Brainstorm a new type of health care technology that you believe would contribute to the health management information systems (HMIS) evolution. This technological advancement should either not yet exist or should serve to enhance existing technology to achieve an entirely new objective. What health care problems or challenges have you noticed for which there is not yet a solution? It is essential for health care administrators to be aware of the rapidly evolving and ever-changing field of health technology, both in terms of current as well as upcoming informational and system advancements. Assume that you are a health care administrator for an organization and you have been tasked with presenting this new technology to your organization's key stakeholders. After selecting your topic for this assignment, compose a 750-1,000-word proposal that addresses the following:

1. Describe your new HMIS technology and what purpose it will serve. Who will most benefit from it? What gap will it fill in the health care technology field? How will this technology improve the quality of health care that clinicians can offer?
2. What are the potential advantages and disadvantages of this HMIS technology for the consumer? In this case, the consumer is both the health care organization and the individual user or patient.
3. How will the use and integration of this technology impact digital equity in the HMIS field?
4. How will this technology collect, read, and interpret health data? Why and how will this data be useful to the health care organization?
5. From an administrative perspective, describe when, how, and where you propose this technology first be introduced, and discuss how you foresee it impacting the organization.

Describe your new HMIS technology and what purpose it will serve. Who will most benefit from it? What gap will it fill in the health care technology field? How will this technology improve the quality of health care that clinicians can offer?

What are the potential advantages and disadvantages of this HMIS technology for the consumer? In this case, the consumer is both the health care organization and the individual user or patient.

How will the use and integration of this technology impact digital equity in the HMIS field?

How will this technology collect, read, and interpret health data? Why and how will this data be useful to the health care organization?

From an administrative perspective, describe when, how, and where you propose this technology first be introduced, and discuss how you foresee it impacting the organization

Attached is our first individual project. Please reply to all 4 questions, including the subquestions: 1a, 1b, 1c, etc. What you should do is determine if the supply or demand will increase or decrease given the effect and then provide a real-life example..
For example; for question 1a, “Product B becomes more fashionable.”
   Answer: If product B becomes more fashionable. The demand curve will increase and shift to the right. A practical example is if there was an article in The New England Journal of Medicine; suggesting drinking a glass of orange juice will decrease heart disease. Presumably, orange juice will become more fashionable, causing demand to increase

Note – you should graph by using pencil and paper. I strongly urge you NOT to use Excel or related software, I don’t want you waste a lot of time as it is more important to understand the concept! Word is fine if use the drawing tools)

If you decided to graph, using Word, using Clip Art and Shapes, the demand shift for orange juice would look something like this

Thank you

1.   What effect will each of the following have on the demand for product B?
a.   Product B becomes more fashionable.
  
b.   The price of substitute product C falls.
  
c.   Income declines and product B is an inferior good.
  
d.   Consumers anticipate the price of B will be lower in the near future.
  
e.   The price of complementary product D falls.
  
f.   Foreign tariff barriers on B are eliminated.

2.   What effect will each of the following have on the supply of product B?
a.   A technological advance in the methods of producing B.
  
b.   A decline in the number of firms in industry B.
  
c.   An increase in the price of resources required in the production of B.
  
d.   The expectation that the equilibrium price of B will be lower in the future than it is currently.
  
e.   A decline in the price of product A, a good whose production requires substantially the same techniques as does the production of B.

f.   The levying of a specific sales tax upon B.
  
g.   The granting of a 50-cent per unit subsidy for each unit of B produced.

3.   How will each of the following changes in demand and/or supply affect equilibrium price and equilibrium quantity in a competitive market; that is do price and quantity rise, fall, remain unchanged, or are the answers indeterminate, depending on the magnitudes of the shifts in supply and demand? You should rely on a supply and demand diagram to verify answers.
a.   Supply decreases and demand remains constant.
  
b.   Demand decreases and supply remains constant.
  
c.   Supply increases and demand is constant.
  
d.   Demand increases and supply increases.
  
e.   Demand increases and supply is constant.
  
f.   Supply increases and demand decreases.
  
g.   Demand increases and supply decreases.
  

h. Demand decreases and supply decreases.
     

4.   Suppose the total demand for wheat and the total supply of wheat per month in the Kansas City grain market are as follows:

Thousands
of bushels
demanded   Price
per
bushel   Thousand
of bushels
Supplied   Surplus (+)
or
shortage (-)

85
80
75
70
65
60   $3.40
3.70
4.00
4.30
4.60
4.90   72
73
75
77
79
81  
   a.   What will be the market or equilibrium price? What is the equilibrium quantity? Using the surplus-shortage column, explain why your answers are correct.   
b.   Graph the demand for wheat and the supply of wheat. Be sure to label the axes of your graph correctly. Label equilibrium price “P” and the equilibrium quantity “Q.”
  

c.   Why will $3.40 not be the equilibrium price in this market? Why not $4.90? “Surpluses drive prices up; shortages drive them down.” Do you agree?

d   Now suppose that the government establishes a ceiling price of, say, $3.70 for wheat. Explain carefully the effects of this ceiling price.
   Demonstrate your answer graphically. What might prompt the government to establish a ceiling price

Difficult Transitions Tony had just finished his first week at Hotel Luxury Incorporated and decided to drive upstate to a small lakefront lodge for some fishing and relaxation. Tony had worked for the previous ten years for the Sun Group Company, but Sun Group had been through some hard times of late and had recently shut down several of its operating groups, including Tony’s, to cut costs. Fortunately, Tony’s experience and recommendations had made finding another position fairly easy. As he drove the interstate, he reflected on the past ten years and the apparent situation at Reece. At Sun Group , things had been great. Tony had been part of the team from day one. The job had met his personal goals and expectations perfectly, and Tony believed he had grown greatly as a person. His work was appreciated and recognized; he had received three promotions and many more pay increases. Tony had also liked the company itself. The firm was decentralized, allowing its managers considerable autonomy and freedom. The corporate Culture was easygoing. Communication was open. It seemed that everyone knew what was going on at all times, and if you didn’t know about something, it was easy to find out. The people had been another plus. Tony and three other managers went to lunch often and played golf every Saturday. They got along well both personally and professionally and truly worked together as a team. Their boss had been very supportive, giving them the help they needed but also staying out of the way and letting them work. When word about the shutdown came down, Tony was devastated. He was sure that nothing could replace Sun Group . After the final closing was announced, he spent only a few weeks looking around before he found a comparable position at the Luxury Hotel. As Tony drove, he reflected that "comparable" probably was the wrong word. Indeed, Luxury Hotel and Sun Group were about as different as you could get. Top managers at Luxury Hotel apparently didn’t worry too much about who did a good job and who didn’t. They seemed to promote and reward people based on how long they had been there and how well they played the never-ending political games. Maybe this stemmed from the organization itself, Tony pondered. Luxury Hotel was a bigger organization than Sun Group and was structured much more bureaucratically. It seemed that no one was allowed to make any sort of decision without getting three signatures from higher up. Those signatures, though, were hard to get. All the top managers usually were too busy to see anyone, and interoffice memos apparently had very low priority. Tony also had had some problems fitting in. His peers treated him with polite indifference. He sensed that a couple of them resented that he, an outsider, had been brought right in at their level after they had had to work themselves up the ladder. On Tuesday he had asked two colleagues about playing golf. They had politely declined, saying that they did not play often. But later in the week, he had overheard them making arrangements to play that very Saturday. It was at that point that Tony had decided to go fishing. As he steered his car off the interstate to get gas, he wondered if perhaps he had made a mistake in accepting the Luxury Hotel offer without finding out more about what he was getting into. Case Questions Task 1. Identify several concepts and characteristics from the field of organizational behavior that this case illustrates. Task 2. What advice can you give Tony? How would this advice be supuported or tempered by behavioral concepts and processes?

Part 1: Random Data, Statistics, and the Empirical Rule **Data Set Below**

Methods: Use Excel (or similar software) to create the tables and graph. Then copy the items and paste them into a Word document. The tables should be formatted vertically, have borders, and be given the labels and titles stated in the assignment. The proper symbols should be used. Do not submit this assignment as an Excel file. The completed assignment should be a Word (or .pdf) document.

1. The data values and relevant information are posted in the course website. Use the data set (P, Q, R, S, or T) assigned to you by your instructor to complete this application.

For the purpose of this application, treat the data set as if it represented a certain random variable and was a valid random sample gathered by a researcher from a normally distributed population. The sample data was actually found with an online Gaussian random number generator that creates normally distributed data values. The random number generator simulates the results of a researcher finding those values through observation or experimentation.

2. Use technology (Excel, graphing calculator, etc.) to sort the sample data values from low to high. Use Excel or similar software to put the data into a table with about 5 or 6 columns. Label this “Table 1: Sorted Set of Sample Data.”

3. Using 5 to 10 class intervals, organize the sample data as a frequency distribution in a table. The intervals of the frequency distribution should be rounded to the tenths so that they match the data. Label this “Table 2: Frequency Distribution.”

4. Use Excel (or similar software) to construct a frequency histogram to illustrate the data. Give the axes the proper titles. Label this “Graph 1: Histogram.”

5. Use Table 2, the frequency distribution, to find the midpoints of each class interval. Create a new frequency distribution with the midpoints in the left column and the frequencies in the right column. Label this “Table 3: Frequency Distribution with Midpoints.”

6. Use technology to find the mean, median, standard deviation, and variance of the sample data organized in Table 3 (from step 5 above). Put these values into a table with the proper symbol in the left column and the value of the statistic in the right column. Also, from the original data set, put the values of the range and sample size in the table. The median and range do not generally have symbols so the terms “Median” and “Range” can be used in the left column. Identify the modal class (the one with the highest frequency). Put the terms “Modal Class” in the left column and the class interval in the right column. The statistics should be rounded properly (one more decimal place than the data). Label this “Table 4: Summary Statistics”
7. Use the sample mean and standard deviation to find the values related to the Empirical Rule.

         The Empirical Rule: For a set of data whose distribution is approximately normal,

• about 68% of the data are within one standard deviation of the mean.
• about 95% of the data are within two standard deviations of the mean.
• about 99.7% of the data are within three standard deviations of the mean.

Use the value of n and the percents listed above to find how many data values should be within each category. Then use the sample mean and standard deviation to find the lower and upper cut-off values in each category. Then use the sorted list of data to determine how many values are actually in each category. Put the values into a table as shown in the example and label it “Table 5: The Empirical Rule.”

(Side note: I'm not sure if this counts as one question or not but all questions are based on the original case and numbers and felt as splitting the questions would be counter-productive)

Case: A small convenience store chain is interested in modeling the weekly sales of a store, y, as a function of the weekly traffic flow on the street where the store is located. The table below contains data collected from 20 stores in the chain.

1. [3 marks] Create a scatter plot of weekly sales (y) vs. traffic flow (x) using MS Excel. Copy and paste (or save and import) your plot to Word. Provide horizontal and vertical axis labels, including appropriate units, and give your plot a title. Based on your plot, do you think there is a linear relationship between the two variables? Why or why not? Answer in a single sentence.

2. [7 marks]

a) [1 mark] State the equation of the fitted regression line between weekly sales and traffic flow. No need to show your work calculating the coefficients – you may use Excel for this; however, make sure you use Word’s equation editor to type the equation properly. Please round the coefficients to 2 decimal places.

b) [1 mark] In one sentence, interpret the value of the fitted y-intercept in question 2.

c) [1 mark] In one sentence, interpret the value of the fitted slope in question 2.

d) [1 mark] What is the coefficient of determination for the fitted model? Again, you may use Excel for this, no need to show your work. Please round to 3 decimal places.

e) [1 mark] In one sentence, interpret the value of the coefficient of determination.

f) [2 marks] The chain wants to establish a new store at a location where the weekly traffic flow is 64,500 cars. Use the fitted equation to predict the weekly sales of the planned store. Show your work and explain what the result means in a single sentence.

3. [6 marks] Use a hypothesis test on the population slope to determine if there is a significant linear relationship between weekly sales and traffic flow. Provide all five steps as shown in class.

1) The null and alternative hypotheses:


2) The test statistic (yes, you may copy/paste from Excel, but please round to 3 decimal places):


3) The critical value(s) is/are:

4) Do you reject the null hypotheses? (Answer Yes or No): _________

5) Interpret.

4. [5 marks] Use an ANOVA F-test to determine if there is a significant linear relationship between weekly sales and traffic flow. No need to show calculations for the test statistic here; provide only the final answer. Provide all five steps as shown in class.

1) The null and alternative hypotheses:



2) The test statistic (yes, you may copy/paste from Excel, but please round to 3 decimal places):

3) The p-value (yes, you may copy/paste from Excel, but please provide 4 significant digits):

4) Do you reject the null hypotheses? (Answer Yes or No): _______.

5) Interpret.

5. [4 marks] Create a residual plot. Copy and paste (or save and import) your plot to Word. You may use the default axis titles and overall title provided by Excel. In one sentence, comment on whether the assumption of constant variance is satisfied. In one sentence, comment on whether the assumption of zero mean is satisfied.

I. Consider the random experiment of rolling a pair of dice. Note: Write ALL probabilities as reduced fractions or whole numbers (no decimals).

1) One possible outcome of this experiment is 5-2 (the first die comes up 5 and the second die comes up 2). Write out the rest of the sample space for this experiment below by completing the pattern:

2) How many outcomes does the sample space contain? _____________

3) Draw a circle (or shape) around each of the following events (like you would to circle a word in a word search puzzle). Label each event in the sample space with the corresponding letter. Event A has been done for you.

A: Roll a sum of 3.
B: Roll a sum of 7.
C: Roll a sum of at least 10.

D: Roll doubles.
E: Roll snake eyes (two 1’s). F: First die is a 4.

4) Find the following probabilities:
P(A) = _________ P(B) = _________ P(C) = _________

P(D) = _________ P(E) = _________ P(F) = _________

5) The conditional probability of B given A, denoted by P(B|A), is the probability that B will occur when A has already occurred. Use the sample space above (not a special rule) to find the following conditional probabilities:

P(D|C) = _________ P(E|D) = _________ P(D|E) = _________ P(A|B) = _________ P(C|F) = _________

6) Two events are mutually exclusive if they have no outcomes in common, so they cannot both occur at the same time.

Are C and E mutually exclusive? ___________
Find the probability of rolling a sum of at least 10 and snake eyes on the same roll, using the

sample space (not a special rule).
P(C and E) = __________

Find the probability of rolling a sum of at least 10 or snake eyes, using the sample space. P(C or E) = __________

7) Special case of Addition Rule: If A and B are mutually exclusive events, then P(A or B) = P(A) + P(B)

Use this rule to verify your last answer in #6:
P(C or E) = P(C) + P(E) = ________ + ________ = _________

8) Are C and F mutually exclusive? __________ Using sample space, P(C or F) = _________ 9) Find the probability of rolling a “4” on the first die and getting a sum of 10 or more, using the

sample space.
P (C and F) = ________

10) General case of Addition Rule: P(A or B) = P(A) + P(B) – P(A and B) Use this rule to verify your last answer in #8:

P(C or F) = P(C) + P(F) – P(C and F) = ________ + ________ − ________ = _________

11) Two events are independent if the occurrence of one does not influence the probability of the other occurring. In other words, A and B are independent if P(A|B) = P(A) or if P(B|A) = P(B).

Compare P(D|C) to P(D), using the sample space: P(D|C) = ________ . P(D) = ________ .
Are D and C independent? _________
When a gambler rolls at least 10, is she more or less likely to roll doubles than usual? ___________ Compare P(C|F) to P(C), using the sample space: P(C|F) = ________ . P(C) = ________ .

Are C and F independent? __________
12) Special case of Multiplication Rule: If A and B are independent, then P(A and B) = P(A) · P(B).

Use this rule to verify your answer to #9:
P(C and F) = P(C) • P(F) = ________ · ________ = ________ .

13) Find the probability of rolling a sum of at least 10 and getting doubles, using the sample space. P(C and D) = ________ .

14) General case of Multiplication Rule: P(A and B) = P(A) · P(B|A). Use this rule to verify your answer to #13:

P(C and D) = P(C) • P(D|C) = ________ · ________ = ________ .

I. Consider the random experiment of rolling a pair of dice. Note: Write ALL probabilities as reduced fractions or whole numbers (no decimals).

2) How many outcomes does the sample space contain? _____36________

3)Draw a circle (or shape) around each of the following events (like you would circle a word in a word search puzzle). Label each event in the sample space with the corresponding letter.

A: Roll a sum of 3.

B: Roll a sum of 6.

C: Roll a sum of at least 9.

D: Roll doubles.

E: Roll snake eyes (two 1’s). F: The first die is a 2.

3) Two events are mutually exclusive if they have no outcomes in common, so they cannot both occur at the same time.

Are C and F mutually exclusive? ___________

Using the sample space method (not a special rule), find the probability of rolling a sum of at least 9 and rolling a 2 on the first die on the same roll. P(C and F) = __________

Using the sample space method (not a special rule), find the probability of rolling a sum of at least 9 or rolling a 2 on the first die on the same roll.

P(C or F) = __________

4) Special case of Addition Rule: If A and B are mutually exclusive events, then

P(A or B) = P(A) + P(B)

Use this rule and your answers from page 1 to verify your last answer in #6:

P(C or F) = P(C) + P(F) = ________ + ________ = _________

5) Are D and F mutually exclusive? __________

Using the sample space method, P(D or F) = _________

6) Using the sample space method, find the probability of rolling doubles and rolling a “2” on the first die.

P (D and F) = _______

7) General case of Addition Rule: P(A or B) = P(A) + P(B) – P(A and B)

Use this rule and your answers from page 1 and #9 to verify your last answer in #8:

P(D or F) = P(D) + P(F) – P(D and F) = ________ + ________ − ________ = _________

8) Two events are independent if the occurrence of one does not influence the probability of the other occurring. In other words, A and B are independent if P(A|B) = P(A) or if P(B|A) = P(B).

Compare P(D|C) to P(D), using your answers from page 1: P(D|C) = ________ P(D) = ________ Are D and C independent? _________ because _______________________________

When a gambler rolls at least 9, is she more or less likely to roll doubles than usual? ___________ Compare P(D|F) to P(D), using your answers from page 1: P(D|F) = ________ P(D) = ________

Are D and F independent? __________ because ______________________________

9) Special case of Multiplication Rule: If A and B are independent, then P(A and B) = P(A) · P(B).

Use this rule and your answers from page 1 to verify your answer to #9: P(D and F) = P(D) • P(F) = ________ · ________ = ________ .

10) Find the probability of rolling a sum of at least 9 and getting doubles, using the sample space method.

P(C and D) = ___________ .

11) General case of Multiplication Rule: P(A and B) = P(A) · P(B|A).

Use this rule and your answers from page 1 to verify your answer to #13: P(C and D) = P(C) • P(D|C) = ________ · ________ = ________ .

Please answer form 6-14

I. Consider the random experiment of rolling a pair of dice. Note: Write ALL probabilities as reduced fractions or whole numbers (no decimals).

1) One possible outcome of this experiment is 5-2 (the first die comes up 5 and the second die comes up 2). Write out the rest of the sample space for this experiment below by completing the pattern:

2) How many outcomes does the sample space contain? _____________

3) Draw a circle (or shape) around each of the following events (like you would to circle a word in a word search puzzle). Label each event in the sample space with the corresponding letter. Event A has been done for you.

A: Roll a sum of 3.
B: Roll a sum of 7.
C: Roll a sum of at least 10.

D: Roll doubles.
E: Roll snake eyes (two 1’s). F: First die is a 4.

4) Find the following probabilities:
P(A) = _________ P(B) = _________ P(C) = _________

P(D) = _________ P(E) = _________ P(F) = _________

5) The conditional probability of B given A, denoted by P(B|A), is the probability that B will occur when A has already occurred. Use the sample space above (not a special rule) to find the following conditional probabilities:

P(D|C) = _________ P(E|D) = _________ P(D|E) = _________ P(A|B) = _________ P(C|F) = _________

6) Two events are mutually exclusive if they have no outcomes in common, so they cannot both occur at the same time.

Are C and E mutually exclusive? ___________
Find the probability of rolling a sum of at least 10 and snake eyes on the same roll, using the

sample space (not a special rule).
P(C and E) = __________

Find the probability of rolling a sum of at least 10 or snake eyes, using the sample space. P(C or E) = __________

7) Special case of Addition Rule: If A and B are mutually exclusive events, then P(A or B) = P(A) + P(B)

Use this rule to verify your last answer in #6:
P(C or E) = P(C) + P(E) = ________ + ________ = _________

8) Are C and F mutually exclusive? __________ Using sample space, P(C or F) = _________ 9) Find the probability of rolling a “4” on the first die and getting a sum of 10 or more, using the

sample space.
P (C and F) = ________

10) General case of Addition Rule: P(A or B) = P(A) + P(B) – P(A and B) Use this rule to verify your last answer in #8:

P(C or F) = P(C) + P(F) – P(C and F) = ________ + ________ − ________ = _________

11) Two events are independent if the occurrence of one does not influence the probability of the other occurring. In other words, A and B are independent if P(A|B) = P(A) or if P(B|A) = P(B).

Compare P(D|C) to P(D), using the sample space: P(D|C) = ________ . P(D) = ________ .
Are D and C independent? _________
When a gambler rolls at least 10, is she more or less likely to roll doubles than usual? ___________ Compare P(C|F) to P(C), using the sample space: P(C|F) = ________ . P(C) = ________ .

Are C and F independent? __________
12) Special case of Multiplication Rule: If A and B are independent, then P(A and B) = P(A) · P(B).

Use this rule to verify your answer to #9:
P(C and F) = P(C) • P(F) = ________ · ________ = ________ .

13) Find the probability of rolling a sum of at least 10 and getting doubles, using the sample space. P(C and D) = ________ .

14) General case of Multiplication Rule: P(A and B) = P(A) · P(B|A). Use this rule to verify your answer to #13:

P(C and D) = P(C) • P(D|C) = ________ · ________ = ________ .

3. Ecological Categories Insect activity at a dead body can be divided into four major categories matching the ecological role they play. Some insects are attracted to a dead body and use the body as a source of food. Other insects are attracted to a dead body to feed on the first group, the insects that are using the body for food. "It's a bug-eat-bug-word, out there!" And some insects are attracted to a dead body to use as an extension of their habitat. Below are examples of each. (The links included direct you to optional BugGuide pages where you can read more about the insect groups.) 1. Necrophagous species: (the word necrophagous is from nekros, from the Greek meaning dead, and phagein, meaning to devour). Necrophagous insects feed on the body and are the most important species in establishing time of death because insects that find and use a dead body as a source of food arrive in a predictable sequence based on the state of decomposition of the body. These insects are referred to as indicator species. Examples: o Blow flies (Diptera: Calliphoridae) are metallic blue or green flies slightly larger than a house fly. They are also known as bottle flies. They are attracted to the odors of decay and may find a dead body within hours. The female fly deposits masses of eggs around body openings and the eggs hatch within 24 hours. The larvae feed on dead animal tissue though at times are found dung, and similar materials. When fully grown the larvae pupate on the body or in the soil under and around the body. Newly emerged adult flies will not return to the body to lay more eggs. o Flesh flies (Diptera: Sarcophagidae) are medium-sized and resemble the blow flies and house flies. Flesh flies are dull colored with black and gray stripes on the thorax and checkering on the abdomen. The flesh flies show up on a dead body slightly later than the blow flies. Flesh flies do not lay eggs. Instead the females deposit first instar larvae that were hatched internally, directly on the body. o House flies (Diptera: Muscidae) do not show up until the body is in advanced stages of decomposition. o Carrion or burying beetle (Coleoptera: Silphidae) adults may feed on decaying animal tissue, though their larvae feed on the fly maggots feeding on dead animals. They are therefore slight later to arrive on the scene than are the flies. o The larvae of carpet beetles and larder beetles (Coleoptera: Dermestidae) feed on dried organic material, including carrion. 2. Predators and parasites of the necrophagous species mentioned above are the second most important group in forensic entomology. These arrive after the first wave is wellestablished. Examples: o The larvae and adults of burying beetles (already mentioned) consume flesh, but also eat fly larvae found in the carcass. o Rove beetles (Coleoptera: Staphylinidae) prey on maggots that are feeding within carrion. 3. Omnivorous species: wasps, ants, and some beetles feed both on the corpse and its inhabitants 4. Adventive species: use the corpse as an extension of their environment, that is, primarily a place to hide. o Collembola- springtails o Spiders In some situations, based upon an understanding of the life cycle, habits and biology of these carrion-associated insects, the presence of particular species can provide not only clues to the time of death, but also to the general location of death (e.g. city vs. rural areas) and possibly whether the person died inside a building or outdoors. These clues are based upon the biological and ecological characteristics of a particular species; their life cycles, and seasonal and geographical occurrence.

The rate of development (that is, growth) of blow fly and flesh fly larvae is variable but predictable, which allows them to be used to estimate time since death. How are the age of maggots collected by a forensic entomologist at the scene, the surrounding environmental conditions, and the postmortem interval connected? This is supposed to be an easy question, even if awkwardly worded. Don't make it harder than it is. What external factor determines how quickly or slowly a maggot grows and therefore the age and the size of collected maggots?