Author: chris

Assignment 2: Operations Decision
Due Week 6 and worth 300 points

Using the regression results and the other computations from Assignment 1, determine the market structure in which the low-calorie frozen, microwavable food company operates.

Use the Internet to research two (2) of the leading competitors in the low-calorie frozen, microwavable food industry, and take note of their pricing strategies, profitability, and their relationships within the industry (worldwide).

Write a six to eight (6-8) page paper in which you:

Outline a plan that will assess the effectiveness of the market structure for the company’s operations. Note: In Assignment 1, the assumption was that the market structure [or selling environment] was perfectly competitive and that the equilibrium price was to be determined by setting QD equal to QS. You are now aware of recent changes in the selling environment that suggest an imperfectly competitive market where your firm now has substantial market power in setting its own “optimal” price.
Given that business operations have changed from the market structure specified in the original scenario in Assignment 1, determine two (2) likely factors that might have caused the change. Predict the primary manner in which this change would likely impact business operations in the new market environment.
Analyze the major short run and long cost functions for the low-calorie, frozen microwaveable food company given the cost functions below. Suggest substantive ways in which the low-calorie food company may use this information in order to make decisions in both the short-run and the long-run.
TC = 160,000,000 + 100Q + 0.0063212Q2
VC = 100Q + 0.0063212Q2
MC= 100 + 0.0126424Q

Determine the possible circumstances under which the company should discontinue operations. Suggest key actions that management should take in order to confront these circumstances. Provide a rationale for your response. (Hint: Your firm’s price must cover average variable costs in the short run and average total costs in the long run to continue operations.)
Suggest one (1) pricing policy that will enable your low-calorie, frozen microwavable food company to maximize profits. Provide a rationale for your suggestion.
(Hints:

In Assignment 1, you determined your firm’s market demand equation. Now you need to find the inverse demand equation. Having found that, find the Total Revenue function for your firm (TR is P x Q). From your firm’s Total Revenue function, then find your Marginal Revenue (MR) function.
Use the profit maximization rule MR = MC to determine your optimal price and optimal output level now that you have market power. Compare these values with the values you generated in Assignment 1. Determine whether your price higher is or lower.)
Outline a plan, based on the information provided in the scenario, which the company could use in order to evaluate its financial performance. Consider all the key drivers of performance, such as company profit or loss for both the short term and long term, and the fundamental manner in which each factor influences managerial decisions.
(Hints:

Calculate profit in the short run by using the price and output levels you generated in part 5. Optional: You may want to compare this to what profit would have been in Assignment 1 using the cost function provided here.
Calculate profit in the long run by using the output level you generated in part 5 and cost data in part 3 and assuming that the selling environment will likely be very competitive. Determine why this would be a valid assumption.)
Recommend two (2) actions that the company could take in order to improve its profitability and deliver more value to its stakeholders. Outline, in brief, a plan to implement your recommendations.
Use at least five (5) quality academic resources in this assignment. Note: Wikipedia does not qualify as an academic resource.
Your assignment must follow these formatting requirements:

Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:

Analyze short-run and long-run production and cost functions.
Apply macroeconomic concepts to changes in global and national economies and how they affect economic growth, inflation, interest rates, and wage rates.
Evaluate the profit-maximizing price and output level for given operating costs for monopolies and firms in competitive industries.
Use technology and information resources to research issues in managerial economics and globalization.
Write clearly and concisely about managerial economics and globalization using proper writing mechanics.

Marijuana’s Effect on Society: Annotated Bibliography
Hui Yin Yao
James Pyle
11/05/2015
Annotated Bibliography
Bloom, F. (1984). Marijuana Culture. The Antioch Review 42 (3), 277-290. DOI: 10.2307/4611363
Fred Bloom analyzes marijuana use from the cultural point of view – and with negative connotations. Bloom argues that the impact of marijuana use is still poorly known, which makes it rather dangerous product to consume. Additionally, the issues of marijuana excessive use are usually ignored, while its use should have a definite function and limitations in order not to bring harm. Additionally, Bloom defines the possible effects of marijuana on its users, such as changed perception, mild dissociation of thought, increased capacity of attention, and ability to maintain contact with oneself. Bloom also highlights that increased use of marijuana eliminates its meaning and decrease its discussion and analysis, even though they are still needed.
Among many authors, Bloom is the one who studies the social aspect of marijuana use that is the way marijuana spreading can affect the society and communication between personalities in general. However, Bloom’s article is not based on empirical research, which makes his study too theoretical. Still, this text can be beneficial to the research as it gives an opposing point of view and helps to understand all the patterns of marijuana users’ behavior. In such case, it would be easier to understand the way marijuana users can be engages with the society, and the way the society can perceive them.
Ginsberg,I. J., & Greenley, J. R. (1978). Competing theories of marijuana use: A longitudinal study. Journal of Health and Social Behavior 19 (1), 22-34.
In this article, authors make an attempt to create a broad analysis of marijuana use causes and consequences. First of all, they state four groups of marijuana theories: reference group theories, commitment theory, stress, and involvement theory. According to the research conducted by authors, desire to be associated and engaged with particular group of marijuana users tends to be the main purpose of marijuana use among students. On the other hand, their stress or commitment into time-consuming activities does not affect the use of marijuana much.
The results of the study although are interesting, should be used cautiously. First of all, they concern only the youth, which perceives the marijuana use differently from the rest of society. Secondly, other factors of marijuana use were not discussed. However, this study indicated the youth’s attitude to marijuana – generally positive, and as this youth would form the society in 10-15 years, it helps in predicting the possible perception of marijuana by the next generation.
Goode, E. (1969). Marijuana and the politics of reality. Journal of Health and Social Behavior 10 (2), 83-94.
Erich Goode aims to prove that modern issues concerning marijuana are the result of political, not the scientific debate. While the question of marijuana’s impact on health still exists, the marijuana consumption is more discussed in accordance with its political and social scales. Goode proves that many arguments concerning marijuana use are too relative to imply in any discussion and that interpretations of marijuana studies tend to be more influential than the findings themselves. Goode comes to the conclusion that marijuana is often perceived symbolically and may be considered negative due to the image of its user.
This article may be extremely beneficial while discovering the various social attitudes of the marijuana as well as their basis. Although the research is rather old, it still provides an opportunity to understand the main mechanisms of public perception of marijuana and the effect marijuana can have on the society. Many question aroused in the article can be used as the direction in the further research.
Hanson, G., Venturelli, P., Fleckenstein, A. (2011). Drugs and Society. Burlington: Jones & Bartlett Learning.
The authors of the book discover the causes of various drug use, its possible effects, and the ways drug use can influence both the consumer and the society. In particular, the book provides the basic information about marijuana, its function and outcomes. Moreover, it focuses on the basic problems connected with marijuana use (such as health issues, hallucinations, and increased quantity of car accidents) as well as the reasons for its uncertain status (low dependency and movements for legalization).
Although the book is not a study itself, it carefully analyzes the conducted researches and provides a laconic but effective description of the problem. Moreover, the book is recently published and hence is based on the information which is relevant to nowadays. Additionally, it examines the social dimension of marijuana use and gives an opportunity to compare marijuana use impacts with the outcomes of other drug consumption.
Joffe, A., & Yancy, S. (2004). Legalization of marijuana: Potential impact on youth”. PEDIATRICS 113 (6), e632-e638.
The article analyzes the historical perspective of marijuana use and perception as well as drug laws and policies of the recent past. In order to predict the possible effects of marijuana legalization, the authors examine the results of previous drugs legalizations and free access. Authors come to conclusion that marijuana legalization would lead to increase in its consumption. On the other hand, such tendency can also result in the change of marijuana perception among adults.
This article can be used in the research in order to predict potential risks of providing marijuana with legal status. In addition, according to the study, the legalization of marijuana leads to the change in its status – therefore, the examination of its possible new status can be made. Although the conclusions of the research are too laconic, the study can still be used as a directive for further analysis.
Orcutt, J. D. (1975). Deviance as a situated phenomenon: Variations in the social interpretation of marijuana and alcohol use. Social Problems 22 (3), 346-356.
In this article, James Orcutt examines the concept of deviation in terms of both alcohol and marijuana use by analyzing three stages of social perception of deviant: deviant behavior, deviant persons, and necessary treatment. Author also implies three conditions of use: situational goals, stability, and motivation. It revealed that depending on the context, alcohol use is not considered less deviant than marijuana use, which means that society perceives these two products on nearly the same level.
This study contains a serious limitation – it was conducted in 1975, which is 40 years ago. As a result, its results cannot be considered modern. However, if marijuana and alcohol were considered alike even 40 years ago, it is rather doubtful that this tendency could be changed in further years. Additionally, the study clearly indicates that marijuana is not perceived as a dangerous drug and is mostly used fro rather innocent purposes.
Zablocki, B., Aidala, A., Hansell, S., & White, H.R. (1991). Marijuana use, introspectiveness, and mental health. Journal of Health and Social Behavior 32 (1), 65-79.
Zablocki et al., professors of psychology, aim to prove that marijuana use affects people in different ways depending on their psychological peculiarities. In this study, the authors prove that introspective people tend to associate marijuana with distress, while people with low level of introspectiveness are fulfilled with various kinds of sensations while using marijuana. Additionally, introspective people who use marijuana tend to become involved into new cognitive and emotional experiences, but low-introspective ones may have problems with perception.
The methodology and cautious analysis of the study make it a credible source to work with. Additionally, study involves examining diverse groups of marijuana users, which makes the result broad enough. Although clear results could not be stated in the study, it is still productive for the research as it predicts the possible behavior of people who use marijuana in the society. Study clearly shows that those who consume marijuana are not able to behave aggressively or glaringly and hence cannot disturb other members of society.

Write 4–6 pages in which you present and support an argument on what you believe to be the most prominent factors in the causes of depression. Base your assessment on the two scholarly articles previously analyzed in your Research Analysis assessment.

Note: Assessments in this course will help you progressively build your critical thinking, analysis, and writing skills. Completing the assessments in sequential order, 1–5, will give you the best opportunity for success in demonstrating each of these skills.
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Professionals in psychology must be able to critically analyze multiple perspectives of research and determine the most compelling argument.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
•Competency 1: Apply information literacy and library research skills to obtain scholarly information in the field of psychology. ◦Support arguments with scholarly evidence.

•Competency 2: Apply psychological theories and principles to topics in psychology. ◦State a position on the causes of depression.

•Competency 3: Analyze scholarly information and research findings through critical thinking to solve problems in the field of psychology. ◦Identify arguments to support the position taken on the causes of depression.

•Competency 4: Apply ethical principles and standards to topics in psychology. ◦Apply ethical principles or standards to concerns in research on depression.

•Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology. ◦Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional.
◦Use APA format and style.

Competency Map
Check Your ProgressUse this online tool to track your performance and progress through your course.

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Context

Becoming competent in psychological science means that you not only develop a set of ideas about how people think and behave—you also gain an understanding of how psychologists arrive at their conclusions. Nearly all psychological research relies on the ability to make generalizations about a population based on a sampling of data, with a fair amount of certainty. Those professionals who perform research rely on statistics to analyze the results, but there are many more who will read the results of the research and apply it in the real world. It is important to be able to critically analyze any research findings in order to determine if the methods used and the results reported are valid, and if they are relevant to you as a professional. Inaccurate findings could lead to improper application, creating flaws and confusion in the scientific knowledge you are building. In order to critically analyze research reports, you need to consider the context in which the research was conducted, the methods used by the researchers to address the research questions, what the results of the research are, what conclusions the researchers made from the results, and if the conclusions are important.
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Questions to Consider

To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.
•What kinds of questions should you ask when critically analyzing research?
•How can you determine the validity and credibility of research?

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Resources

Required Resources

The following resources are required to complete the assessment.

Internet Resources

Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have either been granted or deemed appropriate for educational use at the time of course publication.
•American Psychological Association. (2014). Ethical principles of psychologists and code of conduct. Retrieved from http://www.apa.org/ethics/code/index.aspx
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Suggested Resources

The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.

Capella Resources

Click the links provided to view the following resources:
•Cause of Depression Resources.
•Cause of Depression Sample Paper.
•APA Paper Template.
•Citing a Website.
•MEAL Plan.
◦You will use the MEAL Plan to complete this assessment.
◦The MEAL Plan is an acronym for remembering the key points to include when writing a persuasive paper. It stands for Main point, Evidence, Analysis, and Links. These are all key things to think about as you develop the main body of your paper.
◦The main point of a paragraph will be your first argument:
◦Your (M) main point must be supported.
◦(E) Evidence: the data, experiences, examples, or illustrations that support your argument.
◦The (A) analysis should be based on your interpretation of the evidence rather than simply the presentation of the evidence, and it can include comparisons or contrasts to build your position. It should also include rebuttals of counter-arguments presented in the research. If you use quotes, be sure to follow the quote with an analysis of the quote and the specific point it makes for your position.
◦Finally, (L) links and summarizes your argument and shows how your paragraph fits together and leads into the next section of the paper, which is your next argument.
Review the MEAL Plan Handout for additional information.

•RefWorks. ◦Organizing Your Research: As you begin to research your topic in the Capella Library, you will likely run across a number of articles that will be interesting to you. You may find yourself challenged to keep all of your research organized. Capella offers the RefWorks tool to help learners with this organizational challenge. Explore the following links to learn more about RefWorks, what it can do for you, and how to set up an account.

Capella Multimedia

Click the links provided below to view the following multimedia pieces:
•The Four Stages of Writing: Stage 4: Revising | Transcript.

Library Resources

The following e-books or articles from the Capella University Library are linked directly in this course:
•Sude, M. E. (2013). Text messaging and private practice: Ethical challenges and guidelines for developing personal best practices. Journal of Mental Health Counseling, 35(3), 211–227.
•Barnett, J. E. (2008). The ethical practice of psychotherapy: Easily within our reach. Journal of Clinical Psychology, 64(5), 569–575.

Course Library Guide

A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the PSYC-FP3002 – Developing a Psychology Perspective Library Guide to help direct your research.

Internet Resources

Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have either been granted or deemed appropriate for educational use at the time of course publication.
•Lee, C. (2010). How to cite something you found on a Website in APA style [Blog post]. Retrieved from http://blog.apastyle.org/apastyle/2010/11/how-to-cite-something-you-found-on-a-website-in-apa-style.html
•University of Michigan Health System. (n.d.). Depression Center. Retrieved from http://www.depressioncenter.org/
•National Institute of Mental Health (NIMH). (n.d.). Retrieved from http://www.nimh.nih.gov/index.shtml
•National Alliance on Mental Illness (NAMI). (n.d.). Retrieved from http://www.nami.org/

Assessment Instructions

Write 4–6 pages about the most significant causes of depression that presents your position defending either the biological or the cognitive-behavioral perspective.

Your completed assessment should be 4–6 pages in length of content, not counting the title page and references page. Use the two articles you previously analyzed in the Research Analysis assessment, along with two additional scholarly or professional sources, to build three arguments for your position and support those arguments with evidence from research. If you have updated sources that you prefer to use, you may use those instead. To help you follow APA guidelines for formatting and referencing your resources, you may use the APA Paper Template linked in the Resources under the Capella Resources heading.

In your paper, include the following:
•Title page.
•Introduction.
•Presentation of argument 1 and supporting evidence.
•Presentation of argument 2 and supporting evidence.
•Presentation of argument 3 and supporting evidence.
•Discussion of Principles and Standards of the American Psychological Association on ethics as they apply to the research. Cite specific Principles and Standards as applicable.
•Summary and Conclusion. ◦Summarize your main points concerning arguments and evidence.
◦Reach a final conclusion about the position and what it means.

•References page.

You can view the Causes of Depression Sample Paper in the Resources as an example of one way to format your position, arguments, and evidence.

Additional Requirements
•Written communication: Written communication is free of errors that detract from the overall message.
•APA formatting: Resources and citations are formatted according to current APA style and formatting guidelines.
•Number of resources: A minimum of four current scholarly or professional resources.
•Length: 4–6 typed, double-spaced pages, not including the title page or references.
•Font and font size: Times New Roman, 12-point.

please make sure to use resources from Capella Liburary Read though the instruction carefully to get quality work.

Guidelines for Case Study Assignment
Objective
The prime objective of this assignment is to facilitate student understanding of the principles and practices of the Strategy course. It is intended that the student will be able to comprehend and blend theory with practice by self-study, group discussion and literature search; thereby coming out with a case study based on one of the strategies adopted by an Airline.
Types of Case studies
Potential types of Case Studies include, but are not limited to the following:
• Illustrative Case Studies describing interesting problems in a specific domain, especially domains with which the audience may not otherwise be familiar
• Exploratory Case Studies constituting pilot studies preceding and informing larger-scale investigations
• Critical Instance Case Studies that explore particular cases of interest with little concern for generalization
• Cumulative Case Studies summarizing work that may have been completed at different times but that does form a coherent whole
• Narrative Case Studies describing the development of unfolding trends within a domain
• Method Case Studies describing the application of a specific method or tool and the lessons learned around it.
Requirements
1. .A case study has to be submitted which contains a real life example of an Airline
2. There is no maximum word limit on the case, however an ideal case should not be more that 15-18 pages.
3. The case study should contain appropriate references and is subject to Turnitin.
Submission
1. This will be a group assignment. You will partner with a classmate for this assignment.
2. Case assignment must be submitted as per the deadline given which is November 17, 2015
3. Late assignments will be penalized with a 10% grade deduction for each day late.
4. The Case assignment has value of 15% of the total grade for this course.

Format of the Case study
1. Introduction to the case (1 mark)
2. Company Overview (2 marks)
3. Industry Overview (2 marks)
4. Introduction to the problem/theme of the case (2 marks)
5. Analysis/understanding of issues of the case (3 marks)
6. Conclusion/Future outlook for the company (3 marks)
7. References indicating clearly the name of the Author, Journal/Magazine/Book name, year of publishing, and Publisher name. If using web then the complete URL of the website should be given including the date on which the material was accessed. (Harvard Style)
8. 2 marks will be for the overall report which includes, proper formatting, index, cover page, references etc. The report must be spiral bound.

The case study could explore any of the following areas mentioned below, however you are free to choose any other area you may deem fit.

Psychological Dimensions (10%)
10. Significant events in community current history:
11. Interaction of groups within the community (ethnic tension, disparity among income groups, etc):
12. Protective & health services (fire, police, hospital, local crime rates):
13. Two sources of stress in the community:
14. Extent of mental health problems in the community:

Write a comparison essay of 4 pages (double-spaced, 1-inch margins, 12-point serif font) about the two book projects listed below. This will require you to condense your analysis into a concise and carefully organized argument. Each paragraph should have a distinct point and present concrete evidence from the books and supporting texts (that is from either Benjamin and Gough, or the books). You should NOT do any outside research for this essay. You must present your own original analysis. The important thing is to make an original and convincing argument supported by a detailed analysis of the work.

NOTE: Avoid doing a generalized form of analysis, there is no way you can cover everything in this short essay. So first, pick a strong augment as your thesis for the paper. Then, find 3 points to support it using the articles and the books.

Compare these two book projects: (a graphical text book versus a novel book)
• El Lissitzky and Vladimir Mayakovsky’s For the Voice (Dlia golosa, 1923)
• André Breton’s Nadja (1928)

See attachment for a completed paper instructions and files.

Sports have “gone global” in KC and we can see that clearly in two of our sports teams… but just how many players on these teams are from another country? Choose one of the two KC sports teams: Kansas City Royals or Sporting Kansas City. Create this in a Microsoft Word document with a clean professional look and submit on Blackboard before the due date and time. If it looks like it was copied from another student’s submission, I will accept neither, so do something to distinguish your submission from others. Name your file KC Sports Go Global EC – Your Name . (Make sure your name and date are also in the heading of the document) List all players by their full name who were officially on the roster as of the end of the 2015 season for only one of these teams. Group the players by their country of citizenship in order of the largest group first (probably the USA). If they are currently a citizen of one country but born in another country, group them with their citizenship but make mention of the country of their birth. Finally, for each foreign country group heading, list any trade blocs or trade agreements they have with the US; as well as the major religions, official languages, and most recent GDP nominal and GDP ranking (use CIA World Factbook). Please choose KC Royals

Swinburne University – STA20005 Survey Research Methods
Assignment 2 Report

Factor 1
Factor Name:
What is it measuring and what does a high score represent?
What type of person scores high on this factor?

Factor 2
Factor Name:
What is it measuring and what does a high score represent?
What type of person scores high on this factor?

Factor 3
Factor Name:
What is it measuring and what does a high score represent?
What type of person scores high on this factor?

Factor 4
Factor Name:
What is it measuring and what does a high score represent?
What type of person scores high on this factor?

Recommendations for designing the campaign (other than marketing)

Recommendations for marketing the charity

#3 | CORRELATION & REGRESSION
NAME PID EMAIL

DESCRIPTION:
For this assignment, refer to the SPSS file titled “FacebookU&G.” You are required to carry out a number of statistical tests and procedures. Do not attach the SPSS output file. Just report the results related to each question. Report all statistics to the second decimal (e.g., 8.45). This is assignment is worth 20 points.

The data set that you have includes questions about the motivations to use Facebook, the intensity to use Facebook, and some Facebook use measures (time spent on the site and the number of Facebook friends). This research investigates the ways in which the motivations to use Facebook predict: (1) the intensity to use Facebook, (2) time spent on Facebook, and (3) the number of Facebook friends.

MOTIVATIONS: To measure Facebook motivations, the researcher asked participants to rate their agreement/disagreement with each of the following items using a 9-point scale anchored by “Strongly Disagree” and “Strongly Agree.” The 18 statements reflect seven different motivations to use Facebook as shown in the following table.

Table 1.
Items used to measure the motivations to use Facebook
Motivation Item
Information Sharing I use Facebook to share information
I use Facebook to share information useful to people
I use Facebook to present information on my interests
Self-Documentation I use Facebook to record what I do in life
I use Facebook to record what I have learned
I use Facebook to record where I have been
Socialization I use Facebook to connect with people who share some of my values
I use Facebook to connect with people who are similar to me
Entertainment I use Facebook because it is enjoyable
I use Facebook because it entertains me
Diversion I use Facebook because it helps me pass the time
I use Facebook because I have nothing better to do
I use Facebook because it relaxes me
Self-Expression I use Facebook to show my personality
I use Facebook to tell others about myself
I use Facebook because I like that I can post things I want to say immediately
Convenience I use Facebook because it is easy to use
I use Facebook because it is convenient

INTENSITY TO USE FACEBOOK: To measure the intensity to use Facebook, participants were asked to indicate their agreement/disagreement with six statement related to the ways in which they use Facebook. Items were rated on 9-point scales anchored by “Strongly Disagree” to “Strongly Agree.”

Table 2.
Items used to measure the intensity to use Facebook
Facebook is part of my everyday activity
I am proud to tell people I’m on Facebook
Facebook has become part of my daily routine
I feel out of touch when I haven’t logged onto Facebook for a while
I feel I am part of the Facebook community
I would be sorry if Facebook shut down

TIME & FRIENDS: Participants were also asked to report the approximate time they spend daily on Facebook (in minutes) and the total number of friends they have on Facebook.
Q1: Reliability, variable reduction, and descriptive statistics
The first thing you need to do is reduce the major variables (motivations and intensity to use Facebook) after conducting the appropriate reliability analyses. Once you’ve done that, fill in the table found on the following page.

To calculate reliability: Analyze  Scale  Reliability Analysis. You need to conduct this for each of the eight variables listed in the table below (this means that you have to carry out eight different reliability analyses). Select the items that correspond with each variable, and in the dialogue box check “Item,” “Scale,” and “Scale if item deleted.”

Reducing variables: Once you’ve calculated and reported the reliability of each of the variables, you need to reduce them: Transform  Compute Variable. You also need to do this eight different times, once for each variable. For each variable, select “Statistics” from the “Function Group” (on the right side of the dialogue box), select “Mean” from the menu below it “Functions and Special Variables,” and then click on the upward arrow to lift the function to the “Numeric Expression” box. In that box, input the variables that will be reduced to each of the aggregate variable. Make sure to name the new variables. Remember that no spaces are allowed for naming variables (i.e., Information_sharing; Self_Documentation; Socialization; Entertainment; Diversion; Self_Expression; Convenience; Facebook_Intensity).

Means and SD: To calculate the means and SDs for each of the new variables, Analyze  Descriptive Statistics  Descriptives… Drag the new variables to the dialogue box and click “OK” to get the results.
FILL IN THE TABLE BELOW [4 points]
Variable Cronbach’s α Mean SD
A. Information Sharing
B. Self-Documentation
C. Socialization
D. Entertainment
E. Diversion
F. Self-Expression
G. Convenience
H. Facebook intensity

I. Would you evaluate the reliability of the eight variables as satisfactory? (Yes/No) [1 point]

Q2: Correlation
Next, you need to perform a correlation analysis among the seven different motivations to use Facebook. Analyze  Correlate  Bivariate for the seven aggregate variables corresponding with the motivations to use Facebook.

A. Copy and paste (or create) the correlation matrix below [1 point]

B. From the correlation matrix, which two variables have the highest correlation between them? [1 point]
C. From the correlation matrix, which two variables have the lowest correlation between them? [1 point]

Q3: Multiple Regression – Motivations & Intensity

The first multiple regression model you will run will test how the seven motivations to use Facebook predict the intensity to use Facebook. Analyze  Regression  Linear. Enter the aggregate variable for the intensity to use Facebook (i.e., “Facebook_Intensity”) as a dependent variable, and the seven motivations as independent variables. The following should be checked when you click on “Statistics” in the dialogue box: Estimate, Model fit, R squared change, Descriptives.

A. Is the regression model statistically significant? If yes, then provide statistical evidence to support your decision (i.e., report regression coefficient, F-value, and p-value). [2 points]
B. What is the percent of variance explained by the independent variables in the dependent variable? [1 point]
C. Which motivation is considered the strongest predictor of the intensity to use Facebook (the one with the highest beta value)? [1 point]
Q4: Multiple Regression – Motivations & FB Friends

The second multiple regression model you will run will test how the seven motivations to use Facebook predict the number of Facebook friends. Analyze  Regression  Linear. Enter “FB_Friends” as a dependent variable, and the seven motivations as independent variables. The following should be checked when you click on “Statistics” in the dialogue box: Estimate, Model fit, R squared change, Descriptives.

A. Is the regression model statistically significant? If yes, then provide statistical evidence to support your decision (i.e., report regression coefficient, F-value, and p-value). [2 points]
B. What is the percent of variance explained by the independent variables in the dependent variable? [1 point]
C. Which motivation is considered the strongest predictor of the intensity to use Facebook (the one with the highest beta value)? [1 point]

Q5: Multiple Regression – Motivations & Time

The second multiple regression model you will run will test how the seven motivations to use Facebook predict the number of Facebook friends. Analyze  Regression  Linear. Enter “FB_Time” as a dependent variable, and the seven motivations as independent variables. The following should be checked when you click on “Statistics” in the dialogue box: Estimate, Model fit, R squared change, Descriptives.

A. Is the regression model statistically significant? If yes, then provide statistical evidence to support your decision (i.e., report regression coefficient, F-value, and p-value). [2 points]
B. What is the percent of variance explained by the independent variables in the dependent variable? [1 point]
C. Which motivation is considered the strongest predictor of the intensity to use Facebook (the one with the highest beta value)? [1 point]
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LABORATORY FIVE

Oxygen Deficit and the EPOC

Objectives:

1. To learn the causes of oxygen deficit and the EPOC.

2. To learn how to plot oxygen deficit and the EPOC from metabolic data.

3. To learn about energy pathways contributing to the oxygen deficit and the EPOC.

4. To learn about the basics of cycle ergometry.

Equipment Needed: 3 metabolic carts and connection materials, breathing masks and valves, 3 cycle ergometers, 3 metronomes, 3 stopwatches, 3 Polar heart rate monitors, Physician’s scale, stadiometer

When transitioning from a state of rest to exercise, the body’s demand for oxygen immediately increases. However, our bodies do not automatically increase our metabolism to the level required to sustain exercise. Anaerobic pathways must produce the required ATP until oxygen consumption increases enough for aerobic metabolism. The oxygen deficit refers to this initial delay in oxygen consumption at the start of exercise. After exercise termination during recovery, the body’s requirement for oxygen slowly returns to resting levels. As one’s metabolic rate remains elevated for a period after exercise is terminated, the oxygen “debt” must be repaid during a period called the EPOC (excess post-exercise oxygen consumption).

One measurement device for these metabolic parameters is the exercise cycle ergometer. The Monark (brand name) cycle ergometer has been the “gold standard” of testing devices since the late 1950’s in clinical laboratory settings. The Monark cycle is unique, as it is designed to measure actual units of work in a very precise fashion. This is a “mechanically-braked” stationary cycle with a friction belt that allows varying workloads to be set with a rotating handle. The pedaling resistance depends upon how much pressure is applied to the flywheel belt.

Ergometry is broken down into the words “ergo” meaning work and “meter” meaning measurement. Thus, ergometry is the study of measuring work. To understand how the Monark cycle ergometer calculates total work and energy expenditure, one should be familiar with the following units of measure:

• 1 kilopond-meter = work in which the product of force (kp) acts against a kg mass through a distance = 1 kp-m = 9.81 joules = 0.00234 kilocalories (kcal)
• 1 kilogram-meter = work in which the product of force (kg) acts against a kg weight through a distance = 1 kg-m = 1 kp-m (at sea level)
• 1 joule = 1 J = 1 Newton-meter = 0.101 kp-m = 0.000238 kcal = 1 watt-second
• 1 kilocalorie = 1 kcal = 426.85 kg-m = 4186 joules
• 1 kilogram = 9.8 newtons (N)
• 1 watt = 6.12 kg-m/minute = 1 Joule/second
• Work rate = Power = Work over some unit of time (e.g., kg-m/minute)

WORK (W) = FORCE (F) x DISTANCE (D) and POWER (P) = WORK (W)/ TIME (T)

Example: Batman lifts a 50 kg weight to a height of 2 meters in 30 seconds. How much work has he performed? How much power?

a) W = F x D b) W = 50 kg x 2 m c) W = 100 kg-m d) P = 100 kg-m/ 0.5 min. e) P = 200 kg-m/min

When applied to a cycle ergometer, we can determine the amount of work performed as well:

WORK (kg/m or kp/m) =
FORCE (cycle braking resistance in kilograms or Newtons) x
DISTANCE (distance in meters traveled by the flywheel rim per revolution)

Example: Keeley wants to pedal her Monark cycle with a resistance of 2 kp for 5 minutes. What is her average work rate (power) for that time period?

1. Work = Force (2 kg) x Distance (distance in meters traveled by flywheel rim/revolution)

2. Work = 2 kg x Distance

3. Distance = 1.62 meters (the circumference of the Monark cycle flywheel rim) x 3.75 (the # of revolutions the flywheel makes per 1 revolution of bike pedaling) x 250 revolutions (the total amount of revolutions for 5 minutes against a fixed resistance at 50 rpm)

4. Work = 2 kg x (1.62 meters x 3.75) x 250 rpm = Z kg-m for 5 minutes

5. Work (Z) = 2 kg x (6.075 meters) x 250 rpm = 3037.5 kg-m for 5 minutes

6. Work Rate (Power) = 3037.5 kg-m per 5 minutes of pedaling

7. Work Rate (Power) = 3037.5 kg-m / 5 minutes = 607.5 kg-m/minute

8. Work Rate (Power) ~ 600 kg-m/min (it is difficult to set a bike tension to 607 kgm/min)

9. Work Rate (Watts) ~ 607.5 kg-m/min / 6.12 = 99.26 ~ 100 Watts

Thus, Keeley’s average work rate is approximately 600 kg-m/min or 100 Watts

We can also estimate one’s oxygen consumption from cycle workloads, as you will see in this lab. This is performed by using the ACSM metabolic equation conversions found in the current edition of your ACSM Guidelines book. You will have the opportunity to do this as part of your data presentation on your graph. In the next semester, we will discuss more about cycle ergometry and the ACSM metabolic equations in greater detail, as there are many of these equations in the problems on the certification exams that you may take in the future.

It is important to calibrate the Monark cycle ergometer prior to any experimental exercise bout to assure that the subject is pedaling at an accurate workload. This is performed by hanging a “known weight” (usually 2-4 kg) from the suspension hook at the front of the flywheel. The kg weight will move the “pendulum” to the proper marker on the scale at the side of the cycle ergometer. The cycle can be adjusted if this marker is off. Cycle calibration will be performed to assure that the subject is pedaling at the proper set workload.

LABORATORY PROCEDURES

1. You will divide into 2-3 groups.

2. The data from your subject will be the data that you will use to write up your laboratory report.

3. Each student will have a role as presented below:

• 1 subject (will attach the Polar HR monitor strap tightly)
• 1 person to measure the height/weight of the subject and collect demographic data to be entered into the metabolic cart computer before the test
• 1 timer (handles the stopwatch)
• 2 metabolic cart operators at each cart (with lab instructor/teaching assistant)
• 1 cycle ergometer workload and seat height adjuster—assures that the cycle seat is the correct height for the subject and that he/she is pedaling the cycle ergometer at the proper workload by constantly watching the kg resistance throughout the experiment (adjusts workload when needed)
• 1 metronome operator—assures that the subject maintains the proper pedaling cadence throughout testing at 50 rpm (very important role)
• 1 student to help the subject attach the facemask, headgear and breathing tube—this student will also be the assistant to the subject for motivation and will clean the cycle after the test has been completed
• 2 “cleaner-uppers” who will remove the mask after the test, dissemble all parts, and clean the parts in accordance with the instructions

4. It is important that the subject warm-up prior to cycling.

5. The metabolic cart operators will calibrate the metabolic cart prior to the test with the help of the lab instructor/TA by reading through the calibration procedures.

6. The subject should first be weighed (without shoes) with weight calculated in kilograms (convert from lbs. for your lab write-up) and height measured in inches.

7. The subject will then prepare for metabolic analysis:
a. The subject will attach the Polar strap. The metabolic cart will pick up the HR. It is important that the subject be close to the cart in order for the HR to be recorded properly.
b. One student will help the subject attach the facemask and headgear and hook up
the subject to the breathing tube connected to the metabolic cart.
c. The metabolic cart operators and instructor will assure that all systems are
working and that the subject’s ventilation is being measured properly.

8. The metronome should be set at 50 beats/min for the cycle ergometer test.

DATA COLLECTION

1. The subject will sit quietly in a chair for 5 minutes while resting metabolic gases
are collected. The subject should be familiar with cycling and should be able to push a
workload of 2 kg on the Monark cycle for at least 10 minutes.

2. The subject will then mount the cycle after the appropriate seat height has been
determined and will start pedaling at 50 rpm with a set resistance of 2 kg.

3. The subject’s VO2 will be measured/recorded every minute for this experiment.

4. The subject will pedal for 10 minutes at 50 rpm at 2 kg (100 watts or 600 kg/m/min) on
the ergometer after the 5-minute resting period.

5. After 10 minutes of exercise, the subject will stop pedaling.

6. The subject will then relax as their VO2 is measured for another 10 minutes in a chair
during resting recovery.

7. The subject will then be disconnected from the cart, the mouthpiece dissembled and
cleaned (per instructions by the sink), and the breathing tube washed out and hung up.

8. The data will be put on moodle for all group members to access.

LABORATORY FIVE DATA PRESENTATION

1. Type an abstract summarizing this laboratory exercise using the Adobe Reader Lab Report file. You are limited to 2550 characters (about 425 words).

2. Calculate the estimated VO2 for the workload pedaled on the cycle ergometer for your subject:
a. Determine the work rate (see example below for a 1 kg cycle resistance)
b. Divide this number (kgm/min) by body mass (kg)
c. Multiply this number by 1.8 to convert to the total O2 cost to ml/kg/min.
d. Add 7.0 ml/kg/min to this number, which represents the “resting” and “unloaded
cycling” component of the cycle ergometer equation (also see ACSM Guidelines book).
e. This value represents the estimated relative VO2 for the workload (ml/kg/min) based
upon the ACSM metabolic equations.

Example:
 VO2 (mL • kg-1• min-1) = 1.8 (work rate / body mass)
+ 3.5 mL•kg-1 • min-1 + 3.5 mL•kg-1 • min-1
(resting VO2) (unloaded cycling VO2)
 Work rate (WR) = 1.0 kg x 6 m x 50 rpm
 WR = 300 kg • m • min-1

Please show all your calculations for your subject.

3. Plot the estimated VO2 and actual VO2 to help calculate the Oxygen Deficit and EPOC:

a. Using graph paper (or a computer-generated graph), plot the x-axis as time
(minutes with 1-minute hash marks) and the y-axis as VO2 (ml/kg/min).
Below “time” on the X-axis, label “REST”, “EXERCISE”, and “RECOVERY”. Be sure
to label your graph properly.

b. Plot the measured VO2 data points for every minute of data collected: 0-5
minutes = Rest; 5-15 minutes = Exercise; 15-25 minutes = Recovery.
Total number of units on the X-axis: 0-25 minutes

c. Be sure that your graph is laid out in “landscape” format and covers the entire
page. This is critical to truly visualize the oxygen deficit and the EPOC.

d. Be sure to color-code and symbol-code all of the lines on your graph.

e. Connect all of the subject’s VO2 data points with one continuous line.

f. After you determine the value of the estimated VO2 for your subject, draw a
straight line across the entire top of the graph where the estimated workload VO2 (ml/kg/min) lies. Color- and symbol-code this line.

g. Draw a solid line across the graph representing a line of best fit of the resting
VO2 data (5 minutes). This line should best bisect the 5 data points at rest. Do
not take an average of the 5 points and plot a line—“eyeball” the 5 data points
and draw a straight line that you feel best bisects all the data points most
effectively. This line should lie fairly close to the X-axis (be sure to color- and
symbol-code all lines). This line should also run above the entire X-axis.

h. Do the same for the exercise VO2 values (10 minutes) from your plotted
exercise data points and draw a single, straight line of best fit across the top of
the graph representing the best representation of the exercise VO2 data points.
Color- and symbol-code this line.

i. Do the same for the recovery VO2 values (10 minutes) from your plotted
data points and draw a single line above the X-axis representing the line of
best fit of the recovery VO2 data. NOTE: The resting and recovery VO2
lines of best fit could be connected and may be about the same, as the average
VO2 values at rest and recovery may be very similar depending upon the subject.

j. If you have any “outlier” data (data points that don’t make sense) exclude these.
Simply circle these data points and label as “outliers”—do not include these data
points in your lines of best fit.

k. Using the Oxygen Deficit/EPOC slides from your lab presentation as a model (or
from your textbooks), plot the O2 deficit and the EPOC. Shade in these areas on your graph as two different colors. Be sure to use the actual VO2 line of best fit instead of the estimated VO2 line of best fit for your O2 deficit and the EPOC plotting.

LABORATORY FIVE QUESTIONS

1. Locate an article from a non peer-reviewed source (internet, magazine, etc) that talks about the EPOC in response to a specific type of exercise as a major contributor to weight loss. Then find 2 peer-reviewed sources that investigate the caloric expenditure during EPOC in response to similar exercise and discuss, using physiological justification, whether the peer-reviewed sources support or refute the article. You must cite you work, include a bibliography, include the abstracts of your peer reviewed sources, and include a copy of the non peer reviewed article.

2. How did the actual exercise VO2 compare to the subject’s estimated VO2? What does this indicate about your subject’s cardiovascular fitness level? What were possible reasons for this (e.g., including sources of measurement error)?

3. Tony Stark is pedaling a Monark cycle ergometer with a 3 kg resistance at 50 rpm for 1 minute. What is his work rate (power) in: a) kg-m/minute, and b) Watts? Please show all math (including what his actual work is with dimensions of the Monark cycle flywheel rim) using the example in your lab packet. Be sure to include proper units of measure, unit cancellations, and all mathematical work.