Johnson hopes to persuade his audience (both present and the wider audience who would hear this speech via television) that America really was doing the right thing.
    • Summarize Kerry’s key points in his report to the Senate Committee. Consider what would be motivating a veteran to say the things he was saying. What was Kerry hoping to accomplish by focusing on the material he did in his report?
    • Assess the positions of these two men. Were there points made by either that especially resonated with you or that you disagreed with? If so, which ones, and why did you feel this way?

What are the various methods of estimating cost functions? Explain each method with suitable numerical examples.

Cost Accounting

Assignment Question(s):   (Marks 15)

Q1. Differentiate with suitable examples the relevant cash flows and irrelevant cash flows. What relevant role do these cash flows provide in management decision-making? Provide a suitable example in context to an organization to support your answer.       (3 Marks)

Note: Your answer must include suitable examples of relevant and irrelevant cash flows for management decision-making.          (Week 2, Chapter 1)

 

Q2. What are the various methods of estimating cost functions? Explain each method with suitable numerical examples.        (4 Marks)

Note: You are required to assume values for numerical examples of your own, and they should not be copied from any sources.           (Week 3, Chapter 2)

 

Q3. ALC ltd. manufactures a product ‘X’ for which the selling price per unit, variables cost per unit, and fixed costs are as follows:                                                                                       (4 Marks)

Selling price per unit SAR 750
Variable cost per unit SAR 225
Total Fixed Costs SAR 425,000

Answer the following questions using cost volume profit analysis:

  1. Determine the break-even point in units.
  2. Determine the break-even point in sales SAR.
  3. What will be the pretax profit if the company sells 1,400 units of the product?
  4. How many units the company will be required to sell to reach a target pretax profit of SAR 200,000?
  5. The margin of safety in units if the company’s estimated next year budgeted sales are 1,500 units.                       (Week 4, Chapter 3)

 

 

 

 

Q4. KCC Ltd. uses a process costing system for its sole processing department. There were 35,000 units in the beginning WIP inventory for June and 325,000 units were started in June. The beginning WIP units were 50% complete and the 30,000 units in the ending WIP were 40% complete. All materials are added at the start of processing.                                              (4 Marks)

You are required to:

  1. a) Compute the no. of units started & completed.
  2. b) Compute the EUP for DM and CC using FIFO and WA methods.
  3. c) Calculate total manufacturing cost/EUP under both methods with the following details:
  FIFO WA
Direct Material Cost SAR 850,000 SAR 1,000,000
Conversion Cost SAR 1,025,000 SAR 1,350,000

(Week 5, Chapter 6)

 

 

 

 

Explain Congressional oversight of the president including impeachment, give examples. Do you think the limits work?

Reflection 4 gh

Write a reflection this week about executive powers and and their limits.

  • Explain Congressional oversight of the president including impeachment, give examples.
  • Do you think the limits work?
  • What if Congress will not hold the president accountable to the rule of law and the Constitution? (This was the challenge for the recent January 6 Committee.)

Summarize Malcolm X’s ideas on how the black community should and should not respond to white oppression. Analyze how he makes his arguments. What would you critique and what would you support in what he is saying?

History Question

Assignment Instructions

  1. Review the following,
  2. Respond to the following questions in a cohesive essay, with an introduction, a series of body paragraphs, and a conclusion. Be sure to use short, direct quotes from the documents to back up your ideas; avoid over-quoting.
    • Summarize Malcolm X’s ideas on how the black community should and should not respond to white oppression. Analyze how he makes his arguments. What would you critique and what would you support in what he is saying?
    • Summarize Dr. King’s applications of Jesus’ command to ‘love your enemies’ to his audience’s present circumstances. Analyze how he makes his arguments. What would you critique and what would you support in what he is saying?
    • Consider how Malcolm X would critique King’s sermon and how King would critique X’s interview. Which critique would you side with, and why?

Upon completion of the DEOMI on-line Disability Awareness Course submit a summary of what you learned by taking the DEOMI course.

 DEOMI course

1) Take the DEOMI – on-line Disability Awareness Course – access the course here: https://www.deocs.net/public/edu-training/registration.cfm?cid=EL3

2) Upon completion of the DEOMI on-line Disability Awareness Course submit the following two items via “turnitin” no later than Thursday, April 27th at 11:59 PM. Late submissions will not be accepted.

  • a) a summary of what you learned by taking the DEOMI course (Worth 4 points).