Enter the United States by Bus If you are a college student studying in the Midwest or Northeast parts of the United States, you may have heard of…

Enter the United States by Bus If you are a college student studying in the Midwest or Northeast parts of the United States, you may have heard of (or taken a ride on) Megabus. Its website announces that it is “the first, low-cost, express bus service to offer city-to-city travel for as low as $1 via the Internet.” Currently serving 50 US cities from five hubs (Chicago, New York, Philadel- phia, Pittsburgh, and Washington, DC), Megabus, according to Bloomberg Businessweek, “has fundamentally changed the way Americans—especially the young—travel.” A generation ago, Greyhound was a national icon for intercity travel. Unfortunately, as Americans fell more in love with cars and the cost of airfares dropped further, intercity bus ridership steadily decreased. Further, as inner cities, where the bus depots (terminals) were situated, decayed, bus travel became the travel mode of last resort. In 1990, Greyhound filed for Chapter 11 bankruptcy. Yet, the demand for medium-distance trips ideal for intercity bus travel did not go away. For some of the most traveled routes (such as between Chicago and Detroit and between New York and DC), the distance is too far for a leisurely drive but too close to justify the expense (and increasingly the hassle) of air travel. While Greyhound has been in decline, small, entrepreneurial bus operators, known as the “Chinatown buses,” emerged. They started by shuttling passengers (primarily recent Chinese immigrants) between Chinatowns in New York and Boston. Such niche operators quickly grabbed the attention of many college students. Despite four decades of decline, overall US intercity bus ridership spiked in 2006, the year when Megabus entered. Although Megabus is a brand-new, no-frills entrant into the US market, it is backed by the full strength of the second-largest transport firm in the UK, Stagecoach Group, which employs 18,000 people there. Founded in 1980 and headquartered in Perth, Scotland, Stagecoach not only operates buses, but also trains, trams, and ferries throughout the UK, moving 2.5 million people every day. It is listed on the London Stock Exchange, where it is a member of the FTSE 250. Megabus is a brand of Stagecoach’s wholly owned US subsidiary, Coach USA. Stagecoach is not a stranger to international forays, having previously operated in Hong Kong, Kenya, Malawi, New Zealand, Portugal, and Sweden. However, these opera- tions turned out to be lackluster and were all sold. For now, the sole international market it focuses on is North America (Megabus entered Canada in 2008). Although Megabus is clearly a late mover in North America, its future looks bright. So what allows Megabus to turn a declining national trend of bus ridership around? At least four features stand out. First, tickets are super cheap, starting at $1 (!). Megabus uses a yield management system, typically used by airlines, which offers early pas- sengers dirt-cheap deals and late passengers progressively higher prices. Although only one or two passengers per trip can get the $1 deal, even the “higher” prices are very competitive. In routes where it competes with Amtrak (the railway), Megabus costs about a tenth of Amtrak. All tickets have to be booked online. This not only elim- inates the expenses of maintaining ticket booths, but also attracts a more educated demographic group. Second, instead of using depots, Megabus follows the Chinatown buses by using curbside stops (like regular city bus stops) to board and disembark passengers. Interest- ingly, dumping the depot model not only saves a lot of money, but also makes Megabus more attractive, because passengers do not have to spend time in the typically poorly maintained (and sometimes filthy and unsafe) bus depots. Third, all Megabus coaches are equipped with Wi-Fi and power outlets, allowing the time on board to be more productive (or more fun). These features, which are sometimes not available even when flying first class, have made travel by bus totally cool to the online-savvy younger crowd. Among surveyed passengers, 37% said that Wi-Fi and power outlets were central to their decision to travel by Megabus. Finally, as gas prices and environmental consciousness rise, bus travel offers an unbeatable “green” advantage. At eight cents per mile, a bus is four times more fuel- efficient than a car. US curbside carriers, led by Megabus, have already reduced fuel con- sumption by 11 million gallons a year, equivalent to taking 24,000 cars off the road. While politicians like to talk about the “bright future” of high-speed rail and $10 billion has been budgeted to jump-start the new rail projects, not a single mile of high-speed rail tracks has been laid as of this writing. At the same time, Megabus has been charging ahead and carrying more than 13 million passengers since its entry, while requiring zero additional investment in infrastructure. Texas, Florida, and California are some of the markets it may enter soon. Given the cost and political headache to build new high-speed rail, Bloomberg Businessweek speculated: “The Megabus approach works so well, it may scuttle plans for high-speed rail.”

 

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I Want The Answers To Have The Same Meaning But Written Differently profile

1.Question

What demographic variables were measured at the nominal level of measurement in the Oh et al.(2014)study?

Answer:The demographic variabless measured at the nominal level include non-smoker,non-drinker,history of fracture,regular exercise and are considered nominal because can be describe by precentages, and mode.

2.Question

What statistic were calculated to describe body mass index(MBI) in this study?Were these appropiate?

Answer:Mean and standard deviation were the statistic used to calculated BMI.Because BMI is an interval-ratio variable,mean and stadard deviation are appropiate.

3.Question

Were the distributions of scores for BMI similar for the intervention and control groups?

Answer:The distribution of scores for BMI was similar for intervention and control groups because the mean and standard deviation were very similar.

4.Question

Was there a significant difference in BMI between the intervention and control groups?

Answer:There was not a significant difference in BMI between the intervention group and the control group.

5.Question

Bssed on the sample size of N=41,what frequency and percentage of the sample smoked?What frequency and percentage of the sample were non-drinkers(alcohol)?Show your calculations and round to the nearest whole percent.

Answer:

Frequency of participants who smoked=0+0=0

Percentage of participants who smoked=0%

Frequency of participants who were non-drinkers=20+20=40

6.Question

What measurement method was used to measure the bone mineral density(BMD) for the study participants?Discuss the quality of this measurement method and document your response.

Answer:The bone mineral density (BMD) was measurement by ratio/interval level.The mean and standard deviation equal central location and dispersion gives us the shape of the graph.

7.Question

What statics was calculated to determine differences between the intervention and control groups for the lumbar and femur neck BMDs?Were the groups significantly different for BMDs?

Answer:The statistic used to to determined the difference between the intervention and control groups for the lumbar and femur neck BMDs was the mean.The value between lumbar and femur neck does not show us a significant difference.

8.Question

The researchers stated that there were no significant differences in the baseline characteristics of the intervention and control groups(see Table 2).Are these groups heterogeneous or homogeneous at the beginning of the study?Why is this important in testing the effectiveness of the therapeutic lifestyle modification(TLM)program?

Answer: These groups are homogeneous,homogeneous scores are similar,and heterogeneous scores are diferent having a wide variation.This was a key factor because if the groups were heterogeneous the the data results would have been broader and more detailed.I feel as if if we compared the groups with similarities in the beggining, then this allows the results to be more profound when all is concluded.

9.Question

Oh ET AL.(2014,P.296)stared that adherence rate to the TLM program was 99.6%.Discuss the importance of intervention adherence,and document your response.

Answer:The adherence rate was almost at 100% during the 2 week time period.If the adherence rate would have ben less then the significance and importance of the results would have declined significantlly.I would not put in question the data results as they 99.6% for adherence and the group showed increase.I believe the TLM program is effective.

10.Question

Was the sample for this study adequately described?

Answer:Yes, the sample was adequate, the group showed that the program worked, the program consisted of a mix of individuals and even though it functioned well, I believe if the study was done with more individuals and done at longer intervals, then it would indicate and show more accurate results.

 

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Sexual Assault in High Schools

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Discussion Question Guidlines

Refer to the assigned reading, “Guidelines for Writing Learning Objectives.” How do health providers design educational programs to clearly articulate objectives to engage both patients as well as families?

Requirements 125 words no plagirism and by tomorrow at 12:00 pm     Measurable Behavioral Learning Objectives  Clear and measurable behavioral learning objectives are the foundation for planning an educational activity.  Here are some guidelines to assist with this process. Learning objectives use an active verb to specify the behavior change you expect to be able to measure as a result of the learning.   A learning objective is measurable when the participant can perform a task (list) identified in the learning objective.    An example of a clear and measurable learning objective is:  The participant will:   “List two nonsteroidal anti-inflammatory agents used in the treatment of rheumatoid arthritis”.  An example of an unmeasurable objective is:  The participant will:   “Increase his/her knowledge of anti-inflammatory agents used in the treatment of arthritis.”  “Increase knowledge” can not be directly demonstrated, therefore it is not a measurable objective. The words “know” and “understand” are not measurable verbs.  When planning how to achieve the purpose of the class, ask yourself:  1. What do I want the participants to accomplish/learn?  2. How will the participants demonstrate that the desired information has been learned?   3. What verb (see samples listed below) will I use in the objective to indicate what the  participant will do to demonstrate information learned?  Use of an Action Verb  The verb should correspond with what opportunities are given for the participants to demonstrate the newly learned information. For example, if your objective contains the verb discuss, then there must be opportunities for the participant to discuss (one of your teaching methods must include “discussion”). Following is a list of the six levels of cognitive learning with some of their accompanying verbs which are used when writing learning objectives.  KNOWLEDGE COMPREHENSION APPLICATION (to recall facts) (to understand) (to apply concepts/demonstrate skills) Identify List Define Label Match Name Describe Locate Discuss Give examples Explain Paraphrase Perform Demonstrate Use Practice Construct Operate       Guidelines for Writing Learning Objectives  ANALYSIS SYNTHESIS EVALUATION (use information/make connections) (formulation) (judgment) Diagram Examine Analyze Compare/contrast Differentiate Formulate Categorize Design, plan Organize Prepare Rate Evaluate Appraise Revise Interpret   Use of an Action Verb for Affective/Attitude Categories  Here are affective or attitude categories with some verbs and examples: Receiving Phenomena: Awareness, willingness to hear, selected attention. Listen to others with respect. Listen for and remember the name of newly introduced people.  Responding to Phenomena: Active participation on the part of the learners. Attends and reacts to a particular phenomenon. Participates in class discussions. Gives a presentation. Questions new ideals.  Valuing: The worth or value a person attaches to a particular object, phenomenon, or behavior : Demonstrates belief, is sensitive towards  Organization: Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating a unique value system. The emphasis is on comparing, relating, and synthesizing values.  Internalizing values (characterization): Has a value system that controls behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are concerned with the student’s general patterns of adjustment (personal, social, emotional). discriminates, displays, influences, listens, modifies, performs, practices, proposes, qualifies, questions, revises, serves, solves, verifies.  Use of an Action Verb for Psychomotor Categories  Here are some psychomotor (skill) categories and examples: Imitation: Observing and patterning behavior after someone else. Performance may be of low quality. Example: Copying a work of art.  Manipulation: Being able to perform certain actions by following instructions and practicing. Example: Creating work on one’s own, after taking lessons, or reading about it.  Precision: Refining, becoming more exact. Few errors are apparent. Example: Working and reworking something, so it will be “just right.”    Articulation: Coordinating a series of actions, achieving harmony and internal consistency. Example: Producing a video that involves music, drama, color, sound, etc.  Naturalization: Having high level performance become natural, without needing to think much about it Examples: Michael Jordan playing basketball, Nancy Lopez hitting a golf ball, etc. ning Objectives.” How do health providers design educational programs to clearly articulate objectives to engage both patients as well as families?

 

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