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EdPsych/Psych/Soc 589 Applied <a href="/keyword/categorical-data-analysis/" >categorical data analysis</a> C.J. Anderson Homework 2 Due Thursday Feb 12, 2008 1. Problem 2.19, p 59 60 of Agresti (2007). 2. Problem 2.27, p 62 of Agresti (2007). Note: To nd the adjusted residuals using SAS/GENMOD, see page 333 in the text and/or lecture notes. 3. Problem 2.30, p 62 63 of Agresti (2007). 4. Below is a cross-classi cation of <a href="/keyword/coronary-heart-disease/" ><a href="/keyword/coronary-heart/" >coronary heart</a> disease</a> (CHD) by co ee consumption. The data are from a case-control study of 66 CHD cases and 85 unmatched control cases. Co ee Use Heavy Other CHD cases 40 26 66 non-cases 35 50 85 (a) Analyze these data using methods covered in lecture and/or the text. (b) Supposing that this is a relationship between CHD and co ee usage, Can we conclude that co ee usage causes/prevents <a href="/keyword/coronary-heart-disease/" ><a href="/keyword/coronary-heart/" >coronary heart</a> disease</a> ? What other variable(s) may explain or account for the observed relationship.

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University of Illinois, Urbana Champaign - PSYC - 490

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C &I 235 Content Area Applications of Educational Technology(Tentative) SyllabusMath Section, Spring 2004 Wohlers Instructional Computing Site (Wohlers Hall Room 70A) Tuesday: 8:00 10:50A.MCourse Description C&I 235 is designed to help you build

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C&I235 Spring 2004Name _Assignment 2: NCTM Technology Principle and E-example 7.5Part I. NCTM Technology Principle Reflect on the issues presented on the NCTM Technology Principle and answer the following two questions. There are no right/wrong

University of Illinois, Urbana Champaign - CI - 235

C&I235 Spring 2004Assignment 1: Warm-upName _There are four representations of a linear function algebraic, graphical, tabular, and verbal. In this project well focus on the algebraic and graphical representations. Specifically, a linear funct

University of Illinois, Urbana Champaign - CI - 235

C&I235 Spring 2004Assignment 3: Excel Activity(Due on March 19, 2004 by 5 P.M.)Name _Reflect on the Excel activity we did in class and answer the following questions. There are no right/wrong answers. Just write down what you think based on yo

University of Illinois, Urbana Champaign - CI - 235

C&I235 Spring 2004Exploring Linear Functions Using ExcelCreating scroll bars and setting their properties 1. In cell A1, type a title something like Exploring linear functions y = m x + b. 2. In cell A2, type Coefficient. Also type Value in cell A

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1Hackman , D., Russell, F. S., & Elliott, R. J. (1999). Making administrative internships meaningful. Planning and Changing, 30 (1), 2-14.MAKING ADMINISTRATIVE INTERNSHIPS MEANINGFUL By Donald Hackman, Faith S. Russell, and Robert J. Elliott The

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Grey, Teresa I. (2001, May). Principal Internships: Five tips for a successful and rewarding experience. Phi Delta Kappan, 82 (9), 663-665.Principal Internships Five Tips for a Successful and Rewarding ExperienceBy TERESA I. GRAY Learning is best

University of Illinois, Urbana Champaign - EOL - 464

Rooney, J. (2000, September). Survival skills for the new principal. Educational Leadership, 58 (1), 77-78.Survival Skills for the New PrincipalBy Joanne RooneyNew school leaders need to identify and avoid some common pitfalls. Each year, the wor

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1Supovitz, J. A. (2000, November). Manage less, lead more. Principal Leadership, 1 (3), 14-19.Manage Less, Lead MoreBy Jonathan A. SupovitzInstructional improvement is the mantra of school reform today. Distributed leadership practices can hel

University of Illinois, Urbana Champaign - EOL - 464

APPLICATION FOR ENROLLMENT IN EOL 464: THE CLINICAL EXPERIENCE Admission to this course does not guarantee departmental recommendation for certification. Separate evaluations are made by members of the Area Certification Committee at the close of a s

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EOL 464: Clinical Experience Portfolio Completion Checklist( ) Portfolio Cover. Portfolio materials contained in three-inch or four-inch ring binder with label affixed to the spine reporting:Candidates Name Course Number Completion Date Faculty Su

University of Illinois, Urbana Champaign - EOL - 464

University of Illinois at Urbana-ChampaignDepartment ofEducational Organizationand LeadershipCollege of Education1310 South Sixth Street Champaign, IL 61820217 333-2155Criminal Background CheckPolicy adopted by the Council on Teacher Ed

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EOL 464: Directed Field Experience in AdministrationGeneral Agreement FormIt is hereby agreed by and between _ (Site Supervisor, Title) _ and _ (Location) (Certification Candidate) that said candidate will observe and participate in a variety of a

University of Illinois, Urbana Champaign - EPS - 201

University of Illinois at Urbana-Champaign College of Education Department of Educational Policy Studies EPS 201/202 FOUNDATIONS OF AMERICAN EDUCATION Spring 2009 Jeanne Connell, Ph.D. 375 Education Building, 1310 S. Sixth Street Champaign, IL 61820

University of Illinois, Urbana Champaign - CI - 335

Creating Web Pages with Microsoft FrontPage1. Page Properties1.1 Basic page information Choose File Properties. Type the name of the Title of the page, for example Template. And then click OK. Short cut: Right-click the mouse and click Page Propert

University of Illinois, Urbana Champaign - CI - 335

ePort Self-evaluation ChecklistThe following is a list of the major tasks covered in class. For each task, a true understanding includes learning the concept and skill. Now go through the list and see what you already learned and what you missed out

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University Primary School Expanding Our Horizons: Investigating Music and MeasurementWho Measures What in Our Neighborhood?K-1 ClassroomPhase 1How long is the carpet?How deep is the puddle?Teachers planned for the project by brainstorming

University of Illinois, Urbana Champaign - CURRICULUM - 2002

University Primary School Expanding Our Horizons: Investigating Music and MeasurementStudying MusicPreschool ClassroomPhase 2Instruments, people, music and answers to our questions!Students are introduced to the Jang-gu, a Korean drum.NW pl

University of Illinois, Urbana Champaign - CURRICULUM - 2002

University Primary School Expanding Our Horizons: Investigating Music and MeasurementWho Measures What in Our Neighborhood?K-1 ClassroomPhase 2 - InquiryPursuing Our Questions Data Collection, Analysis, and Synthesis, and EvaluationThe meteor

University of Illinois, Urbana Champaign - CURRICULUM - 2002

University Primary School Expanding Our Horizons: Investigating Music and MeasurementWho Measures What in Our Neighborhood?K-1 ClassroomEvaluation, Reflection, and AssessmentThe classroom environment enables children to demonstrate what they kn

University of Illinois, Urbana Champaign - CURRICULUM - 2002

University Primary School Expanding Our Horizons: Investigating Music and MeasurementWho Measures What in Our Neighborhood?K-1 ClassroomProject ObjectivesThere are two different types of objectives articulated and identified in this project ent

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University Primary School Expanding Our Horizons: Investigating Music and MeasurementStudying MusicPreschool ClassroomEvaluation, Reflection, and AssessmentThe criteria for developing high quality project investigations include making sure that

University of Illinois, Urbana Champaign - CURRICULUM - 2002

University Primary School Expanding Our Horizons: Investigating Music and MeasurementStudying MusicPreschool ClassroomProject ObjectivesThere are two different types of objectives articulated and identified in this project entitled, Studying Mu

University of Illinois, Urbana Champaign - CURRICULUM - 2002

University of Illinois, Urbana Champaign - CURRICULUM - 2002

University Primary School Expanding Our Horizons: Investigating Music and MeasurementStudying MusicPreschool ClassroomMusic CalendarStep-by-Step Lessons Phase 11 Opening Event Teacher shares a story about going to the ballet and listening to m

University of Illinois, Urbana Champaign - CURRICULUM - 2002

University Primary School Expanding Our Horizons: Investigating Music and MeasurementWho Measures What in Our Neighborhood?K-1 ClassroomPhase 3Sharing Results, Findings, and UnderstandingsStudents share what they have learned with their paren

University of Illinois, Urbana Champaign - CURRICULUM - 2003

University Primary School How to Stay Safe and Well: Queries into Food and FireExploring Fire SafetyPreschool ClassroomPhase 1A parent donated a pop-up fire truck to use in the dramatic playroom as we began the fire safety project.The topic

University of Illinois, Urbana Champaign - CURRICULUM - 2003

University Primary School How to Stay Safe and Well: Queries into Food and FireExploring Fire SafetyPreschool ClassroomEvaluation, Reflection, and AssessmentThe classroom environment enables children to demonstrate what they know through a vari

University of Illinois, Urbana Champaign - CURRICULUM - 2003

Expanded Food Questions (Students further explained what they wanted to know about food.) 9/10/02 BSH: How do you chew up food without it going into your stomach? What if you chew food and you don't like it? You might have to spit it out. BH: VM: How

University of Illinois, Urbana Champaign - CURRICULUM - 2003

Student Dictated Script Eating the Right Amount of Food N Narrator N: We interviewed a nutritionist and asked in her opinion what was the biggest problem in nutrition. She felt the problem was the amount of food that people eat. Some people eat too

University of Illinois, Urbana Champaign - CURRICULUM - 2003

University Primary School How to Stay Safe and Well: Queries into Food and FireWhats to EatA Close Look at Food Around Our SchoolK-1 ClassroomEvaluation, Reflection, and AssessmentThe classroom environment enables children to demonstrate what

University of Illinois, Urbana Champaign - CURRICULUM - 2003

University Primary School How to Stay Safe and Well: Queries into Food and FireWhats to EatA Close Look at Food Around Our SchoolK-1 ClassroomPhase 3Sharing Results, Findings, and UnderstandingsStudents give a puppet show entitled "The Hungr

University of Illinois, Urbana Champaign - MSE - 280

Example Exam QuestionsExample Exam Questions Note: You must show all work to receive full credit. The number of questions here does not reflect the actual length of the exam. Periodic table will be provided for all exams. Introduction Describe one

University of Illinois, Urbana Champaign - MSE - 406

Forces Needed to Move Dislocations(D.D. Johnson 4/99)Consider a cube volume element where a length of dislocation is along the intersection of two sides of cube. The dislocation line vector, u, and the direction of the Burger's vector, b, are indi

University of Illinois, Urbana Champaign - MSE - 406

Metals and Polymers: Stress-Strain and Visco-Elastic Responses Polymers: Stress-Strain Responsebrittleplastic YS = stress-max (necking) TS = fracture pointelastomerPMA polymethyl methacrylateType of polymer matters Strain-rate dependent Te

University of Illinois, Urbana Champaign - MSE - 406

Displacement and Stress Fields in Edge Dislocations(D.D. Johnson) 4/99Displacement and stress fields around edge dislocations are more complicated that with screw dislocations, because both hydrostatic and shear stress components are present. The

University of Illinois, Urbana Champaign - MSE - 406

Effects of Symmetry on C and SD.D. JohnsonGenerally, in contracted notation, we found that the Generalized Hooke's Law could be written in the form, when carefully defining the strains. 1 C11 C12 2 C 21 C 22 3 = C 31 C 32 4 C 4

University of Illinois, Urbana Champaign - MSE - 406

MatSE 306D.D. JohnsonDisplacements and StrainsDisplacement and Strain at a Point Displacements of points in a continuum result from rigid-body translations, rotations, and deformations. Deformations of a solid may be caused by dilation (change i

University of Illinois, Urbana Champaign - MSE - 406

MatSE 306 D.D. JohnsonDirection Cosine Matrix and Rotation MatricesVector A vector is given properly in terms of it components within a given set of coordinate axes, e.g., cx c = cx + cy + cz = cy . i i i cz Magnitude of vector: the D

University of Illinois, Urbana Champaign - MSE - 406

Non-isotropic, Linear Elastic BehaviorGeneralized Hooke's LawD.D. Johnson ij = C ijkl klC is the stiffness tensor symmetric 2nd ranked tensors 4th ranked tensorsSimilarly, ij = Sijkl klS is the compliance tensorS is the inverse of C.

University of Illinois, Urbana Champaign - MSE - 406

States of Stress in 3-DimensionsD.D. JohnsonSee also reference books like Dieter, Mechanical Metallurgy; Caddell, Deformation and Fracture of Solids, as well as others listed on the web pages. Z Let Area(ABC)= A. = principal stress acting normal

University of Illinois, Urbana Champaign - MSE - 406

State of Stress in Two Dimensions (Plane Stress)D.D. Johnson 1/01 (adapted from Dieter)Stress on an oblique plane in two dimensions. Z is small. Sx and Sy are total components of stress in x and y directions, respectively, that act on the inclined

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Force needed to increase Dislocation Line and Grow/Shrink Dislocation Loop(D.D. Johnson 4/29/00)If a dislocation moves a distance x, the top half of the crystal can be imagined to be displaced with respect to bottom x half by b , where b= Burger

University of Illinois, Urbana Champaign - MSE - 406

Materials Selection and DesignFor selection, one must establish a link between materials and function, with shape and process playing also a possibly important role (now ignored.) Materials AREAS OF DESIGN CONCERN Attributes: physical, Function- sup

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University of Illinois, Urbana Champaign - MSE - 406

Fact SheetMATSE 306Thermal and Mechanical Behavior of MaterialsStresses: Normal stressn =Fn AShear (Tangent) Stress kgm-2 = t =PSI 14.6 14.2 1Ft AUnits of Stress: PSI, Nm-2 (Pa), MNm-2 (MPa) , MNm -2 (MPa) kgm -2 1 10.2 0.098 1 0.0

University of Illinois, Urbana Champaign - MSE - 406

Stresses using the "Method of Sections"(D.D. Johnson 3/99, adapted from Hertzberg and Dieter)For a cylinder, like a soda can, fuel line, or storage tank, the major stresses relevant to possible failure modes may be determined by making the usual "

University of Illinois, Urbana Champaign - MSE - 406

Interpretation of Compliance & Stiffness Tensor Elements In Cubic Materials D.D. Johnson 3/3/00 By comparing anisotropic Hooke's Law and results from isotropic, linearly elastic case, we know for isotropic case that C11 = + G, C12 = , and C 44 = G ,

University of Illinois, Urbana Champaign - MSE - 406

Compliance for General [hkl] Plane D.D. Johnson, 3/1/00 For a CUBIC material, the compliance for any given [hkl] plane is:1 = S11 2 (S11 S12 ) S44 a n12a n 2 2 + a n12a n 32 + a n 2 2a n 32 , E[ hkl ] 2 1where the direction cosines are:[

University of Illinois, Urbana Champaign - MSE - 406

Energy of Screw, Edge, and Mixed Dislocation(D.D. Johnson 4/99)The main thing to connect picture and strain in Screw Dislocation into its energy is to unroll the "cylinder" around the core defining the dislocation. Note that the central core of d

University of Illinois, Urbana Champaign - MSE - 280

Simple example of Matrix Approach D.D. Johnson, pg.1 0 1 0 Consider the Matrix M = 1 0 0 . 0 0 0What are the eigenvectors (Principal Axes) and eigenvalues (Principle Values, like stress if M was a stress or strain tensor)? Note: If M was stre

University of Illinois, Urbana Champaign - MSE - 406

MatSE 306D.D. JohnsonScalars, Vectors and TensorsScalars (Volume, density, ) These are independent of coordinate axis. Invariant.Vectors (Forces, electric fields, magnetic fields, .) We have seen that vectors transform via direction cosines, h

University of Illinois, Urbana Champaign - MSE - 406

Example of 2-D Mohr's Circle See Meyers & Chawla, example 2.7 350 70 = MPa . 70 210 Using Mohr's Circle, determine the principal stresses, maximum shear stress and their angle with given direction.Known stress state: Note 1) Be careful about ro

University of Illinois, Urbana Champaign - MSE - 406

Average Distance between Arrayed Dislocations(D.D. Johnson 4/26/00)Dislocations in metals never occur in a completely isolated manner. They form irregular arrays with mean density . The density is derived as the total length of dislocation line pe

University of Illinois, Urbana Champaign - MSE - 485

Simulation of Polymers Physics of polymers MD of polymers? MC methods Lattice models Reptation Monte Carlo Rosenbluth growth methods Pivot methodComputer simulation methods for polymer physics Kurt Kramer in MC and MD in Condensed Matter Sys

University of Illinois, Urbana Champaign - MSE - 485

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University of Illinois, Urbana Champaign - MSE - 4

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University of Illinois, Urbana Champaign - MSE - 485

~ | Q9&vg$kv$gd v| v ~ | ~ kk1v|} v| f ~ | k}~ Y| v| { Q d x fg g}r D 4 W gg gg}Q}rxv&}| }kd QDg vv YxdY$xYYG}Gz | { ~ | ~ { 9 } 4r $Q Y vY rQ gWddr~

University of Illinois, Urbana Champaign - MSE - 485

w s f v w f s w @ uw df 2 uw C uwuf $2v $f Q t @C CQ vwt usv vs $wf v vwe s wtv wv $y us f y v d t@ @ ds w8w $d t w d t 8w wu V6uw C$fv (Ct wvf s t$dv & A v d u V8uts v wd$t @$wf V s2 uwt vf us@ s uwf yuy w u vs ut s 2 w@dw $wf df $w

University of Illinois, Urbana Champaign - MSE - 485

Statistics FormulasTable 1: Names and formulas for statistical quantities. The rst column lists the exact denitions, with exact quantities given by capital letters. The second column indicates how the formulas are used in practice, when only a nite