Consider the following Questions

Question 1

1want to ask something about cerebrovascular accident (CVA). Can you please tell me how we can rapidly pinpoint the exact anatomical site of the neurological deficit using physical findings in the emergency room?617021

Question 2

Why do you treat dissection of the carotid artery with an anticoagulant

in the acute management of stroke secondary to dissection? To me this

seems paradoxical as it would increase the severity of dissection.

Question 3

Last week, in a neurology viva, I was asked about the indications for

heparinization in patients with a stroke. I want to know when I can stop

heparin and what test I should use for assessing its therapeutic range.

Question 4

Has heparin a role in the management of acute ischaemic stroke not

accompanied by atrial fibrillation?

Question 5

1. In the treatment of a stroke, does low-molecular-weight heparin

(LMWH) have an advantage over heparin?

2. In an ischaemic stroke in evolution, for how long should heparin be

administered?

Question 6

Can streptokinase be used in acute cerebral infarction and, if so, what is

the dose?

Question 7

There seems now to be a consensus about starting aspirin therapy in

acute ischaemic strokes as early as possible. Why has this changed from

Question 8

I understand that a loading dose of clopidogrel 600-900 mg can be given

to ischaemic stroke in evolution and can stop the evolving deficit. Would

you agree?

Question 9

Is there any rationale for giving patients with recurrent strokes a

combination of aspirin and anticoagulant?

Question 10

1. Does a dipyridamol-aspirin combination have any superiority over

aspirin alone in the secondary prevention of a stroke?

2. Is an aspirin plus anticoagulant combination superior to a dipyridamol?

aspirin combination in the treatment of recurrent ischaemic stroke not controlled by aspirin alone?

2. Write a program that uses parallel arrays to keep track of 5 courses. Each course will have a discipline code (like MTH or CS), a course number (use only integers), and a course title (like "Computer Science I"). There should be 5 functions: 1. intro ( ) - instructions about what is coming up 2. void fillCourses( ..... with parameters for the 3 arrays .... ) 3. int courseSearch( .... with parameter for the titles array and for a course title .... ) - the function returns -1 if the course title is not found; otherwise, it returns the element number of the array where the course title was found (There should be a prompt and input in the main() function, where the user enters a course title.) 4. void showCourses( .... with parameters for the 3 arrays ... ) 5. void showOneCourse( ... with parameters for the 3 arrays and for the element number of where the course searched for is found) - displays the discipline and course number of the course searched for. I SAMPLE RUNS:Part C: Exercise Your classmates were invited to complete a MATH 1P98 student survey. In this last part of the assignment, you will work with the results from that survey. Students were asked, "How many days in a week do you exercise for more than 20 minutes?". Students could choose to respond between 0 days to 7 days. See the Excel sheet "Assignment 3 - Survey" given in in the "Written Assignment 3" folder on Sakai for the responses. 4. (Submit a screenshot of your written or typed answer.) A fitness trainer is interested in finding out the true mean number of days that MATH 1P98 students exercise in a week. The trainer claims that the mean number of days in a week that MATH 1P98 students exercise for more than 20 minutes is 3.5 days. Test this claim at the 0.05 level of significance. a. State the null and alternative hypotheses. Indicate the significance level. b. Identify the test statistic you will use. Are the requirements needed to use that test statistic satisfied? Explain. (Hint: How do you decide between using z or t? Check if the data follows a normal distribution and/or sample size.) c. Use Excel to obtain any sample statistics necessary to calculate the test statistic. (You do not need to submit the Excel sheet.) Then, calculate the test statistic by hand. Show your work. d. Use the Brock Excel calculator to check your answer for part c. Submit a screenshot of that sheet, including all input values and output results. e. Write the critical value(s) used for this test. Compare your test statistic to explain whether or not the null hypothesis is rejected. f. Write a concluding statement that addresses the fitness trainer's claim. 5. (Submit a screenshot of your written or typed answer.) A fitness trainer is interested in finding out if there is a difference between the mean number of days that female MATH 1P98 students exercise and the mean number of days that male 3 MATH 1P98 students exercise. When completing the survey, respondents could self-identify their gender. Students without a response in the Gender column either preferred not to answer or self-identified differently from "female" or "male". Because the focus of this study is interested in comparing exercise days between female and male students, we will only consider the exercise data available for the n, = 185 students who identified as female and the n2 = 236 students who identified as male." nocobb. blackboard.com Home - Northem Elites Community College - Luminis Platform 60 QUESTION Take Test: Micro Chipter i Questions - Spring 2014.. 1. A Cul In Spearmint Spending, A Oncronus In Ine. The school of economic thought which argues that through tax reductions, and doregulation, goverment cechon the proper Incentives for the private sector to increase aggregate supply is known as the national expectations school supply-side school. O new classical school. QUESTION S points Savo Anmerge The marginal propensity to consume movumes the ratio of the: O merge amount of our income that we spend O average amount of our savings that we spend. () change in consumer spending to a change in money holdings. O) change in consumer spending to a change in interest rates. O change in consumer spending to a change in income. QUESTION 9 1 points Save Answer The marginal propensity to save is O the change in suning divided by the change in income. @ the change in income divided by the change in saving O uning divided by income. O) came divided by saving saving divided by oowumption. I points Sauce Answer QUESTION 10 The Loffer curve is a graph of the relationship between tax rates and: total the moveruns O poremant spending "Neck Save and Submit to wive and submit. CNick Save All Anmeers to save all answers, Save A Arwen Save and Submit MacBook AirPlatform 5.0 Than Test: Macro Chapter 11 dumbions - QUESTION 1 1, A Cut in Government Spending, A Promise In inc., | Cups Blackboard Help 1 points Keynesian economists "Tax outs. by providing incentives to work, save, and invest, will rise employment and loveor the price lovel. " This argument is made by the supply-side economists. daniel economists QUESTION 2 1 points Same Ar A government spending and taxation policy to achieve macroeconomic goals is known and: countercyclical policy fiscal policy. 1 monetary policy O a balanood budgot presidential diservion. QUESTION 3 1 points Bove Am According to supply side fiscal policy, reducing tax rates on wages and profits will () create damand-pul inflation. 1 lower the price level but may trigger a recession. moult in slaglation Th reduce both unemployment and inflation. QUESTION 4 1 points Save Arow To combat a reaction, Keynesian fiscal policy recommends: )an increase h government spending an increase in takes and a decrease in government purchases to balance the budget. a reduction in both taxis and government spending. i points Saer Are QUESTION S The wim of the marginal propentity to consume (MPC) and the marginal propensity to save (MPS) chars equals: Crick Have and Submit marred and submit. Click Save All Anagers to saw all answers. Save and Subm MacBook AirSQL Questions: Write the following SQL queries: 1. Print the names of professors who work in departments that have fewer than 50 PhD students. 2. Print the name(s) of student(s) with the lowest gpa. 3. For each Computer Sciences class, print the cno, sectno, and the average gpa of the students enrolled in the class. 4. Print the course names, course numbers and section numbers of all classes with less than six students enrolled in them. 5. Print the name(s) and sid(s) of the student(s) enrolled in the most classes. 6. Print the names of departments that have one or more majors who are under 18 years old. 7. Print the names of students who are taking both a Computer Sciences course and a Mathematics course. 8. For each department that has one or more majors with a GPA under 1.0, print the name of the department and the average GPA of its majors