Regarding elements of good presentation of data.

Look for an example of the following:
1. A graphical display that meets the criteria of good presentation of data.

-Explain why it meets the criteria.

-Fully explain what is being communicated in the graph.

2. A graphical display that does not meet the criteria of good presentation of data.

- Explain why it does not meet the criteria.

- Fully explain what the author of the graph should have done differently to better communicate the information.

The observer-participant relationship is an important consideration in the design of observation studies. What kind of relationship would you recommend in each of the following cases? Observations of professional conduct in the classroom by the student author of a course evaluation guide. Observation of retail shoppers by a researcher who is interested in determining customer purchase time by type of goods purchased. Observation of a focus group interview by a client. Effectiveness of individual farmworker organizers in their efforts to organize employees of grape growers.

Find an example of a regression or best fitting line from a popular press news source(e.g., The Economist, Wall Street Journal, NY Times, etc.). Explain the two variables(X, the independent variable, andY, the dependent variable) that are being measured.What is the relationship the author/researcher is trying to explain with the best fittingline? Do you think there are any other variables that might explain more of the variationinY? Make sure to cite the article you select.

Many physics papers now have dozens of authors per paper. Experimental physics may have multi-organizational and multi-country contributing staffs, but I'd guess that most of the names don't contribute a word or equation to a paper, yet they get individual authorship credit. My question is who determines the author list, does everybody listed have editing privilages, and perhaps most importantly, who decides on their listed order?   

I. Investigating the damping of vibrational motion

Imagine that a pendulum is set swinging. What will happen to these vibrations as time passes? Now imagine an object hanging from a spring. The object is pulled downward and released so that it vibrates up and down. What will happen to these vibrations as time passes? They diminish, eventually stopping entirely. This phenomenon is called ‘damping’. Design an experiment to investigate this damping effect quantitatively. Your goal is to discover a pattern and represent it as a mathematical relationship (i.e. an equation).

Available equipment: Ring stand, clamp, spring, object to hang from the spring, meter stick, scale, motion sensor connected to Logger Pro, stopwatch, masking tape, index cards.

II. Testing the mathematical relationship

Design an experiment to quantitatively test the mathematical relationship you discovered in the previous experiment.

Available equipment: Same as above.

This is all that is given for the lab. We need help coming up with the experiment and mathematical equations to use.

Laboratory of Physics - Study of Movement (Pleaseee I need this laboratorio answers)

PROCEDURE:
PART A.
Follow the instructions below:

1 Develop a procedure to determine how fast you walk. In that procedure, you should clearly state what materials you need, what data you need to collect, and any instruments you need for data collection.

2. Design a table to collect the data from your experiment.

3 If you were to submit a report on the experiment you designed, what parts would you include in that report?

4. In the experiment you designed, what are the two variables you need to relate to solve the problem at hand, what is the independent variable, and what is the dependent variable in the experiment?

5.Design a second procedure to solve the same problem. Invert the two variables, that is, the independent variable previously will now be the dependent variable and the dependent variable will be the independent variable.

LAB: The purpose of this experiment is to study the conditions that must be satisfied for a rigid object to be in static equilibrium. This is done by computing the total torque acting on a meter stick by means of weights suspended at specific locations on the ruler.

If a baseball bat (thicker on one side than the other) is cut at the location where it balances, with both side be of equal weight?

Can the meter stick be balanced if a mass is attached on one side only?

In each of the procedures of this experiment, are the forces also balanced?

How do the different masses being balanced show the properties of a lever?

What are the sources of error in this experiment?

If the meter stick is replaced with a metal stick, and the whole experiment is done inside water (e.g. on the floor of a swimming pool), will the same principles apply as they do in ir? Will it matter if the masses are made of different materials (e.g. if the 200 g is made of iron or lead, or wood)?

Why does a tight rope walker carry a long, horizontal bar to keep him balanced?

You and your hypothetical lab partner each develop an experimental plan to test this hypothesis. The two experimental plans are presented below. Evaluate each plan for its pros and cons in the experimental design using the bullet points below. Both experimental plans have some good elements and areas that could be improved.

Experiment A) Mature 2 inch sections (sprigs) of Elodea will be used to measure oxygen production under different light conditions. 5 sprigs will be tested. One will be kept in the dark (no light). The others will be exposed to a light filtered with cellophane. One sprig’s light will be filtered through clear cellophane to receive all wavelengths of light, and the other sprigs’ light will be filtered through red, blue, and green cellophane, respectively. The no-light plant will be kept in a dark cabinet, while the other plants will be together on a counter. Each plant sprig will be placed in equal sized upside-down test tubes in 100ml of tap water so that oxygen bubbles produced by the plant will be trapped at the top of the test tube. A ruler will be used to measure the length of the oxygen pocket collected at the top of the test tube. The experiment will continue until one sprig produces 5 cm of oxygen in the tube.

Experiment B) 3 cm sections (sprigs) of Elodea of various ages will be used to measure oxygen production under different light conditions. 15 sprigs will be divided into 3 groups of 5 sprigs each. One group will receive natural sunlight, one group will be exposed to a blue light bulb under a box to block natural light, and the final group will be exposed to a red light bulb under a similar box to block natural light. Each group of plant sprigs will be trapped under a clear plastic funnel that is covered by an upside-down test tube to collect oxygen bubbles produced by all the sprigs in the group. All groups will be in 100ml of water of the same temperature and pH. The experiment will continue for 24 hours, and then the volume of oxygen gas produced will be measured by multiplying the length of the oxygen pocket by the circle described by the test tube, ?r². The average volume produced by all groups will be graphed and compared to determine which condition produced the most total volume of oxygen.

Consider the following questions to evaluate experimental plans A and B (DO NOT ANSWER THESE QESTIONS)

What is the independent variable suggested by the hypothesis? Do both plans test the independent variable equally well?

What is the dependent variable in each experiment? Which experiment’s dependent variable best matches the prediction in the hypothesis?

What are the experimental and control groups for each experiment? Which experiment gives the best opportunity to assess the effect of the independent variable?

How does each experiment account for standardized variables? Which experiment do you think is the better controlled experiment?

How is sample size addressed in each experiment? Which would you find to be more convincing?

Does either experiment describe any statistical analyses to be performed on the data?

ANSWER THIS QUESTION: BELOW

Considering your analysis of each of the questions above,write an improved experimental design to test the hypothesis “If blue light is more effective at promoting photosynthesis, then more oxygen gas (O₂) will be produced when plants are exposed to blue-filtered light compared to other wavelengths.”You may use elements of the above experiments

INSTRUCTION: Please review the information below and answer the main question. Also, note that the response to the main question was obtain from chegg.com. Expand on the responses below and be specific and used examples: The answers to the question are below but need to be expanded

Question:

What are three key messages in The Goal: A Process of Ongoing Improvement by Eliyahu M. Goldratt (Author), Jeff Cox (Author)? How do they apply to healthcare - be specific and use examples?

Q1) Below are the three key messages in the Goal -

1. Everything is done to achieve a single, underlying goal.

2. Measurements determine whether we are going in the right direction of the goal or not. They determine the accuracy and precision of the result by comparing it with goal objective.

3. Everything that brings us closer to the goal is productive and everything else is not productive.

Q2) Below is how the key messages can be applied to healthcare -

1. The single, underlying goal in healthcare is to improve the health condition of the patient.

2. The measurements that need to be considered to compare the actual results with goal objectives include quality of healthcare, accessibility, affordability, other operational metrics etc.

3. Providing quality care to patients helps in improving health condition of patients and lack of quality will result in moving away from improving health condition.

Use following case and create Entity-Relationship Diagrams using the Crow’s Feet method for each. Each ERD should be completed on a separate sheet of paper, if drawn by hand. If additional assumptions are made for any of your 2cases, be sure to document the additional business rules and include them with your ERDs.

Entity-Relationship Diagram : TEXTBOOK REVIEWS Your website would like to add the ability for school BIT students to provide reviews for textbooks they have previously used. Using the following business rules, create an ERD:

Students must enter the ISBN for the book, along with its title, author, publisher, and copyright date.

Users will be asked to select what course the book was used for from a predefined list of courses offered in the BIT division.

Each course will be assigned to a program such as Web Development, Software Development, Computer Support, Photography, etc.

Each book can have more than one author.

Each book can only have one publisher.

Each book could have been used in multiple courses.

Many reviews could be written for a book, but each review can only be about one book.

Reviews may be written anonymously or by a logged in user.