5yd 425.5 cm

2.5 qt 2.4 L.

1.5 gal 35 c.

0.500 mL = 0.005 L

Given the analysis performed so far, the Senior Consultant on the engagement understands that there would be an average number of days from the date the change is opened until the date the change is closed for High risk Regular changes and an average number of days from the date the change is opened until the date the change is closed for High risk Emergency changes in the change management work flow system.  For changes opened in September, based on the average number of days open, how much longer (in days) are High risk Emergency changes open in the change management workflow system compared to High risk Regular changes?   The Senior Consultant on the engagement informs you that a calculation of DATEDIFF(‘day’,[Change Opened],[Emergency Change Closed Date],’sunday’) can be helpful, along with other calculations created, in addressing the question.  (Round your answer to the nearest whole number)

Of the Emergency changes opened during the months of January through June, which application had 15.15% of those changes? [applicationname]

Here is a Language Sample for a 3 year; 4 month old boy.  Use the language sample to answer all three of the following questions: [1]  Calculate the child’s MLU.  (Show your work to earn partial credit.) [2]  List ALL examples of Brown’s grammatical morphemes you observe in the child’s language. [3]  Which of Brown’s stages do you think this child is in? Give a reason why you chose this stage.   Language Sample (c=child; SLP=clinician) SLP:  Here’s the playdough.  What are you making? C:      A pizza SLP:  A pizza?  How do you make a pizza? C:      You gotta make it flat C:      Like this SLP:  Is that the crust? C:      Yeah C:      Now do some cheese. SLP:  What about the sauce? C:      Oh yeah C:      I forgotted about sauce SLP:  You can’t forget the sauce. C:      Spread it on like this C:      Now we can do cheese SLP:  Now we can sprinkle the cheese on the pizza. C:      Here are little pieces SLP:  Oh, that’s good for the cheese. C:      Ok good SLP:  What do we need now? C:       Toppings SLP:   What kind of toppings should we make? C:       The circle ones SLP:    You mean pepperoni?  How do we make them? C:        Like this and smash it SLP:    Ok, so I roll it in a ball and then…What happened to the pizza? C:       I smashed it

Which of the following considerations are important when working with multilingual and multicultural clients? Choose three.

What are key differences between BICS and CALP? Choose two

What should be considered when diagnosing a potential communication disorder in a multilingual client? Choose three