1. Can we predict patients’ baseline HbA1c (in mmol/mol) from their Total Cholesterol (in mmol/L)? Provide a complete statistical investigation using correlation and regression analyses (including the regression equation) with proper written interpretation and visual illustrations.

In order to predict patients’ baseline HbA1c (in mmol/mol) from their Total Cholesterol (in mmol/L) we must fulfill assumptions of linear regression model. (SPSS Statistics | IBM, n.d.)

• Our two variables should be measured at the continuous level
• There needs to be a linear relationship between the two variables
• There should be no significant outliers
• The residual term “e” is Normally distributed, mean = 0, for each value of X
• Spread of residual terms should be equal, no matter the value of X. & e shouldn’t expand or contract as X increases

At first due to some significant outliers the two variables don’t meet Normal distribution and don’t show significant linear relationship by Spearman’s Rank-Order Correlation test

After considering of removing outliers and conducting correlation analysis by Pearson r correlation analysis, we will find a significant linear relationship between the two variables (r = 0.11, p-value = 0.013), by now we can build a linear regression model to predict patients’ baseline HbA1c from their Total Cholesterol.

When we conduct linear regression analysis by SPSS between baseline HbA1c as dependent variable and total Cholesterol as independent variable we will obtain the following result tables

From the table which provide R and R squared we can explain that 0.012 (1.2%) of the total variation in the dependent variable, baseline HbA1c, can be explained by the independent variable total Cholesterol.

ANOVA table indicates that the regression model predicts the dependent variable significantly well.

And from coefficients tables we can build a regression equation as the following

Baseline HbA1c = 62.269 + 1.619 Total Cholesterol

And the following scatterplot shows a graphical representation of the model

Drawing on your conclusion in the previous question, Can we add other variables to the regression model for confounding effect control? Provide at least two confounding variables with proper justification?

There are many variables that show correlation with baseline HbA1c that can be added to our regression model to make it more precise

• Duration of oral antidiabetic drugs (r = -0.127, p-value = 005)
• Age in years (r = -0.144, p-value = 001)
• Duration of lipids drugs use (r = -0.097, p-value = 042)
• Duration of antihypertensive drugs (r = -0.137, p-value = 005)
• Diastolic BP (mmHg) at baseline (r = 0.094, p-value = 036)
• Alkaline Phosphatase (IU/L) at baseline (r = 0.11, p-value = 015)

The above variables show significant correlation with baseline HbA1c so that we can add them to regression model

kground
Craik and Lockhart (1972) stressed four points in the development of their Levels of
Processing framework. First, they said that memory was the result of a successive series of
analyses, each at a deeper level than the previous one. A shallow level of processing could be
focusing on how a word sounds; a deeper level of processing could be focusing on the meaning
of a word. Second, Craik and Lockhart assumed that the deeper the level of processing, the more
durable the resulting memory. Third, the levels of processing view assumes that rehearsal can be
relatively unimportant. A lot of rehearsal using a shallow level of processing will lead to worse
memory than much less rehearsal using a deep level of processing. The final point had to do with
how memory should be studied: The emphasis is on processing (i.e., what people are doing when
they are presented with the items) rather than on structure (i.e., trying to work out which memory
system is storing the information). Because of this emphasis, Craik and Lockhart suggested that
researchers should use incidental learning rather than intentional learning. The reason is that the
experimenter wants to study the effects of a particular type of processing. If the participant
knows that there will be a memory test and tries to learn the material (i.e., intentional learning),
the participant might use a different type of processing. At the very least, the experimenter will
be unsure of the type of processing used. On the other hand, if the participant is unaware that
there will be a memory test and is not intentionally trying to learn the material (i.e., incidental
learning), there is no reason for the participant to use a different type of processing.
The typical levels of processing experiment used incidental learning. A participant is
asked to rate words based on the number of letters or consonants, or on the words’ pleasantness.
Because the participant is unaware that there will be a memory test later, the experimenter can
assume that once the rating task is over, the participant will not process the item further. After all
the ratings are done, the participant receives a surprise recall or recognition test. The usual
finding is that the deeper the level of processing, the better the performance on the test.
In this experiment, it is expected participants should correctly recognize more words with
the deep processing task and fewest words with the shallow processing task. The reason is that
on a standard recognition task, most people use semantic information as a cue to retrieval, and
the type of processing most appropriate for a semantically-driven task is also semantic
processing at test. The effect is quite robust and is not limited to recognition tests. However, the
effect can be altered if the test is changed. For example, if the test asked you whether there was a
word on the list that rhymed with a particular test item, you would do better for those items you
made a rhyme judgment on in Phase I than the items that you processed deeply.
Experiment details
Participants were all Skidmore college students taking a Cognition class and completed the experiment
for credit. Data were collected from each participant one a computer. All participants self-tested (i.e.,
completed the experiments on their own computers following the instructions.)
Participants received the following instructions:
There are two parts to this experiment.
In Phase I, you will see a word and a judgment task. There are three types of judgment tasks.
PS330: Research Methods in Memory
Mini-Lab Background sheet
1. The first type of judgment is to decide if the word is in UPPERCASE letters. For
example, you might see “Is PEN in uppercase?” You should respond Yes. You might also
see “Is pen in uppercase?” You should respond No.
2. The second type of judgment is to decide if two words rhyme. For example, you might
see “Does PEN rhyme with bus?” You should respond No because they do not rhyme.
You might also see “Does PEN rhyme with hen?” You should respond Yes.
3. The third type of judgment is to answer a question about a word. For example, you might
see “Is PEN a type of vehicle?” You should respond No. You might also see “Is PEN a
writing implement?” You should respond Yes.
There are 60 judgment trials.
In Phase II, you will be shown a series of words, half of which were shown in Phase I, and half
of which are new words. For each word, please answer the question, “Was this word in Phase I?”
There are 120 words shown in Phase II.
Materials
All words used for phases I and II were concrete nouns, three to six letters, and one to two syllables (e.g.,
dog, witch, pond, miner, juice, glove, copper, daisy, lamp, chapel).
Data record
At the end of the experiment each participant received three encoding scores, which represented their
accuracy for each of the three tasks during phase I, and three test scores, which represented their hit rates
for words belonging to each of the encoding task categories.
Research Question(s):
What was the average task accuracy during encoding for each task? Was encoding accuracy different for
the three types of tasks?
What was the average hit rate for each encoding task category during testing? Was accuracy on the test
different for the three types of encoding tasks? Was there a levels of processing effect in which hit rate
accuracy increased as encoding became deeper?

Watch the following video and then discuss the related questions that follow:

It Starts With One: Changing Individuals Changes Organizations—26:25 minutes https://www.youtube.com/watch?v=1klZD0nKOF4

1. Do you agree that organization change begins with the individual not the organization? Why or why not?
2. Which barrier discussed in the video resonated with your experience of change management the most?
3. Discuss how the principles shared in the video might facilitate a successful change project.
4. Discuss which models and principles you learned during the course relate to the approach offered in the video. Which is most similar?

1. Fill in the blanks: Those who think along or identify with the neo-progressive school of thought would call themselves ______________ historians and use ______ to discover [values and institutions of the original settlers]
2. Take this line from Appleby: “Indeed the colonists seemed in some respects to have been even more conservative than the European cousins they left behind.” (Appleby, 4) What proof does Appleby give that American colonists adopted conservativism? [hint: next paragraph]
3. What’s the main difference between Progressives and neo-Progressives?
4. Explain the difference between arguments put forth by Mortin Horowitz and Charles Sellers. What makes these arguments compelling? Are they compatible?

You are allowed to write in first-person perspective for this assignment because you will be expressing your personal experiences and opinions. Bring clarity to the issues being discussed, raise new and novel (yet relevant) points, and relate issues to personal experiences.

• Have you learned concepts from your coursework(Information Infrastructure) that have helped you during your externship? Discuss specific content that has been applicable to your job and how you have implemented what you are learning into your current position.
• Have learning experiences during your externship been beneficial to your academic progress? Discuss specific experiences that you have applied to your academic projects.

First, answer any two out of the first four questions:

1. What were the major factors that caused men to leave their villages in China and come to California and other parts of the United States? What connections did they maintain with their home villages and families after arriving in the U.S.?
2. What jobs did Chinese immigrants do in the U.S.? Why did they do these jobs?
3. What reception did Chinese immigrants receive from whites when they first arrived in San Francisco? How and why did white attitudes change?
4. How did the work experiences of Chinese immigrants compare to those of the native-born whites, European immigrants, free blacks, and slaves in the 1800s? What were some key similarities and differences?

Then, also answer question 5:

5. What surprised you about the film? Is the history depicted in the film still relevant in 2022?

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The first Portuguese Data Protection Act No. 10/91 was adopted in 1991. In 2019, the General Data Protection Regulation(GDPR) entered into force in Portugal. Please summarize who this new law(GDPR) applies to. If you can, please analyze the difference between the first Portuguese Data Protection Act and GDPR in Portugal, focusing on who are both laws applied to.

The goal of this project is to better understand the social construction of identity.

After watching the TED Talk, “How Our Identities Are Socially Constructed” (Florencia Escobedo Munoz) write a 2-page reaction paper to what you learned.

In your paper, discuss the following:

• Explain what the is TED Talk about
• Discuss what you learned by watching it
• Discuss what you found most interesting
• Discuss what you questioned or found challenging
• Describe how Florencia Escobedo Munoz’s experiences relate to your own identity and identity formation
• Explain how the information from the TED Talk relates to information from Chapter 2

objective: To learn more about operating systems concepts through research and the analysis of two
modern operating systems.
Select, research, and compare two existing operating systems of your choice.
Use at least six technical research sources properly referenced (Wikipedia is NOT a technical reference)
Specifications are as follows:
Table of contents and overall presentation of report:
1. Introduction – describe the Operating Systems, give examples of types of computer systems that use
this OS (1 to 2 pages) and what are the requirements of these systems (example: hard real time, small
size, etc.)
2. What is the OS architecture (microkernel, layered, modular, or combination)
How are the major components of the system structured in the OS architecture? (1 to 2 pages)- use figures
***Be sure to properly cite all material taken from references
3. Describe some of the major functions of the system, discuss how they relate to the type of system (5
to 10 pages). Some suggestions below – discuss topics of interest/ relate to topics discussed in
class:
• Process descriptor/ process states
• Threading – does the system support threading?
• Schedulers (long term, short term)?
• Scheduling algorithms used (Priority, Round Robin, MLQ, MLFQ, new algorithm)
• Synchronization techniques? Semaphores?
• How does the system handle deadlocks?
• Memory organization and management
• I/O management
***Be sure to properly cite any material taken from references
4. Evaluate the design. What is good about it? What are its limitations? How would you extend it? (1 to
3 pages) ***Evaluations must be entirely in your own words
5. Prepare a PowerPoint presentation (about 10-12 slides) and include in the report.
6. References
Submit as a hard copy report. Report: 13-18 pages + PowerPoint presentation. Be prepared to do a presentation
in class (for life section).

IE 307 Work Systems Analysis & Design HW 5  

9.4 A supplier of machined components for industrial machinery (e.g., power tools, pumps, motors, compressors) operates a factory that includes a forge shop, machine shop, and finishing department. Many of the parts produced by the company are fabricated through these three departments. Because of this, the factory is laid out as three large square rooms, arranged in-line to form a rectangle with an aspect ratio of three-to-one. Each room is 200 ft. by 200 ft. The rectangle runs from north to south, with the forge shop on the south end and the finishing department on the north end. Large doors are located on the south wall for work entering the factory and on the north wall for finished products exiting the factory. For one part of particular interest here, the raw material is a steel billet that is purchased from a steel wholesale supplier. The billets arrive in pallet loads of 100 billets at the shipping and receiving department, which is a building that is 35 ft. by 50 ft. located 25 ft. from the south wall door of the factory. The shipping and receiving department inspects the parts and sends them by forklift truck to be stored in the company’s warehouse that is located in another building 500 ft. away from the factory in a southerly direction. The warehouse is 200 ft. by 200 ft. with its entrance door on the north wall. When a production order for the part is received, a factory forklift truck is dispatched to the warehouse to retrieve the billets. The forklift truck must wait while the warehouse crew locates the billets in storage, takes a pallet out of storage using the same type of forklift truck, and delivers the pallet to the dock where it is transferred to the factory forklift. The pallet is then brought back to the factory and delivered to the forge shop. The billets must wait their turn in the production schedule before being pressed into the desired shape by one of the forge presses. From the forge shop, the parts are moved to the machine shop where they are machined on two different machine tools, a milling machine and a drill press. From the machine shop, the parts travel to the finishing department for painting and baking (to cure the paint). From the finishing department, the parts are moved back to the machine shop, where additional milling is accomplished to provide two machined metal surfaces that will mate with other components in the final product. The parts are then moved to the shipping and receiving department for shipment to the customer. (a) Develop the flow process chart and (b) flow diagram for the process, using the centroid of each department to estimate distances between departments. (c) Based on your flow process chart, what are some changes in the production process that you would recommend? (d) Develop a revised procedure for the production process, documenting your revision in the form of a new flow process chart.

Question: 03

A worker work in a semi hydraulic juicer shown in the figure below.  The worker loads the juicer with the fruit in the loader hopper and start the juicer which automatically run in its own.  The juice is collected through the dispenser in a bucket.  The operator collects the juice and place a label on the bucket and clean the waste in the waste bin and carry the bucket to quality control station. After finishing the quality control, the operator takes the juice to a final packaging station and come back to the juicer for a second run. The time for all the activities is given in the table below.  For safety regulations, the juicer can’t be run during loading and cleaning operations.

1. Draw the machine operator chart with the lowest cycle time.
2. Determine the percentage of the idle time for the operator and the juicer

Question: 04

9.8 Refer to right hand/left hand activity chart presented in the notes for the pegboard placement task shown below (a) If the workplace were redesigned using a work holding fixture, and the worker were trained to use both hands simultaneously to perform the task (see the table below for the revised task and time), construct a right-hand/left-hand activity chart for the revised method, estimating the amounts of time for each step in the method. (b) What is the percent reduction in cycle time?

Question: 05

An assembly product is made of 7 parts.  Each part undergoes different operations then assembled.  Table below shows the operations for each part, the material and whether it is purchased.  Bushing and Stem are assembled to form (sub-assy-1) then attached to the Body part. The Stem and Fiber Packing parts are assembled to form (sub-assy-2) and then attached to sub-assy-1.  Finally the Handle and the Nut are attached to the assembly.  Draw the operations chart of the product