Consider the questions below

Question 1

I want 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?

\f6. (Submit a screenshot of your written or typed answer.) The fitness trainer wants to learn more about exercise habits of MATH 1P98 students. You will report your findings on the mean number of days that all MATH 1P98 students exercise for more than 20 minutes and whether it differs between females and males. Based on the results you have obtained from Questions 4 and 5, prepare a brief (no more than 34 of a single-spaced page, Times New Roman font size 12) report. This report should include three headings and should include any findings you think are noteworthy: Introduction (statement of problem, sample size, survey details, context, etc.), Results (report, summarize, and interpret the results of the confidence interval and hypothesis test), and Conclusions/Recommendations (inference on the population, limitations of study, recommendations to improve future study, etc.).. Filter the data so that you can separate the number of exercise days for female students and the number of exercise days for male students. (There is nothing to submit for this part.) . Use Excel to compute the summary statistics for each sample. Since you will use these values in calculations. write x and s with four decimals. For this part. submit only the completed table. . Identify whether the two samples are independent or dependent. Provide an explanation. . Use the sample data to construct a 95% condence interval by hand to estimate the mean difference of the exercise days between female students and male students. Show your work. including all calculations. . Check your answer for part d. using the Brock Excel calculator. Submit a screenshot of that sheet. including all input values and output results. Report the 95% condence interval with three decimal places. Interpret this condence interval in the context of the problem. . Does the condence interval suggest there is a difference between the number of days that female MATH 1P98 students exercise and the number of days that male MATH 1P93 students exercise? Explain how you know. If there is a difference. identify which group exercises on more days. on average. 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.Question 8 (2.3 from text): Figure 2 shows a l-DOF mass damper system. Displacement x is measured 'om an equilibrium position where the damper is at the \"neutral\" position. External force fa(t) is applied directly to mass m. a) Derive the mathematical model (equations of motion) of the mechanical system with position X as the dynamic variable. b] Derive the mathematical model (equations of motion) with velocity v(t) : bit) as the dynamic variable. I '_. b ~ - 0-. Figure 2: lDOF massdamper system