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AUT: STAT702 Industrial and Business Analytics – Assignment 3


AUT: STAT702 Industrial and Business Analytics – Assignment 3 Semester 1, 2019

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An educational expert has questioned whether or not students from high decile 1 schools achieve more academically, than students from low decile schools, and also whether or not there is any difference across New Zealand. 1. Setup (a) Create a new R project for this assignment in a new directory and call it STAT702_assignment3. (b) Inside the project folder, create the following directories: data, and R. You will save all R and Rmd files in the R folder and all data in the data folder. (c) Create an R Markdown file and save in the R folder with the name STAT702_assignment3_YOURNAME. (d) Open the project within R Studio and run commands list.files() and list.files(“R”). (5 marks) Provide the code and output in your R Markdown file. Your output should be as follows (though your Rmd filename should be different!): ## [1] “data” “R” ## [3] “STAT702_assignment3.Rproj” ## [1] “STAT702_assignment3_SarahMarshall.Rmd” 2. Is a school’s decile related to its geographic location? (a) Download the schools dataset from (5 marks) https://www.educationcounts.govt.nz/__data/assets/file/0003/62571/DirectorySchool-Current.csv 2 Read the dataset into R using readr::read_csv() and print the first 5 rows. (b) Use dplyr::filter to create a new tibble which contains a subset of the data with only schools (5 marks) with type: • Secondary (Year 11-15) • Secondary (Year 7-10) • Secondary (Year 7-15) • Secondary (Year 9-15) Show the first 10 rows of the new tibble. (c) Use dplyr::summarise to count the number of schools in each decile and show the results. (5 marks) Then, use dplyr::filter to remove any observations with a decile that is not 1, 2,…, 9, 10. Save the results as a tibble. (d) Use dplyr::summarise to compute the average decile for each Regional Council. (5 marks) (e) Use the leaflet package to create a map showing circles to indicate the locations of all schools (5 marks) in New Zealand. The circle should be colour-coded based on decile and sized based on school roll (i.e. number of students). (f ) Is a school’s decile related to its geographic location? Refer to your output in parts (d) and (e). (5 marks) Write 50 – 100 words. 3. What qualification do most students leave school with? (a) Download the file: school-leavers-2017-data-and-notes.xlsx (5 marks) from https://www.educationcounts.govt.nz/statistics/schooling/senior-studentattainment/school-leavers. Use readxl::read_excel to read in the “Data” sheet. 1More information about deciles is available here: https://www.education.govt.nz/school/running-a-school/ resourcing/operational-funding/school-decile-ratings/ 2Further information about the variables is available here https://www.educationcounts.govt.nz/data-services/ directories/list-of-nz-schools Page 2 of 3 V: 10th May 2019 AUT: STAT702 Industrial and Business Analytics – Assignment 3 Question 3 continues . . . Semester 1, 2019 (b) Tidy the data by altering the column headings gathering the columns. The tidy data should look (10 marks) as follows: ## # A tibble: 14,229 x 5 ## `School Name` Year NumLeavers Level Percentage ## ## 1 ACG New Zealand International Co~ 2009 9 1 44.4 ## 2 ACG New Zealand International Co~ 2010 12 1 41.7 ## 3 ACG New Zealand International Co~ 2011 19 1 47.4 ## 4 ACG New Zealand International Co~ 2012 11 1 72.7 ## 5 ACG New Zealand International Co~ 2013 11 1 27.3 ## 6 ACG New Zealand International Co~ 2014 16 1 25 ## 7 ACG New Zealand International Co~ 2015 10 1 70 ## 8 ACG New Zealand International Co~ 2016 17 1 58.8 ## 9 ACG New Zealand International Co~ 2017 12 1 91.7 ## 10 ACG Parnell College 2009 75 1 4 ## # … with 14,219 more rows Useful functions: gather, extract, spread, rename, type_convert. Credit will be given for partial attempts. If you cannot tidy the data as required, you can use the auckland_school_leavers.csv provided on Blackboard to complete the remaining questions. (c) Create 3 side-by-side histograms of the percentage of leavers with NCEA X or above (for X = 1, (5 marks) 2, 3) using geom_histogram. Write several sentences explaining your results. 4. Is the qualification that a student leaves school with related to the decile of the school they attend? (a) Use a dplyr join function to join the datasets from Q2 and Q3 by School Name. (5 marks) (b) Construct a boxplot using ggplot showing percentage of students leaving with NCEA level 3 or (5 marks) above, with one box per decile. Write several sentences explaining your results. 5. Write your own question related to these data and use the methods from the tidyverse to investigate (25 marks) them. You should create at least 1 map, 1 ggplot and 1 table. Write 70 – 150 words explaining your results. 6. Presentation and Formatting: Requirements for full marks (in order of importance): (10 marks) • All resources used are correctly referenced. 3 • Assignment should be professionally presented and contain accurate spelling and grammar. 4 • The PDF or HTML file should show all code and relevant output. • All data wrangling and analysis are reproducible. • R code should adhere to ‘good practice’ guidelines for R scripts. • Results should be reported in-text (e.g. part 2f) using “inline” R commands, rather than hardcoded.5 • Code is elegantly written and makes extensive use of packages in the tidyverse. 3For guidance on referencing refer to the AUT Library http://aut.ac.nz.libguides.com/APA6th 4 For additional guidance on proof reading, grammar, and referencing, please refer to the Student Learning Centre. https: //www.aut.ac.nz/student-life/student-support/student-hub 5See https://rmarkdown.rstudio.com/lesson-4.html Page 3 of 3 V: 10th May 2019

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Nursing


 

 

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  • Differentiate among several types of shock: cardiogenic, hypovolemic, obstructive, distributive, and septic. Explain the pathophysiology of each.
  • Discuss the risks of morbidity and mortality and the preparation and prevention measures for one type of natural disaster
  • Explain how to set up for disaster closet in the emergency department. What items should it contain? Who should have access?  Should it be locked?  What type of drills should be conducted?
  • Elaborate on the pathophysiology of burns. Differentiate between first, second, and third degree burns.  What are the potential complications of each?
  • Discuss the pathogenesis and progression of ebola. What safety concerns were addressed during the 2014 outbreak?

 

Paper must contain a introduction that will include something to catch your reader’s attention, and give a short synapsis of what the entire paper entails (main points discussed).

 

Paper must contain a conclusion one to two paragraphs that support and finalize the thesis argument. Here you will restate your thesis statement/main reason for paper, summarize the main points of the paper

 

FIVE page minimum EXCLUDING the title and reference pages. FOUR recent (references from within the past FIVE years) academic references.

 

Use references from within the past 5 years

Website resources must come from .org, .gov, or .edu  sites (although there are some exceptions .com sites are privately owned and tend to show bias or the data is not monitored- the .com sites which would be exceptions are repositories for peer reviewed articles such as ProQuest.com)

 

Do NOT start a sentence with a demonstrative pronoun.

Demonstrative Pronouns and Adjectives (This, That, Those, These):

  • This – close to the person
  • These – plural for these
  • That – far from the person
  • Those – plural for that

 

 

3rd Person, it’s OK to use 1st person with description of personal experience, DON’T USE THIS NURSE or THIS STUDENT WHEN DISCUSSING SELF

Every paragraph needs 3 sentences.  Full thoughts should have 5 sentences.

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Assignment: Tuesdays with Morrie


Assignment Week 2: 150 Points

Tuesdays with Morrie Film Review: Self Reflection & Theory Integration Paper

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  1. Watch the film Tuesdays with Morrie and have a pen and paper handy to write down key words, phrases, or sentences that resonate with you.
  2. Select two (2) key words, phrase, or sentence(s) that most resonated with you as you watched the movie.
  3. Paper: Please title your paper identifying the two key words, phrases, or sentences. Subtitle each section with the bolded word.
    1. Introduction:  Describe your two key selections demonstrating critical thought on your choice. Provide a context for your selections. Who said it? What point of the movie did you hear this? Do your best to sit mindfully with the selection and allow (to the extent you are comfortable) the meaning of this selection to be understood at a deeper level.
    2. Values & Beliefs: Describe how your selection aligns with your own culture/ethnicity and religion/spirituality values and beliefs? How do your values and beliefs align or contrast with the main character, Morrie?
    3. Biopsychosocial Assessment: Identify how your selection aligns with the biological, psychological, and social aspect of grief.
    4. Classical Grief Theory: Select one classical grief theory for each selection (you cannot pick the same for each selection) and explain your choice. How does this theory align with what you have shared in A?
    5. Postmodern Grief Theory: Select one postmodern grief theory for each selection (you cannot pick the same for each selection) and explain your choice. How does this theory align with what you have shared in A?
    6. Intervention: Based on the theory you identified in D. or E., select one theory and discuss how this theory would guide your intervention with a client who may be experiencing similar thoughts and feelings you identified in A?
    7. Conclusion: Discuss how this understanding of values, beliefs, assessment, theory, and intervention provides a foundation for your participation in this course and in your social work practice with persons who are experiencing grief, loss, and death related distress.

 

Paper Requirements:

Each paper will be approximately 5-8 pages in length, draw on chapter readings and course content. APA format/referencing. Double-spaced, Times New Roman, 1”margins.

 

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Week 2 Film Review: Self Reflection & Theory Integration

 

Assignment Criteria (150 points) Exemplary Demonstration

150-135

Proficient Demonstration

134-120

Emerging

Demonstration

119-1

Non-performance

 

0

Introduction
15 points
Two key selections (word, phrase, or sentence) were clearly identified providing context and student demonstrates critical thought for selection choices.

 

 

15—14

 

Two key selections (word, phrase, or sentence) were identified with some context; however, student struggles to demonstrate critical thought for selection choices.

 

13-12

 

One key selection (word, phrase, or sentence) was identified with limited context, and student demonstrates limited critical thought for selection choices.

 

11-1

0

No selections identified, context not provided, and student does not demonstrate critical thought

 

 

 

 

0

Values & Beliefs
20 points
Student demonstrates competency in understanding the role of culture/ethnicity and religion/spirituality in selection and how this aligns or contrast to the main character.

 

20-18

Student demonstrates some competency in understanding the role of culture/ethnicity and religion/spirituality in selection and how this aligns or contrast to the main character.

 

17-16

Student demonstrates minimal competency in understanding the role of culture/ethnicity and religion/spirituality in selection and how this aligns or contrast to the main character.

 

15-1

Student demonstrates no competency in understanding the role of culture/ethnicity and religion/spirituality in selection and how this aligns or contrast to the main character.

 

0

Biopsychosocial Assessment
20 points
Student demonstrates competency in understanding the unique aspects of the biopsychosocial assessment in grief, loss, and death. Student demonstrates some competency in understanding the unique aspects of the biopsychosocial assessment in grief, loss, and death. Student demonstrates minimal competency in understanding the unique aspects of the biopsychosocial assessment in grief, loss, and death. Student demonstrates no level of competency in understanding the unique aspects of the biopsychosocial assessment in grief, loss, and death.
Classical Grief Theory


20 points

Student demonstrates critical thought in selected classical grief theory model and how it aligns with chosen selections. Student demonstrates some critical thought in selected classical grief theory model and how it aligns with chosen selections. Student demonstrates minimal critical thought in for selected classical grief theory model and how it aligns with chosen selections. Student demonstrates no critical thought in for selected classical grief theory model and how it aligns with chosen selections.
Postmodern Grief Theory

20 points

Student demonstrates critical thought in selected postmodern grief theory model and how it aligns with chosen selections. Student demonstrates some critical thought in selected postmodern grief theory model and how it aligns with chosen selections. Student demonstrates minimal critical thought in selected postmodern grief theory model and how it aligns with chosen selections. Student demonstrates no critical thought in selected classical grief theory model and how it aligns with chosen selections.
Intervention

20 points

Student demonstrates critical thought and practice skill in how to intervene with a person struggling with similar thoughts and feelings as identified in the introduction.

 

Student demonstrates some critical thought and practice skill in how to intervene with a person struggling with similar thoughts and feelings as identified in the introduction.

 

Student demonstrates minimal critical thought and practice skill in how to intervene with a person struggling with similar thoughts and feelings as identified in the introduction.

 

Student demonstrates no critical thought and practice skill in how to intervene with a person struggling with similar thoughts and feelings as identified in the introduction.

 

Conclusion

15 points

Student demonstrates skill and ability to synthesis key areas of the paper and discuss how this will inform coursework and social work practice.

 

15-14

Student demonstrates some skill and ability to synthesis key areas of the paper and discuss how this will inform coursework and social work practice.

 

13-12

Student demonstrates minimal skill and ability to synthesis key areas of the paper and discuss how this will inform coursework and social work practice.

 

11-1

Student demonstrates no skill and ability to synthesis key areas of the paper and discuss how this will inform coursework and social work practice.

 

0

Writing and Organization

20 points

Paper is well written with no APA, grammar or spelling errors. Paper is well written with some APA errors, but few grammar and spelling errors. Paper has several APA, grammar, and spelling errors Paper is not well written or presented and has many APA, grammar, and spelling errors.

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Final take home exam for MECH-408 


Final take home exam for MECH-408 

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Important notes to read before you start the exam:

 

  1. The exam contains four questions and is worth 30 points or 30% of the final grade. Four of the 30 points (one point for each question) will be awarded for following the formatting guidelines and presentation of the final answers (more details on point 3).

 

  1. Late submissions will not be graded and will receive a failing grade on the exam.

 

  1. The presentation of your solution will help you earn the four points mentioned earlier in (1). The exam solution should be typewritten in a word processing software. Handwritten work will not be graded. Solution to each question should be presented in two pages or less with the following formatting guidelines: Times New Roman, 11 pt, 1” margins, single spaced. The total exam solution should hence contain less than or equal to 8 pages. Please do not include any appendices. Since you only have two pages to answer each question, use your space judiciously. Here is what a good solution would look like: start with a summary of the problem, then describe the methods and the model (e.g., assumptions, equations, snapshots of the Excel model, table of input values), write a short paragraph length answer for each of the sub-questions and show tables or figures if necessary to defend that answer, and finally offer an executive summary of the overall problem solution. Remember that the font size on your table and figure should also be 11 pt or higher.

 

  1. I would encourage the use of Excel for all four questions. Question 3 requires you to use @Risk.

 

  1. Please do not work with anyone else to develop your solutions. The final exam solution should be your own original work. If I find that you have copied an exam solution from someone else, you will get failing grade on the final AND a failing grade on the course.

 

  1. If you have any clarifying questions, please send me an email and I will respond as soon as I can. I am traveling between May 8 and 10 and might be delayed in my response. Good luck!

 

  1. (5 points) At Colorado State University (CSU), the average annual salary of a graduating male engineer is $62,000 while that of a graduating female engineer is $59,000. Calculate the retirement savings for a representative male and female engineer based on the following:
  • Both have a 45-year professional career
  • Men see a 1.5% increase while women see a 1% increase in their annual salary
  • Men save 6% while women save 4% of their monthly salary as retirement savings
  • Women lose 4 years of work in the first 15 years of their career to provide for childcare
  • Retirement savings grow at 0.67% compounded monthly

Provide the final answer as total retirement savings at the end of their working career and comment on the differences in the retirement savings.

 

 

 

  1. (7 points) In October 2018, the City of Fort Collins implemented a time-of-day (TOD) electricity pricing for all residential customers. On-peak pricing between 2 and 7 pm was set to $0.21 kWh-1 while off-peak pricing for all other hours was set to $0.07 kWh-1. To reduce costs, I am considering several alternatives to offset high electricity use during the on-peak pricing period in the summer:

 

  • Use of a smart thermostat that cycles the power on my air conditioner (AC) between 2 and 7 pm. Power cycling results in reduced use during the on-peak pricing period but increases the electricity consumed by the AC after 7 pm. A smart thermostat costs $250 and has a life of 10 years.
  • Use of a 2.5-kWh electric battery system that charges during the night and discharges during the on-peak pricing period. The use of the battery does not change the total electricity used but rather shifts its use. A 2.5-kWh battery systems costs $1,000, has annual maintenance costs of $50, and needs to be replaced every 8 years.
  • A 1 kW solar system that offsets electricity consumption during the day. A solar system reduces the total electricity consumed during the day with some overlap with the on-peak pricing period. A 1 kW solar system costs $3,000, has annual maintenance costs of $100, and can last 25 years.

 

My best estimates for the average hourly electricity consumption in kW for a representative summer day under the do-nothing and three different alternatives are shown in the table below. The hour column denotes the end of the hour, i.e., ‘Hour 9’ means the time between 8 am and 9 am.

 

Hour Do-nothing Smart Thermostat Battery System Solar System
Produced Net
1 1.00 1.00 1.30 0.00 1.00
2 1.00 1.00 1.30 0.00 1.00
3 1.00 1.00 1.30 0.00 1.00
4 1.00 1.00 1.30 0.00 1.00
5 1.00 1.00 1.30 0.00 1.00
6 1.10 1.10 1.30 0.00 1.10
7 1.70 1.70 1.70 0.10 1.60
8 1.50 1.50 1.50 0.10 1.40
9 1.30 1.30 1.30 0.20 1.10
10 1.30 1.30 1.30 0.40 0.90
11 1.30 1.30 1.30 0.60 0.70
12 1.30 1.30 1.30 0.80 0.50
13 1.30 1.30 1.30 1.00 0.30
14 1.30 1.30 1.30 0.80 0.50
15 1.30 1.04 0.94 0.60 0.70
16 1.30 1.04 0.94 0.40 0.90
17 1.50 1.20 1.08 0.20 1.30
18 2.00 1.60 1.44 0.10 1.90
19 2.50 2.00 1.81 0.10 2.40
20 1.30 1.50 1.30 0.00 1.30
21 1.30 1.50 1.30 0.00 1.30
22 1.20 1.20 1.30 0.00 1.20
23 1.00 1.00 1.30 0.00 1.00
24 1.00 1.00 1.30 0.00 1.00

 

  • (1 points) What are my monthly bills for electricity use for a representative summer month for all alternatives?

 

  • (4 points) What are the equivalent annual uniform costs (EAUC) for each of the alternatives assuming that the proposed systems (i.e., thermostat, battery, solar) are functional only between May and September (i.e., five months) to match the on-peak pricing period? Rank the alternatives using the EAUC.

 

  • (2 points) At what on-peak pricing rate are each of the three alternatives (i.e., thermostat, battery, solar) the most economical compared to the do-nothing alternative?

 

Use a monthly discount rate of 0.8%.

 

 

 

 

  1. (9 points) In an attempt to meet California’s aggressive climate goals for 2050, Pacific Gas and Electric – a utility in the state – is considering the installation of an offshore wind farm on the continental shelf in the northern part of the state. The electric power produced from a single wind turbine in W is given by:

Where  is the air density (1.21 kg m-3),  is the swept area of the turbine blade  in m2 (),  is the wind velocity in m s-1,  is the power coefficient (0.35), and  is the generator efficiency (0.7). The rated power of the wind turbine is at a wind velocity of 14 m s-1 and the life of a typical wind turbine is 25 years.

 

(i) (1 points) What is the annual electricity produced in MWh (Mega Watt-hour) by one of these wind turbines if the wind velocity () can be approximated using a triangular distribution with a mode at 9 m s-1 and lower and upper bounds at 2 and 14 m s-1 respectively? Plot your answer as a probability density function (PDF) or express it as a mean and a standard deviation.

 

(ii) (3 points) What is the levelized cost of electricity (LCOE) in $ kWh-1 if the initial costs for this wind turbine are $2700-3300 rated-kW-1 and the annual operating and maintenance (O&M) costs are $80-120 rated-kW-1 yr-1? Model the initial and O&M costs as a uniform distribution over the provided ranges. Similar to (i), plot your answer as a PDF or express it as a mean and a standard deviation. How does the LCOE compare against Lazard’s latest LCOE estimates at https://www.lazard.com/perspective/levelized-cost-of-energy-and-levelized-cost-of-storage-2018/?

 

(iii) (5 points) The purchase of the wind turbine will be financed with a loan with the following terms: 8% interest per year, 5 years, and 20% downpayment. The IRS considers a wind turbine as a 5-year property under MACRS. Calculate the after-tax cash flow and determine the sale price of electricity that will ensure a 95% probability that operating this wind turbine will be profitable?

 

Use a corporate net tax rate of 40% and a MARR of 10-14% (vary uniformly).

 

 

 

  1. (5 points) The Deepwater Horizon (DWH) Spill in 2010 was the largest marine oil spill in human history and resulted in tens of billions of dollars of environmental damage to the Gulf Coast and more than 100 billion dollars in punitive damages to British Petroleum (BP), the primary operator of DWH. Experts believe that oil spills such as the DWH, given current practices, have an annual probability of 0.2%. The total damage from such a spill even it if it was contained quickly is expected to be on the order of $50 billion. The Environmental Protection Agency is proposing an Oil Infrastructure Inspection (OI2) program that could cut down the probability of such a spill by a factor of 10. The OI2 program is expected to cost $150 million annually. Answer the following questions to determine whether to invest in the OI2 program.

 

(i) (1 point) [Model 1] Draw the decision tree for any given year. Clearly label the branches and show the decision, chance, and outcome nodes. Calculate the expected values for each decision branch.

 

(ii) (1 point) [Model 2] Draw the cash flow diagram in the presence and absence of the OI2 program. Calculate the respective net present values.

 

(iii) (2 points) [Model 3] If the United States government has a risk tolerance of $100 billion, calculate the expected utility for each decision branch, based on a decision tree for the first year.

 

(iv) (1 point) Write a ~200 word executive summary for the EPA administrator that summaries the methods and findings from the three different models and highlights your recommendation for the OI2 program based on those findings.

 

Use an annual discount rate of 7%.

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Auditing CASE 3: Waste Disposal, Inc.


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CASE 3: Waste Disposal, Inc.
Point value: This case is worth a maximum of 30 points.
Maximum solution length: Three double-spaced pages
Source
This case is adapted from a 2003 American Accounting Association case written by
Srinivasan Ragothaman, William Wilcox and Thomas Davies, which in turn is based on the real-life
late-1990s accounting scandal involving Waste Management, Inc. and its auditor, Arthur Andersen
LLP. The case material is copyrighted by the American Accounting Association, but with permission
to reproduce for educational purposes. In addition, certain liberties have been taken with the case
and with its requirements for application in this course.
Overview
Your 1999 audit client is Waste Disposal, Inc. (WDI), a publicly traded company that is a
major player in the domestic and international trash collection industry. Much of the company’s
expansion has come from an aggressive pattern of acquiring over 200 local trash hauling companies,
to the point that by the current year (1999), WDI accounted for 20 percent market share of the total
U.S. trash collection business. In the late 1990s, WDI’s basic business strategy was to acquire
smaller “mom and pop” trash collection operations and consolidate them into one giant enterprise.
WDI also diversified into related industries such as recycling, water treatment, energy supply and
trading, and lawn care.
WDI’s aggressive growth strategy resulted in ten years of double-digit growth in total assets,
accompanied by similar growth in profits and a meteoric increase in the company’s stock price.
However, last year (1998) was the first year in which net income did not grow, instead falling from
$829 million in 1997 to $508 million in 1998 due largely to smaller returns from WDI’s most recent
acquisitions and from the increased pressure of environmental regulations affecting trash collection,
landfills, and toxic wastes. Lower profits also reflected a more competitive environment in the trash
collection business, despite WDI’s aggressive takeover strategy.
Fortunately for WDI, as explained to you by the company’s CFO, an effective cost-cutting
program has rejuvenated the (unaudited) 1999 profit figures to an all-time high of
$906 million. After a lukewarm 1998, WDI stock has again rebounded in value as the 1999 quarterly
earnings reports have been announced. It is now your job to help plan the year-end audit, beginning
by reviewing unaudited balances and other facts to gauge the risk of material misstatement.
Depreciable Assets
Trash collection is a capital-intensive business that demands an unusually large basis in fixed
assets relative to that of most other industries. Companies like WDI must purchase landfills for trash
disposal and must also invest in the equipment (primarily trucks and dumpsters) that is necessary to
service clients. WDI’s investment in fixed assets has been large and growing, which management
attributes to its growth from acquiring local competitors. Following is a table of WDI’s fixed assets
and total assets over the past three years:
WDI Fixed Assets and Total Assets (in millions)
As of: December 31, 1997
(Audited)
December 31, 1998
(Audited)
December 31, 1999
(Unaudited)
Land and landfills $ 2,851 $ 3,263 $ 3,746
Buildings and leasehold
improvements
1,039 1,191 1,318
Vehicles and equipment 5,211 5,958 7,755
Total fixed assets, gross $ 9,101 $10,412 $12,819
Less: Accumulated
depreciation
3,302 4,020 4,660
Total fixed assets, net $ 5,799 $ 6,392 $ 8,159
Total assets $13,807 $14,238 $15,085
Net Income and Depreciation
On the next page is a summary of WDI’s income and expenses for the last three years.
Regarding depreciation, WDI’s computer-generated depreciation schedules indicate typical current
useful-life estimates of 15 years on average for trucks and 20 years for dumpsters and other
equipment, as compared to industry averages of 8-10 years for trucks and 12 years for dumpsters.
WDI’s controller has informed you that the company’s longer useful-life estimates are reflective of
the company’s actual experience, and that careful maintenance helps WDI to get more out of its
assets.
WDI Net Income Summary (in millions)
As of: December 31, 1997
(Audited)
December 31, 1998
(Audited)
December 31, 1999
(Unaudited)
Revenues $ 7,395 $ 8,322 $ 9,687
Operating expenses other
than depreciation
4,378 5,080 6,038
Depreciation 773 803 829
Nonoperating expenses 1,415 1,931 1,914
Net income $ 829 $ 508 $ 906
Earnings per share $ 1.86 $ 1.16 $ 2.08
Environmental Liability for Landfills
As part of ongoing operations, the company acquires landfill and other sites to store and
manage waste. After a site reaches capacity, environmental laws and regulations impose additional
costs to close the landfill and return it to a natural state. Additionally, environmental regulations
require WDI to monitor all closed sites for at least 30 years after closing, measuring and addressing
any environmental hazards that might arise.
Generally accepted accounting principles for the waste management industry require
companies to allocate anticipated future closing costs over the operating life of the corresponding
landfill properties as space is consumed. The process for measuring these costs is to project all
closing costs estimated to be due in the future, followed by discounting such costs to the current
period to estimate the present value of the environmental liability for landfill remediation. The
schedule below shows WDI’s estimated liability at the end of the current and previous year.
WDI Environmental Liabilities for Closure and Post-Closure Costs (in millions)
As of: December 31, 1998
(Audited)
December 31, 1999
(Unaudited)
Current portion $ 118 $ 98
Noncurrent portion: Total
projected costs
888 1,037
Less: Discount to present value (217) (401)
Net noncurrent portion $ 671 $ 636

Reclassified gain
During 1999, WDI realized a $110 million gain from selling an interest in a business called
SM, Inc. In its 1999 unaudited financial statements, the company offset this gain against unrelated
operating expenses and adjustments of prior-year estimates. The controller justifies this treatment as
an efficient way to avoid cluttering the income statement with a separate line item for the gain on the
sale of SM, Inc., given that management does not consider the amount involved to be material to the
financial statements taken as a whole, and that the proposed treatment is simply a reclassification, not
an increase or decrease in net income.
Other observations:
• WDI’s management owns significant stock in the company from executive stock option awards
over the years, and has unexercised options that would become lucrative to exercise only if the
WDI stock price increases further.
• Both the controller and the chief financial officer of WDI are former members of your audit
firm. Your firm has had an excellent working relationship with both of them over the years, and
they have hired other auditors from your firm for accounting positions with WDI.
• In 1999, WDI secured a new multi-million dollar long-term line of credit to continue its
aggressive growth strategy and leverage its operating position.
Required:
Imagine it is January 2000. In a three-page double-spaced memorandum addressed to “Mark
Bradshaw, Partner” (with font and margin restrictions as set forth in the syllabus), summarize the
risks you perceive as you contemplate auditing WDI’s calendar 1999 financial statements. Be sure
to discuss as many risks as you see, i.e., do not simply choose one and devote the entire paper to that
risk. Organize your report professionally, as if you were an audit senior assigned to present a
planning summary to me, the lead engagement partner for WDI.

 

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SOLVING A CASE

Case studies are often used to not only illustrate what a student has learned and retained in class, but also to provide students with valuable hands-on experience.

When analyzing a case study, you will have an opportunity to learn about the types of problems that many companies and industries encounter. You will also have an opportunity to analyze the steps other managers have taken to correct specific problems and concerns. This will put your problem solving skills to the test and allow you to engage in exciting discussions with classmates and professors.

How to Analyze a Case Study
If you want the case study analysis to be professional and accurate, you must have a clear understanding of the issues that the company or industry faced. Read the case thoroughly before you start. Feel free to take notes as you read and when you have finished, consider re-reading the case just to make sure you haven’t missed anything.

 

How to solve a case study??

A case study is description of an Enterprise, History and Environment Internal Operations. Case studies do not have full information, but enough information is provide to draw a conclusion. The objective of a case study is to enhance your ability to solve business problems, using a logical framework. The issues in a case are generally not unique to a specific person, firm, or industry, and they often deal with more than one retail strategy element. Sometimes, the material presented in a case may be in conflict.

In all case studies, you must analyze what is presented and state which specific actions best resolve major issues. These actions must reflect the information in the case and the environment facing the firm.

STEPS IN SOLVING A CASE STUDY

  • Read the Case properly
  • Prepare a List of the major opportunities before the company
  • Identify the problem faced company
  • Multiple solutions might be possible, so analyze all available course of action
  • choose the best solution
  • Tell how will you implement the solution

Tool that may help you in solving case studies: 
Note the Important Points a
a. Environment

  • Competitors
  • Economic Conditions
  1. Internal Problems
    c. SWOT
  • Strength –Sources of strength for the company, Cost, Skill, patents, Consumer Loyalty, etc.
  • Weakness –Areas of Vulnerability for the Company
  • Opportunity
  • Threat

Keyword: Case study solving, Solve case study, Evaluation of case study, How to solve a case

http://abdulahadfareed.blogspot.com/2013/02/8-steps-to-solve-case-study.html

CASE STUDY: COST-BENEFIT ANALYSIS FOR A NONPROFIT HOSPITAL CONSIDERING ADOPTING NEW TECHNOLOGY As a part of proposed health care reform, the federal government is encouraging hospitals to use new health information technology as a means to reduce health care costs and increase quality of services. You are the CFO of a nonprofit hospital and need to conduct a cost-benefit analysis of the idea to present to the board. Being well trained in economic evaluation, especially cost-benefit analysis, you have happily accepted the challenge of this task. You have collected some relevant information. You know that the new system will enable the hospital staff to make more timely diagnoses and interventions, will reduce medical errors, and will improve communication within the care team. The initial start-up cost for your hospital is estimated to be $10 million, which includes planning, purchasing of information systems (hardware and software), and staff training, among other things. You also estimate that the operating and maintenance cost of the new system will be about $1 million. After the system is implemented, the hospital is expected to benefit financially from cost savings and revenue enhancement. It is estimated that cash inflow will increase by $2.4 million. The information system will be obsolete in about ten years, and no residual value is expected. The improved quality of diagnosis and appropriate treatment will also have broader social and human consequences. Studies show that for hospitals similar in size to yours, the system has saved an average of two lives because of reduction of errors, plus a likely decrease in injuries and long-term disabilities to patients. Based on the information collected, and following the steps outlined above, you decide to study the matter from the perspectives of both the hospital financials and the larger social impact. In consultation with the CEO and other key personnel, you specify the current hospital status quo as the basis for comparison, which dictates that all costs and benefits are incremental from that of current practice of the organization. Working with your evaluation team, you identify key impacts, such as cost savings and increased revenue, to be included in the benefit accounting when studied from the hospital perspective. From the societal perspective, the benefit includes the lives saved. You search the literature and decide to use $7 million as the statistical value for a human life. You could borrow money, through municipal bond with the help of the local government, at the 4 percent real interest rate. You decide to use this as the discount rate in the analysis. You also decide to conduct a sensitivity analysis, in which you change the discount rate to 8 percent, in case you need to borrow from the financial markets directly. If the net present value of the analysis is positive at either discount rate, you will have more confidence of the robustness of the results. What do you find in your base case cost-benefit analysis—that is, from the hospital perspective and using 4 percent as the discount rate? Changing the discount rate to 8 percent, what is your conclusion in your sensitivity analysis? And what is the result if you conduct the cost-benefit analysis from the societal perspective under the 4 percent and the 8 percent discount scenarios? What is your recommendation to the CEO with regard to the adoption of the new system? It should be noted that this case is a simplified analysis of the very complex issue of hospital investment in adopting advanced health care information technology. For instance, there are many other costs and benefits that are not included in this study. We present this case here to give you practice in the step-by-step application of cost-benefit analysis in nonprofit organizations. The case is educational and illustrative in nature, and you are advised to delve deeper into other impacts of such a project on the hospital, the locality, and the society at large in the real application of this economic evaluation technique.

 

A., Weikart Lynne. Budgeting and Financial Management for Nonprofit Organizations (pp. 242-244). SAGE Publications. Kindle Edition.

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Ethical Leadership and Decision-Making within the Global Marketplace


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Ethical Leadership and Decision-Making within the Global Marketplace

Ethical dilemmas are a commonplace for leaders who lead within the context of a multinational environment. As such, organizational leaders need to possess the necessary skills in order to ensure the integrity of the organization. In this assignment you are to assume the role of a senior executive of a large multinational organization that has recently branched out into other countries that have different values and ethical norms. As the senior leader of a global organization, what policies and processes specific to ethical practices might you have in place so us to protect the integrity of your organization while maintaining a business relationship with other countries with different ethical norms at the same time? How might such challenges of conflicting ethical norms have an impact on your approach to decision-making? Be specific. Feel free to use real life examples wherever possible. Keep in mind that it is your responsibility to make ethical decisions on the behalf of the organization and maintain a competitive advantage at the same time maintaining high ethical standards. Your well-written paper should meet the following requirements: Be 5-6 pages in length, which does not include the title page, abstract or required reference page, which are never a part of the content minimum requirements. Use Saudi Electronic University academic writing standards and APA style guidelines. Support your submission with course material concepts, principles and theories from the textbook and at least two scholarly, peer-reviewed journal articles. Review the grading rubric to see how you will be graded for this assignment. Important notes: 1- Use the 6th edition of APA style. 2- Refer to the Textbook to find the answers Bazerman, M. H., & Moore, D. A. (2012). Judgment in managerial decision making (8th ed.). Hoboken, NJ: John Wiley and Sons. ISBN-13: 9781118065709 3- Put titles according to the requirements. 4- Make sure to answer each requirement adequately. 5- Mention Examples under each title. 6- Put a citation after every 3 sentences. 7- Write a conclusion. 8- Use Peer-reviewed references from the last five years, from 2013-2019. My instructor’s notes: In this assignment you are to assume the role of a senior executive of a large multinational organization that has recently branched out into other countries that have different values and ethical norms. As the senior leader of a global organization, what policies and processes specific to ethical practices might you have in place so us to protect the integrity of your organization while maintaining a business relationship with other countries with different ethical norms at the same time? Answer this from Your point of view not research or ‘leader’ How might such challenges of conflicting ethical norms have an impact on your approach to decision-making? Be specific. Use real examples here Keep in mind that it is your responsibility to make ethical decisions on the behalf of the organization and maintain a competitive advantage at the same time maintaining high ethical standards. I need to see that you are writing from your point of use, not copying research.

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Geotechnical Design


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Section 1 – Geotechnical Design: (20 Marks)

 

Part A – Ground investigation:

 

The client, Fred Smith & Sons (Development) Ltd, intends to build a four-story office building on a site already levelled by a previous failed construction project. They have gathered information from the previous project, with the planned location of six boreholes (Figure 1.1). They have requested a Desk Study before the six boreholes are completed, along with a Preliminary Investigation and Design Investigation once they’ve been completed, containing:

 

  • Desk Study report (see BS EN 1997-2:2007 2.1.1 (6) and (7) ):

 

  • General site information; access, orientation, main features, topography, use history, local climatology.

 

  • Preliminary Investigation report (See BS EN 1997-2:2007 2.3):

 

  • Borehole logs (accurate to the nearest 0.5 m) that detail the depths of the boundaries between all of the geological and superficial deposits, as well as the depth of the water table encountered at each borehole.
  • A strike line construction to calculate and display the direction and angle of dip.
  • Geological cross section of the line drawn between L and M.
  • Soil description of the engineering soil onsite, and estimates of soil data.

 

  • Design investigation report (See BS EN 1997-2:2007 2.4.2):

 

  • Detail the relevant geotechnical design and control investigations that are advised by Eurocode 7 BS EN 1997-2:2007 in light of the findings of the preliminary report.

 

                                                                                                    

 

Part B – Structure foundation design & settlement:

 

 

 

 

 

The proposed design of the four-story office building has four pad foundations centered at points P, Q, R and S. The client has asked you to review the results of third party laboratory investigations and use the results to:

 

  • Determine:

 

  • The average immediate settlement, the total amount of consolidation and the full time settlement curve for the engineering soil profile under the imposed load of the four-story office building, given that each of the four pads have the following measured/calculated parameters:

 

    • Base of each pad located at 2 m below levelled ground.
    • Each pad has a length of 5 m and a breadth of 4 m.
    • Load of 9775 kN transmitted to the soil by each pad.

 

Geotechnical Design (Section 1) must be submitted separately from the other sections and must:

 

  • Be clearly marked for the attention of Anthony Smith.
  • Have your name and student ID no. on the work.
  • Be submitted by the deadline:  11th of April 2019.

 

 

Eurocode 7 —
Geotechnical design —
Part 2: Ground investigation and
testing

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ACCT 10001 Accounting Reports and Analysis


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ACCT 10001 Accounting Reports and Analysis
Assignment One: Instructions for Online Registration andCompletion
This assignment requires you to enter randomly generated transaction data into aTransaction
Analysis worksheet and then prepare an Income Statement and BalanceSheet.
This assignment accounts for 10% of your overall mark in thissubject.
The assignment submission deadline is 4pm on Monday, April 1.
ASSIGNMENT REGISTRATION
Go to the following link to register: http://accola.unimelb.edu.au
You will be required to register by providing: your University email address (only valid studentemail
accounts will be accepted); your name; a password (which you must remember); and a 6‐character
code for this subject which is WWPORF.
Students who have used this tool in the 2019 summer semester should login with their previous
credentials then click on Apply for a new group on their dashboard, then enter the above code to
beassigned to the Semester 1, 2019 group. Make sure you are using the right group whenever
downloadingor uploading!
You will then receive a message confirming your registration and that an email will be sent toyour
university email account. Allow a few minutes for this to arrive. If you do not receive this
notification email you should check your spam folder. The email will originate from the address
info.arasim@gmail.com
This email will provide you with a unique link which you then use to validate your account.
To access your account on the ACCOLA site go to http://accola.unimelb.edu.au/student/login and
usethe password you created during the registration process.
ASSIGNMENT COMPLETION
MICROSOFT EXCEL SOFTWARE
It is IMPORTANT that you have access to Microsoft Excel spreadsheet software. Otherspreadsheet
programs are not compatible with this assignment. If your computer does not have Excel installed,it
is free for download to all University of Melbourne students.
For more information visit: https://myuniapps.unimelb.edu.au/vpn/index.html
For enquiries visit: http://ask.unimelb.edu.au/app/answers/detail/a_id/6178
Alternatively, all computer labs at the University have Microsoft Excelinstalled.
This assignment is to be completed in twoparts.
PART ONE – Transaction Analysis Worksheet
When successfully logged in, you can view your available course on the student dashboard
(http://accola.unimelb.edu.au/student/dashboard) which you simply access by clicking on the
button“ARA: ARA Semester 1, 2019”.
Download and save to your computer the two files – a Transaction Data file in pdf and a Transaction
Analysis worksheet file in Excel.
Once downloaded and saved, you should log off from the ACCOLA page. Failure to do this risks
your session being timed out and has the potential to create issues if you assume you are logged
in.
The Transaction Data pdf file provides the transaction data required to complete theworksheet.
This file is for your purposes only and does not need to be uploaded. The TransactionAnalysis
worksheet excel file is the one to be completed and uploaded using the transaction data fromthe
pdf file.
The Transaction Data file will present the transactions in statements numbered 1 to 17. In the
Transaction Analysis worksheet the Details column has been pre‐populated with the numbers 1 to
17 between the Opening and Closing balances. If you enter non‐numeric data, an error message will
be displayed. You will then need to edit or re‐enter the item so that the message no longer
appears.
You must adhere to the following protocols in completing your Transaction AnalysisWorksheet:
• Do not copy and paste to or from the file.
• Do not copy and paste within the file.
• Do not change or edit any formats of the file including the insertion of rows or columnsor
change the cell formats.
o NOTE: Some cells are locked intentionally so that you cannot enter data in them. Do
not unlock these cells!
• Do not enter any text (including brackets, spaces, or $ signs)
o A negative sign preceding any numeric entry will default to displaying a negative
number designated with brackets)
• Enter each transaction in the row that corresponds to the number in the transactiondata.
• You are NOT required (nor encouraged) to enter any formulae in any cells.
Any deviations from these protocols may result in the deduction ofmarks!
You are not required to necessarily complete STAGE ONE of the task in a single sitting but you must
ensure you save your work progressively.
Once you have completed the worksheet, SAVE and CLOSE the file. This is critical!
PART ONE SUBMISSION
• After, and only after, you have completed, saved and closed your Transaction Analysis
worksheet, logback in to the ACCOLA site.
• Click on the button “FILE TO UPLOAD” and search for your Transaction Analysisworksheet
file and select it.
• It is important that you select the correct file as this is the one by which your part one will
be assessed. If you select the incorrect file for upload you risk your grade being
compromised.
• Before you upload the file you must check the declaration box to indicate that this work is
your own and that you have adhered to the University’s plagiarism policy.
• Once the declaration box is checked, click on the green “UPLOAD FILE” button onthe
ACCOLA site.
You will then see a message confirming your file has been successfully uploaded, at which point you
have completed PART ONE.
PART TWO – Financial Statements (Income Statement and BalanceSheet)
Once you have uploaded PART ONE, you will be immediately provided with two more Excel files; a
Corrected Transaction Analysis worksheet file and a Financial Statement template file. Download
and save to your computer BOTH of these files.
Again, once downloaded and saved, you should log off from the ACCOLA page. Failure to do this
risks your session being timed out and has the potential to create issues if you assume you are
logged in.
Use the figures from the Corrected Transaction Analysis worksheet file (not the TransactionAnalysis
file you submitted) to complete the income statement and balance sheet using the Financial
Statement template file. Note that some information relevant to the preparation of the financial
statements appears at the foot of the Corrected Transaction Analysis Worksheet.
In this Financial Statements file you will see scope to enter the headings, line items anddollar
amounts for the Income statement and the Balance sheet. To the right of these you will also seea
list of headings and line items from which to choose. There is a drop-down list you should use in
entering each line item. If you type in a line item or heading that does not match any of the items in
the list, or enter non‐numeric data in a numeric field, anerror message will be displayed. You will
then need to edit or re‐enter the item until the messageno longer appears. Therefore, you’re
strongly advised to use the drop-down list, instead of manually typing in the line items.
You should start entering line items or headings in each financial statement from Row 5. Donot
leave any rows in column B of the Income statement or Column J of the Balance sheet blankuntil
you have finished the respective financial statement. Any corresponding dollar amounts should be
entered in columns D and L respectively.
You must adhere to the following protocols in completing your Financial Statements:
• Do not copy and paste to or from the file.
• Do not copy and paste within the file.
• Start entering headings and line items in Row 5 of each financialstatement.
• Headings and line items should be entered in Columns B and J with any correspondingdollar
amounts entered in columns D and L respectively.
• Do not enter any leading or trailing spaces or use any indenting in Columns B and J.
• Do not enter any text in columns D and L (including brackets, spaces or $ signs).
o A negative sign preceding any numeric entry will default to displaying a negative
number designated with (brackets)
• You are NOT required (nor necessarily encouraged) to enter any formulae in any cells.
• Do not change or edit any formats of the file including the insertion of rows or columnsor
change the cell formats except to the extent of any appropriate bolding andunderscoring.
o NOTE: Some cells are locked intentionally so that you cannot enter data in them. Do
not unlock these cells!
Any deviations from these protocols may result in the deduction ofmarks!
If you are unfamiliar with the Excel commands relating to bolding the contents of a cell orcreating
borders above and below a cell, separate documentation will become available from the LMS indue
course. It will not be necessary to use any of the other Excel functionality to complete STAGE TWO.
You are not required to necessarily complete STAGE TWO of the task in a single sitting but you must
ensure you save your work progressively.
Once completed, SAVE and CLOSE the Financial Statements templatefile.
PART TWO SUBMISSION
• Only after you have completed, saved and closed your Financial Statements, log back in
tothe ACCOLA site.
• Click on the button “File to upload” and search for your Financial Statements worksheetfile
and select it.
• It is important that you select the correct file as this is the one by which you will be
assessed. If you select the incorrect file for upload you risk your grade being
compromised.
• Before you upload the file, you must check the declaration box to indicate that this work
is your own and that you have adhered to the University’s plagiarism policy.
• Once the declaration box is checked, click on the green UPLOAD FILE button on theACCOLA
site.
• You will receive a confirmation notice that the file has been successfully uploaded.
You have now completed the assignment.
You will not receive a grade or any other feedback until AFTER the assignment due date.

Human Factors and Ergonomics Laboratory


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Human Factors and Ergonomics Laboratory

 

 

Lab Report Guidelines

 

Labs will be conducted in class during regularly scheduled times that are compatible with lab team member schedules. Labs may be done in groups of 4 to 6 depending on the project groups. One lab report is submitted per group and a single grade is given to all names on the lab report. All lab reports are to be submitted as formal written reports by the lab group and have as a minimum the following headings:

  • Cover Page
  • Introduction / Purpose of Lab
  • Methodology for the Lab (Procedure of conducting the lab / Subject information / Equipment utilized / Laboratory environment / Process of data collection (depending on the nature of the lab)
  • Required tasks / Results/Analysis
  • Discussion / Conclusions (Also how these lab results pertain to society, your work, your life etc…, or how this information may be useful.)
  • References, if any

 

 

Lab Report Grade Sheet

Course:                                                          Section:                                              Group:

Lab Group Members: ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Lab #:____

Lab Title:__________________________________________________________________

 

  Comments Grade Score Remarks
 

Introduction – Purpose of Lab

 

 

 

 

10    
 

Methodology

 

 

 

10    
 

Required tasks  – Results – Analysis

 

 

 

30    
 

Discussion – Conclusions

 

 

 

30    
 

References – Format

 

 

 

20    
Total   100    

 

(Attach a filled copy of this form to all lab report submissions)

Work Analysis and Design I
Homework: Design of Experiment plan – 5%
Number of students: Same Group as Lab groups
Objectives:
The objectives of the homework are:
 To Design an Experiment Plan.
 To Acquire data on appropriate variables.
 To Compare experimental data and results to appropriate theoretical models.
 To Explain observed differences between model and experiment (bad model,
bad measurements, etc.).
Background:
Design of experiments (DOE) is a systematic method to determine the relationship between
factors affecting a process and the output of that process. In this homework, you will design an
experiment and collect data to analyse the grip strength.
Grip strength is measured by a hand dynamometer and it shows the power grip capability
of an individual. There are important factors that have an effect on the grip strength. You will figure
out how these factors affect the grip strength.
In this homework, students are required to interpret the results of their model and relate it
back to the real life applications. Their creativity will be tested in how they setup and model a
process in a simple way and show their outcomes in an easy to understand manner with visuals.
Tasks:
Here are the tasks that you should complete during this homework:
1. Design an experimental plan for the grip strength considering the investigated
factors, and prepare a data collection sheet for your experiment. You should
select appropriate parameters to determine the levels or measure the factors
such as for hand size hand length can be used as a parameter, or for the size
of the body stature, or for the shape of the body BMI. For the posture, you can
work on either wrist posture or the elbow posture.
2. Experiment with your lab group members and measure the grip strength. For
each subject, make 2 replications at different times using randomized design.
3. Analyze your experimental data using an appropriate statistical model on
Minitab. Explain your model parameters and visualize the effects of different
factors on the grip strength. Be sure to answer all the questions given below.
o Does hand size significantly affect the grip strength? If yes, show
the relationship between the grip strength and hand size.
o Does grip span significantly affect the grip strength? If yes, show
the relationship between the grip strength and grip span.
o Is there an interaction effect between the grip span and hand
size?
o Does posture significantly affect the grip strength? If yes, show
the relationship between the grip strength and posture.
o Does the size or shape of the body significantly affect the grip strength?
If yes, show the relationship between the grip strength and size or shape
of the body.
4. Using r2 value of the model, comment on the accuracy of your statistical model.
5. Take a picture of your data collection sheet and include it in the report appendix.
6. Explain in which applications the grip strength may be used and how your results
may be used in the design of these applications.
This is a technical report, please use the format of a report

 

 

 

 

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