“If I drink coffee then I will feel more awake. Robert did not drink coffee. Robert does not feel awake.”  Which test does this enthymeme fail?    

Why is the dominant color of a website not usually the background color?

Part II (38 points): Class Size and Academic Skills Development (A) 15 points: You created a new, categorical version of the class size measure that organized children into three groups: those in small classes that enroll fewer than 16 students (coded 1); medium classes with 16-24 students (coded 2) and large classes with 25 or more students (coded 3). You conducted three ANOVAs using this three-level measure to explore class-size differences in fall and spring literacy achievement as well as the number of books a child has. In describing the post hoc results, use small class sizes as the statistical comparison group. In addition to describing the results of each ANOVA, are there any signs here of a potential link between class size and student learning? What’s the pattern? 

(C) 3 points: Because Earlham County Public School District has a financially diverse student population and the district is interested in equity, you are interested in whether the relationship between class size and literacy achievement depends on socioeconomic status. You conduct an ANCOVA regression analysis using a dummy variable to represent large classes of 25 or more students as your main predictor, SES, and the interaction between large class size and SES. Does the relationship between SES and literacy development depend on class size? If so, how? (Interpret the interaction term only.)

(B) 20 points: The district’s ultimate question is whether class size is associated with student learning in literacy. You conducted a regression within an Analysis of Covariance (ANCOVA) framework, focused on literacy achievement by using the fall reading score as a baseline covariate. In addition to your focus on the class size estimates, please be sure to also describe the covariate estimates.  

(C) 12 points: You started thinking that the class size variable might be somewhat restrictive, given that it collapses the original class size variable (A1DTOTGN) into only two categories. To understand whether the relationships might differ using A1DTOTGN you ran three correlations with SES, number of books a child has, and literacy test scores. What did you find?  

You may use your own reference material and online reference materials, but using a search tool that produces an AI response, searching for solutions online, sharing documents with others, or using AI is not permitted.   The Honorlock screen recording must remain active during the entire final exam.   Download the Final.zip containing three problems.  Complete the final exam programming portion as indicated within the problem documents.   Zip up your solutions to the programming problems as a collection of folders for each problem and upload the zip file to this question. Do not leave until the instructor verifies that your solutions have been uploaded. 

A high school wrestler presents with elbow pain and limited extension following a FOOSHing with a flexed elbow. There is posterior elbow swelling and point tenderness over the olecranon and medial epicondyle. Which injury is most likely?

Describe the difference in mechanism and when you would utilize each of the following interventions: Joint mobilization vs Joint Manipulation in the lumbar spine. PNF Rhythmic Stabilizations vs Slow Reversal Diagonals in shoulder rehab.

Excessive thoracic kyphosis can have effects up the spine, forcing the cervical spine to compensate by increasing its lordotic curve, which subsequently increases shear and compression loads on the T-Spine and C-Spine. This biomechanical link describes the thoracic spine’s influence on which postural dysfunction?