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Dimas [21]
3 years ago
11

The ________ can be directly attributed to the digital divide, because differential ability to access the internet leads directl

y to a differential ability to use the knowledge found on the Internet.digital divide
knowledge gap
feminist perspective
e-gap
Social Studies
1 answer:
fiasKO [112]3 years ago
6 0

The knowledge gap can be directly attributed to the digital divide because the differential ability to access the internet leads directly to a differential ability to use the knowledge found on the Internet. The hypothesis of knowledge gap is that people with higher socioeconomic status get the information presented by mass media faster than those with lower socioeconomic status. As a result, this marks a difference between these two segments of society.

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expeople1 [14]

Answer:

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Explanation:

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7 0
3 years ago
Read 2 more answers
If you take a non-English or oral test, you must also complete an additional test of your ability to recognize the meaning of co
Alona [7]

Yes, this statement is true.

What is the purpose of the point count system?

When a driver may be prosecuted for being a Negligent Operator of a Motor Vehicle, the point count system is intended to warn them. If you are in an accident and cannot demonstrate that you are financially responsible, your license will be suspended (insurance).

What is the importance of learning the meaning of traffic signs?

Drivers and other road users can learn useful information from traffic signs. They serve as reminders of the laws that are intended to keep you safe and assist in conveying to drivers and pedestrians messages that can help keep the peace and lower the number of accidents. It can be risky to ignore them.

Learn more about traffic signs: brainly.com/question/11855814

#SPJ4

8 0
2 years ago
Mention any three characteristics of development.
Scilla [17]

Explanation:

There are different characteristics of development. These are:

1. It is a continuous process.

2. It follows a particular pattern like infancy, childhood, adolescence, maturity.

3. Most traits are correlated in development.

4. It is the result of interaction of individual and environment.

5. It is predictable.

6. It is both quantitative and qualitative.

7. Different individuals have different growth pattern.

There is interrelationship between growth, development and reproduction in the maintenance of life. All three biological processes takes place depending on others. Early reproduction affects the growth and development of an individual.

3 0
3 years ago
¿Los estereotipos culturales podrian afectar la interrelación entre las y los estudiantes que asisten al encuentro? ¿por que ?
Ann [662]

La respuesta correcta a esta pregunta abierta es la siguiente.

Desafortunadamente la pregunta no mencionada el tipo de encuentro ni el lugar, pero podemos comentar lo siguiente.

Los estereotipos culturales podrían afectar la interrelación entre las y los estudiantes que asisten a un encuentro ya que influyen de manera directa en la percepción que tendrán los estudiantes de los demás compañeros asistentes.

Un estereotipo es una imagen preconcebida que distorsiona la realidad. Y esto claramente afecta porque antes de conocer a tus compañeros asistentes, los puedes estereotipar por clase social, raza, o lugar de procedencia.

Por ejemplo, un grupo de estudiantes de una escuela privada conocida por ser de nivel social alto, y por ende cara, puede estereotipar a los alumnos de una escuela pública, al que asisten alumnos de nivel social bajo y sus alumnos no hablan ni visten como los de la escuela privada.

Así que lo importante no es estereotipar, sino llevar una mentalidad abierta para conocer a los compañeros. Y hasta no haberlos conocido y hablado con ellos, tener una opinión más certera.

3 0
3 years ago
How to put survival in study when subjects are added in 10 months period?
Evgen [1.6K]
Learning Objectives

After completing this module, the student will be able to:

<span>Identify applications with time to event outcomesConstruct a life table using the actuarial approachConstruct a life table using the Kaplan-Meier approachPerform and interpret the log rank testCompute and interpret a hazard ratioInterpret coefficients in Cox proportional hazards regression analysis</span>

Time to Event Variables

There are unique features of time to event variables. First, times to event are always positive and their distributions are often skewed. For example, in a study assessing time to relapse in high risk patients, the majority of events (relapses) may occur early in the follow up with very few occurring later. On the other hand, in a study of time to death in a community based sample, the majority of events (deaths) may occur later in the follow up. Standard statistical procedures that assume normality of distributions do not apply. Nonparametric procedures could be invoked except for the fact that there are additional issues. Specifically, complete data (actual time to event data) is not always available on each participant in a study. In many studies, participants are enrolled over a period of time (months or years) and the study ends on a specific calendar date. Thus, participants who enroll later are followed for a shorter period than participants who enroll early. Some participants may drop out of the study before the end of the follow-up period (e.g., move away, become disinterested) and others may die during the follow-up period (assuming the outcome of interest is not death).

In each of these instances, we have incomplete follow-up information. True survival time (sometimes called failure time) is not known because the study ends or because a participant drops out of the study before experiencing the event. What we know is that the participants survival time is greater than their last observed follow-up time. These times are called censored times.

Censoring

There are several different types of censoring. The most common is called right censoring and occurs when a participant does not have the event of interest during the study and thus their last observed follow-up time is less than their time to event. This can occur when a participant drops out before the study ends or when a participant is event free at the end of the observation period.

In the first instance, the participants observed time is less than the length of the follow-up and in the second, the participant's observed time is equal to the length of the follow-up period. These issues are illustrated in the following examples.

 

Example:

A small prospective study is run and follows ten participants for the development of myocardial infarction (MI, or heart attack) over a period of 10 years. Participants are recruited into the study over a period of two years and are followed for up to 10 years. The graphic below indicates when they enrolled and what subsequently happened to them during the observation period.

During the study period, three participants suffer myocardial infarction (MI), one dies, two drop out of the study (for unknown reasons), and four complete the 10-year follow-up without suffering MI. The figure below shows the same data, but shows survival time starting at a common time zero (i.e., as if all participants enrolled in the study at the same time).


8 0
4 years ago
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