Experimental Design AssignmentYou were given an Aedesaegyp.docx
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Experimental Design Assignment You were given an Aedes aegypti gene of unknown function. Using Blast you were able to find the homologs of your gene. You have done research regarding the function of the homologs. Using this information: A.Construct a hypothesis Give a hypothesis on the function of your gene SHAKER is in Aedesaegypti. B.Design an experiment to test your hypothesis. Include a labeled sketch and written summary of experiment. ( include drawing of all conditions , negative/positive etc) C. Variables List the Dependent and Independent List Control variable List a Positive and /or Negative controls D. Create a data set and figure Create a graph that clearly conveys to the reader what your experiment is about. F.Interpretation Give an interpretation of the possible meaning of your data. (although this isn’t conclusive since we are not doing statistics) . Does it align with your hypothesis? G.Self-critique and follow-up questions: Why might your conclusion be wrong, what other questions do you have. .
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Specifically, you must address these critical elements A. Graphs.docx
Specifically, you must address these critical elements: A. Graphs: In this section, you will use graphical displays to examine the data and formulate an initial hypothesis. In particular, you should: 1. Create key graphical displays that give a sense of potential relationships between variables. Include the graphs and discuss why you selected these graphical displays as opposed to others. B. Conduct appropriate hypothesis tests, simple regressions, and other tests to analyze the data set. C. Explain why these tests are the best choice in this context and how they compare with established best practices. D. Analysis of Biostatistics: Use this section to describe your findings from a statistical standpoint. Be sure to: 1. Present key biostatistics from the graphs, tests, and regressions performed, and explain what they mean. Be sure to include a spreadsheet showing your work as an appendix. 2. What statistical inferences or conclusions can you draw based on the hypothesis tests and simple regression analyses performed? Justify your response.
use this data to do this milestone.
id
admitdate
foldate
los
lenfol
fstat
age
gender
bmi
1
3/13/1995
3/19/1995
4
6
1
65
0
31.38134
2
1/14/1995
1/23/1996
5
374
1
88
1
22.6579
3
2/17/1995
10/4/2001
5
2421
1
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0
27.87892
4
4/7/1995
7/14/1995
9
98
1
81
1
21.47878
5
2/9/1995
5/29/1998
4
1205
1
78
0
30.70601
6
1/16/1995
9/11/2000
7
2065
1
82
1
26.45294
7
1/17/1995
10/15/1997
3
1002
1
66
1
35.71147
8
11/15/1994
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2201
1
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1
28.27676
9
8/18/1995
2/23/1996
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1
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27.12082
10
7/22/1995
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21.78971
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12/31/2002
6
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5/26/1995
9/29/1996
11
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1
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24.66175
13
5/21/1995
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6
302
1
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1
27.46412
14
12/14/1995
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10
2574
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22.95776
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5
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30.10881
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25.69548
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30.12017
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9/9/1995
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8
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1
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1
28.64898
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4
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1
20.17772
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8/16/1997
6
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1
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23.6187
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Specifically, you must address these critical elements A. Graphs I.docx
Specifically, you must address these critical elements: A. Graphs: In this section, you will use graphical displays to examine the data and formulate an initial hypothesis. In particular, you should: 1. Create key graphical displays that give a sense of potential relationships between variables. Include the graphs and discuss why you selected these graphical displays as opposed to others. B. Conduct appropriate hypothesis tests, simple regressions, and other tests to analyze the data set. C. Explain why these tests are the best choice in this context and how they compare with established best practices. D. Analysis of Biostatistics: Use this section to describe your findings from a statistical standpoint. Be sure to: 1. Present key biostatistics from the graphs, tests, and regressions performed, and explain what they mean. Be sure to include a spreadsheet showing your work as an appendix. 2. What statistical inferences or conclusions can you draw based on the hypothesis tests and simple regression analyses performed? Justify your response.
use this data to do this milestone.
id
admitdate
foldate
los
lenfol
fstat
age
gender
bmi
1
3/13/1995
3/19/1995
4
6
1
65
0
31.38134
2
1/14/1995
1/23/1996
5
374
1
88
1
22.6579
3
2/17/1995
10/4/2001
5
2421
1
77
0
27.87892
4
4/7/1995
7/14/1995
9
98
1
81
1
21.47878
5
2/9/1995
5/29/1998
4
1205
1
78
0
30.70601
6
1/16/1995
9/11/2000
7
2065
1
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22.95776
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0
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0
30.10881
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10/17/1995
5/12/2000
6
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1
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0
31.99738
18
10/30/1995
1/5/2003
9
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1
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0
30.7142
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12/10/1995
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25.69548
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11/23/1995
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1
30.12017
21
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6
123
1
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18.41038
22
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12/31/2002
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9/9/1995
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1
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19.90095
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12/31/2002
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1
28.32237
26
12/3/1995
1/19/2001
11
1874
1
89
1
23.43605
27
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12/31/2002
2
2631
0
68
0
26.44693
28
3/16/1995
6/4/2000
7
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1
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0
28.20595
29
10/25/1995
4/15/1997
5
538
1
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0
24.11997
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10/6/1995
1/18/1996
4
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1
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1
36.71647
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9/3/1995
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DoWhy Python library for causal inference: An End-to-End tool
As computing systems are more frequently and more actively intervening in societally critical domains such as healthcare, education, and governance, it is critical to correctly predict and understand the causal effects of these interventions. Without an A/B test, conventional machine learning methods, built on pattern recognition and correlational analyses, are insufficient for causal reasoning.
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Science or Not
These slides are part of the Integrating Biology & Inquiry Skills curriculum located at wp.geneseo.edu/ibis-curriculum
Recommended
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id
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24.66175
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5/21/1995
3/18/1996
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Specifically, you must address these critical elements: A. Graphs: In this section, you will use graphical displays to examine the data and formulate an initial hypothesis. In particular, you should: 1. Create key graphical displays that give a sense of potential relationships between variables. Include the graphs and discuss why you selected these graphical displays as opposed to others. B. Conduct appropriate hypothesis tests, simple regressions, and other tests to analyze the data set. C. Explain why these tests are the best choice in this context and how they compare with established best practices. D. Analysis of Biostatistics: Use this section to describe your findings from a statistical standpoint. Be sure to: 1. Present key biostatistics from the graphs, tests, and regressions performed, and explain what they mean. Be sure to include a spreadsheet showing your work as an appendix. 2. What statistical inferences or conclusions can you draw based on the hypothesis tests and simple regression analyses performed? Justify your response.
use this data to do this milestone.
id
admitdate
foldate
los
lenfol
fstat
age
gender
bmi
1
3/13/1995
3/19/1995
4
6
1
65
0
31.38134
2
1/14/1995
1/23/1996
5
374
1
88
1
22.6579
3
2/17/1995
10/4/2001
5
2421
1
77
0
27.87892
4
4/7/1995
7/14/1995
9
98
1
81
1
21.47878
5
2/9/1995
5/29/1998
4
1205
1
78
0
30.70601
6
1/16/1995
9/11/2000
7
2065
1
82
1
26.45294
7
1/17/1995
10/15/1997
3
1002
1
66
1
35.71147
8
11/15/1994
11/24/2000
56
2201
1
81
1
28.27676
9
8/18/1995
2/23/1996
5
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1
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0
27.12082
10
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12/31/2002
9
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0
40
0
21.78971
11
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12/31/2002
6
2638
0
73
1
28.43344
12
5/26/1995
9/29/1996
11
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1
83
0
24.66175
13
5/21/1995
3/18/1996
6
302
1
64
1
27.46412
14
12/14/1995
12/31/2002
10
2574
0
58
0
29.83756
15
11/8/1995
12/31/2002
7
2610
0
43
0
22.95776
16
10/8/1995
12/31/2002
5
2641
0
39
0
30.10881
17
10/17/1995
5/12/2000
6
1669
1
66
0
31.99738
18
10/30/1995
1/5/2003
9
2624
1
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0
30.7142
19
12/10/1995
12/31/2002
6
2578
0
49
0
25.69548
20
11/23/1995
12/31/2002
5
2595
0
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1
30.12017
21
10/5/1995
2/5/1996
6
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1
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0
18.41038
22
11/5/1995
12/31/2002
8
2613
0
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1
37.60097
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9/9/1995
10/22/1997
4
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1
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0
28.97529
24
9/9/1995
3/13/2001
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1
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0
19.90095
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12/15/1995
12/31/2002
4
2573
0
67
1
28.32237
26
12/3/1995
1/19/2001
11
1874
1
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1
23.43605
27
10/18/1995
12/31/2002
2
2631
0
68
0
26.44693
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3/16/1995
6/4/2000
7
1907
1
78
0
28.20595
29
10/25/1995
4/15/1997
5
538
1
56
0
24.11997
30
10/6/1995
1/18/1996
4
104
1
85
1
36.71647
31
9/3/1995
9/9/1995
4
6
1
72
0
27.97907
32
6/30/1995
5/1/1999
5
1401
1
50
0
20.363
33
7/22/1995
12/22/2002
8
2710
1
81
1
28.64898
34
9/17/1995
1/5/1998
4
841
1
85
1
20.17772
35
3/21/1997
8/16/1997
6
148
1
84
1
23.6187
36
2/23/1997
12/31/2002
12
2137
0
75
0
23.67519
37
1/1/1997
12/31/2002
16
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0
61
0
23.4314
38
1/18/1997
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1/19/1997
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1
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19.57068
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3/18/1997
12/31/2002
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2114
0
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25.82748
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2/3/1997
12/31/.
DoWhy Python library for causal inference: An End-to-End tool
As computing systems are more frequently and more actively intervening in societally critical domains such as healthcare, education, and governance, it is critical to correctly predict and understand the causal effects of these interventions. Without an A/B test, conventional machine learning methods, built on pattern recognition and correlational analyses, are insufficient for causal reasoning.
Much like machine learning libraries have done for prediction, "DoWhy" is a Python library that aims to spark causal thinking and analysis. DoWhy provides a unified interface for causal inference methods and automatically tests many assumptions, thus making inference accessible to non-experts.
For a quick introduction to causal inference, check out amit-sharma/causal-inference-tutorial. We also gave a more comprehensive tutorial at the ACM Knowledge Discovery and Data Mining (KDD 2018) conference: causalinference.gitlab.io/kdd-tutorial.
Science or Not
These slides are part of the Integrating Biology & Inquiry Skills curriculum located at wp.geneseo.edu/ibis-curriculum
Week 6 Assignment 2Application Chi-Square Study.docx
Week 6 Assignment 2
Application: Chi-Square Study: Intelligence and Self-Esteem
Previously in this course, you worked with parametric statistics like t tests, ANOVAs, and correlations. In order to use parametric procedures, your dependent variables must be measured on either an interval or a ratio scale. For this Assignment you will examine the nonparametric procedure called chi-square, which allows you to analyze nominal data compared to parametric tests that allow you to analyze interval and ratio data. Consider this example: You are curious whether males report that they like statistics more frequently than females report that they like statistics. You decide you will ask them a yes-or-no question, and that involves nominal data. You would then count the numbers of responses of yes and no for males and for females.
Nonparametric procedures allow you to compare the male responses to the female responses and determine if gender and enjoyment of statistics are independent from each other (not related). Understanding chi-square will help you to more fully understand research studies that utilize nominal variables.
Scenario:
To prepare for this Assignment, imagine that you have information about 30 other participants’ self-esteem and intelligence, but for these individuals you only have data on whether they have average or above average intelligence, and whether they have high or low self-esteem. You do not have their actual scores for each variable. The observed frequencies are reported here:
Intelligence
Average
Above Average
Self-Esteem
Low
7
8
High
5
10
Assignment:
To complete this Assignment, submit by Day 7 your answers to the following. Based on the scenario, use SPSS to determine if intelligence is related to self-esteem in your sample by computing the appropriate chi-square test. Save and submit both the SPSS data and output files.
· Explain what scale of measurement is used to measure intelligence in this example. How do you know?
· Explain what scale of measurement is used to measure self-esteem. How do you know?
· Before computing the chi-square, state your null and alternative hypotheses in words (not formulas).
· State whether this scenario requires a one-way or two-way chi-square test. Explain your answer.
· Identify the obtained χ2.
· Identify the degrees of freedom and explain how it is calculated.
· Identify the p value.
· Explain whether you should retain or reject the null hypothesis and why.
· Explain what you can determine about the relationship between self-esteem and intelligence, based on this set of data.
· Submit three documents for grading: your text (Word) document with your answers and explanations to the application questions, your SPSS Data file, and your SPSS Output file.
Week 6 Learning Resources
This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of this week's assigned Learning Resources.
Required Resources
Readings
· Heiman,.
How to write a 1st class dissertation on a laboratory based honours project
Practical tips on preparing and writing a dissertation for biomedical scientists
Presentation Of Scientific Method With Quiz Rr Version
This is a presentation that features the road runner. It explains the scientific method. Original author is unknown.
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Video Reflection 12 -
Do you think it is possible to create a study where there really is no bias sampling done? How would you manage to create one?
Video Reflection 13 -
What are your thoughts on statistics being misrepresented/ how does it make you feel? Why do you think the statistic are often presented in this way?
.
Explain how Matthew editedchanged Marks Gospel for each of the fol.docx
Explain how Matthew edited/changed Mark's Gospel for each of the following passages, and what reasons would he have had for doing that? What in Mk’s version was Mt trying to avoid – i.e., why he might have viewed Mk’s material as misleading, incorrect, or problematic? How did those changes contribute to Matthew’s overall message? How did that link up with other parts of Mt’s message?
Use both the following two sets of passages to support your claim, making use ONLY of the resources below, the Bible, textbooks and Module resources.
1. How did Matthew edit/change Mark 6:45-52 to produce Matthew 14:22-33 – and why?
2. How did Matthew edit/change Mark 9:2-10 to produce Matthew 17:1-13 – and why?
The paper should 350-750 words in length, double-spaced, and using MLA formatting for reference citations and bibliography. Submit the completed assignment to the appropriate Dropbox by
no later than Sunday 11:59 PM Eastern.
Resources for this paper:
See the ebook via SLU library:
New Testament History and Literature
by Martin (2012), pp. 83-88,105-108.
See the ebook via SLU library:
The Gospels
by Barton and Muddiman (2010), p. 53,56-57,102,109.
.
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Explain the degree to which media portrayal of crime relates to public fear of crime and explain how.
Explain whether public fear of crime might influence individual behavior or not and explain how or how not.
Share an insight about whether media should be responsible or not for the portrayal of crime as it relates to public fear of crime.
2 Pages in APA Format
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In this forum look beyond the book for information on specific units, soldiers and even the reasons for why Lincoln allowed the African American to service in the war.
Soldiers - the trained and untrained
Initial post of at least 300 words due by Friday.
Darlene Hine, William Hine, and Stanley Harrold.
The African-American Odyssey: Volume I, 6th ed. New Jersey: Pearson 2014.
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Explain the financial impact of the death penalty on society. Include at least one specific cost associated with the death penalty.
Explain the social impact of the death penalty on society. Provide examples and use Learning Resources to support your statements. 2 pages in APA format
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Explain how an offender is classified according to risk when he or she is placed on probation or parole. Include how static and dynamic factors are taken into account by the supervising officer when both determining the level of supervision an offender needs and in developing the case-supervision plan for the offender. Include a discussion on the various levels of probation/parole supervision and the amount of surveillance and contact with the offender involved with each level. Do you agree or disagree with how often probation and parole officers have contact with high-risk offenders? Make sure to support your opinion.
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Explain a lesson plan. Describe the different types of information found in a detailed lesson plan. Include in your discussion a design document and its usefulness. (A Minimum 525 Words)
Reference:
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explain the different roles of basic and applied researchdescribe .docx
explain the different roles of basic and applied research
describe the different criteria for success of basic and applied research
explain why government policymakers seem to prefer applied research
describe how basic research reflects liberal democratic values
Over fifty years ago, Vannevar Bush released his enormously influential report, Science, the Endless Frontier, which asserted a dichotomy between basic and applied science. This view was at the core of the compact between government and science that led to the golden age of scientific research after World War II—a compact that is currently under severe stress. In this book, Donald Stokes challenges Bush’s view and maintains that we can only rebuild the relationship between government and the scientific community when we understand what is wrong with that view.
Stokes begins with an analysis of the goals of understanding and use in scientific research. He recasts the widely accepted view of the tension between understanding and use, citing as a model case the fundamental yet use-inspired studies by which Louis Pasteur laid the foundations of microbiology a century ago. Pasteur worked in the era of the “second industrial revolution,” when the relationship between basic science and technological change assumed its modern form. Over subsequent decades, technology has been increasingly science-based. But science has been increasingly technology-based–with the choice of problems and the conduct of research often inspired by societal needs. An example is the work of the quantum-effects physicists who are probing the phenomena revealed by the miniaturization of semiconductors from the time of the transistor’s discovery after World War II.
On this revised, interactive view of science and technology, Stokes builds a convincing case that by recognizing the importance of use-inspired basic research we can frame a new compact between science and government. His conclusions have major implications for both the scientific and policy communities and will be of great interest to those in the broader public who are troubled by the current role of basic science in American democracy.
Why the distinction between basic (theoretical) and applied
(practical) research is important in the politics of science
.
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Explain the basics of inspirational and emotion-provoking communication.
Explain the key features of a power-oriented linguistic style.
Explain the six basic principles of persuasion.
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Choose one of the above topics
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1 APA citation
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Explain how leaders develop through self-awareness and self-discipline.
Explain how leaders develop through education, experience, and mentoring.
Explain and classify the nature of leadership development programs.
Explain the nature of leadership succession and the importance of this practice.
3-4 page paper
APA Citation
4 sources
.
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Explain five ways that you can maintain professionalism in the meeting and convention planning industry.
1.
Order of precedence
2.
Titles and styles of address
3.
Invitations
4.
Flags
5.
Religious, cultural and ritual observations
.
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Your response should be at least 200 words in length.
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Week 6 Assignment 2
Application: Chi-Square Study: Intelligence and Self-Esteem
Previously in this course, you worked with parametric statistics like t tests, ANOVAs, and correlations. In order to use parametric procedures, your dependent variables must be measured on either an interval or a ratio scale. For this Assignment you will examine the nonparametric procedure called chi-square, which allows you to analyze nominal data compared to parametric tests that allow you to analyze interval and ratio data. Consider this example: You are curious whether males report that they like statistics more frequently than females report that they like statistics. You decide you will ask them a yes-or-no question, and that involves nominal data. You would then count the numbers of responses of yes and no for males and for females.
Nonparametric procedures allow you to compare the male responses to the female responses and determine if gender and enjoyment of statistics are independent from each other (not related). Understanding chi-square will help you to more fully understand research studies that utilize nominal variables.
Scenario:
To prepare for this Assignment, imagine that you have information about 30 other participants’ self-esteem and intelligence, but for these individuals you only have data on whether they have average or above average intelligence, and whether they have high or low self-esteem. You do not have their actual scores for each variable. The observed frequencies are reported here:
Intelligence
Average
Above Average
Self-Esteem
Low
7
8
High
5
10
Assignment:
To complete this Assignment, submit by Day 7 your answers to the following. Based on the scenario, use SPSS to determine if intelligence is related to self-esteem in your sample by computing the appropriate chi-square test. Save and submit both the SPSS data and output files.
· Explain what scale of measurement is used to measure intelligence in this example. How do you know?
· Explain what scale of measurement is used to measure self-esteem. How do you know?
· Before computing the chi-square, state your null and alternative hypotheses in words (not formulas).
· State whether this scenario requires a one-way or two-way chi-square test. Explain your answer.
· Identify the obtained χ2.
· Identify the degrees of freedom and explain how it is calculated.
· Identify the p value.
· Explain whether you should retain or reject the null hypothesis and why.
· Explain what you can determine about the relationship between self-esteem and intelligence, based on this set of data.
· Submit three documents for grading: your text (Word) document with your answers and explanations to the application questions, your SPSS Data file, and your SPSS Output file.
Week 6 Learning Resources
This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of this week's assigned Learning Resources.
Required Resources
Readings
· Heiman,.
How to write a 1st class dissertation on a laboratory based honours project
Practical tips on preparing and writing a dissertation for biomedical scientists
Presentation Of Scientific Method With Quiz Rr Version
This is a presentation that features the road runner. It explains the scientific method. Original author is unknown.
Similar to Experimental Design AssignmentYou were given an Aedesaegyp.docx (6)
Week 6 Assignment 2Application Chi-Square Study.docx
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1. How did Matthew edit/change Mark 6:45-52 to produce Matthew 14:22-33 – and why?
2. How did Matthew edit/change Mark 9:2-10 to produce Matthew 17:1-13 – and why?
The paper should 350-750 words in length, double-spaced, and using MLA formatting for reference citations and bibliography. Submit the completed assignment to the appropriate Dropbox by
no later than Sunday 11:59 PM Eastern.
Resources for this paper:
See the ebook via SLU library:
New Testament History and Literature
by Martin (2012), pp. 83-88,105-108.
See the ebook via SLU library:
The Gospels
by Barton and Muddiman (2010), p. 53,56-57,102,109.
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describe the different criteria for success of basic and applied research
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Stokes begins with an analysis of the goals of understanding and use in scientific research. He recasts the widely accepted view of the tension between understanding and use, citing as a model case the fundamental yet use-inspired studies by which Louis Pasteur laid the foundations of microbiology a century ago. Pasteur worked in the era of the “second industrial revolution,” when the relationship between basic science and technological change assumed its modern form. Over subsequent decades, technology has been increasingly science-based. But science has been increasingly technology-based–with the choice of problems and the conduct of research often inspired by societal needs. An example is the work of the quantum-effects physicists who are probing the phenomena revealed by the miniaturization of semiconductors from the time of the transistor’s discovery after World War II.
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Expand
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Select
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Identify
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How would you construct these features?
Note
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Exercise 7 Use el pronombre y la forma correcta del verbo._.docx
Exercise 7: Use el pronombre y la forma correcta del verbo.
____________________________
gustar faltar quedar molestar
encantar fascinar interesar
____________________________
1. A mi ______ __________ la poesía romántica.
2. A nosotros ______ ________ estudiar lenguas extranjeras.
3. A las muchachas ______ _______ la música de Julio Iglesias.
4. A Juan y a Ramón ______ ___________ practicar los deportes.
5. A ti no _____ _________ el café.
6. A la profesora no ______ ________ preparar los exámenes.
7. Al consejero _____ ____________ los estudiantes.
8. A los atletas ____ ___________ el gimnasio.
9. Tenemos $500 y pagamos $350 por la matricula. ___ ___________ $150.
10. A los doctores ____ ________ la medicina.
11. A nosotros ____ ________ las pizzas.
12. A ellos ____ __________ la violencia.
13. En la Argentina bailan mucho. A ellos ____ ______ el tango.
14. Nosotros deseamos buscar el vocabulario. ____ __________ un diccionario.
15. Uds. desean llamar a los amigos. ____ ________ un teléfono.
16. A los estudiantes ________ ________ las vacaciones.
17. A mí ________ _________ los actores.
18. A Ud. _________ ____________ solamente diez dólares.
19. A Alberto y a Juan _______ ____________ el béisbol.
20. A ti _______ ____________ trabajar.
21. A Marisa _____ _____________ la música popular.
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.
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Exercise 21-8 (Part Level Submission)
The following facts pertain to a noncancelable lease agreement between Windsor Leasing Company and Sheridan Company, a lessee.
Inception date:
May 1, 2017
Annual lease payment due at the beginning of
each year, beginning with May 1, 2017
$21,737.01
Bargain-purchase option price at end of lease term
$3,800
Lease term
5
years
Economic life of leased equipment
10
years
Lessor’s cost
$68,000
Fair value of asset at May 1, 2017
$93,000
Lessor’s implicit rate
10
%
Lessee’s incremental borrowing rate
10
%
The collectibility of the lease payments is reasonably predictable, and there are no important uncertainties surrounding the costs yet to be incurred by the lessor. The lessee assumes responsibility for all executory costs.
Click here to view factor tables
(c)
Your answer is partially correct. Try again.
Prepare a lease amortization schedule for Sheridan Company for the 5-year lease term.
(Round present value factor calculations to 5 decimal places, e.g. 1.25125 and Round answers to 2 decimal places, e.g. 15.25.)
SHERIDAN COMPANY (Lessee)
Lease Amortization Schedule
Date
Annual Lease Payment Plus
BPO
Interest on
Liability
Reduction of Lease
Liability
Lease Liability
5/1/17
$
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
(To record depreciation.)
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
(To record interest.)
1/1/18
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
(To record second payament.)
Question 27
Pearl Corporation manufactures replicators. On January 1, 2017, it leased to Althaus Company a replicator that had cost $100,000 to manufacture. The lease agreement covers the 5-year useful life of the replicator and requires 5 equal annual rentals of $40,200 payable each January 1, beginning January 1, 2017. An interest rate of 12% is implicit in the lease agreement. Collectibility of the rentals is reasonably assured, and there are no important uncertainties concerning costs.
Prepare Pearl’s January 1, 2017, journal entries.
(Credit account titles are automatically indented when amount is entered. Do not indent manually. If no entry is required, select "No Entry" for the account titles and enter 0 for the amounts. Round present value factor calculations to 5 decimal places, e.g. 1.25124 and the final answer to 0 decimal places e.g. 58,971
.
)
Click here to view factor tables
Date
Account Titles and Explanation
Debit
Credit
January 1, 2017
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
(To record the lease.)
January 1, 2017
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
(To record cost.)
January 1, 2017
[removed]
[removed]
[removed]
[removed]
[removed]
[removed]
(To record first lease payment.)
6 years ago
16.01.2017
8
Report Issue
Answer
(
0
)
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(
0
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10
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what can i bring to class that symbolizes growth and change
calculate it.
EXERCISE 9.4 Using Structured Interview Questions from the GSS .docx
EXERCISE 9.4 Using Structured Interview Questions from the GSS
The GSS, conducted by the National Opinion Research Center (NORC), uses a structured interview schedule.
The GSS was administered annually from 1972 and then biennially from 1994 to a national probability sample.
Some questions are asked on every survey, other questions have rotated, and some have been used only in a single survey.
The GSS measures a great many variables using answers to questions as indicators.
The variables included on past surveys cover a wide range of behaviors, among them drinking behavior, membership in voluntary associations and the practice of religion, and numerous attitudes, such as opinions about abortion, affirmative action, capital punishment, family roles, and confidence in the military.
Browse through the archives of the GSS to find questions asked between 1972 and 2008, which is available at
http://sda.berkeley.edu/archive.htm
and select a few variables of interest.
1.List the names of the variable and the questions on the GSS that are the indicator(s) of those variables.
2.Comment on the specific questions that were used. Do you think they are valid indicators for the variables? Are the questions clear and easy to understand?
What do you think of the answer categories?
.
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