Researchers recently investigated whether or not coffee prevented the development of high blood sugar (hyperglycemia) in laboratory mice. The mice used in this experiment have a mutation that makes them become diabetic. Read about this research study in this article published on the Science Daily web-site New Evidence That Drinking Coffee May Reduce the Risk of Diabetes as well as the following summary: A group of 11 mice was given water, and another group of 10 mice was supplied with diluted black coffee (coffee:water 1:1) as drinking fluids for five weeks. The composition of the diets and living conditions were similar for both groups of mice. Blood glucose was monitored weekly for all mice. After five weeks, there was no change in average body weight between groups. Results indicated that blood glucose concentrations increased significantly in the mice that drank water compared with those that were supplied with coffee. Finally, blood glucose concentration in the coffee group exhibited a 30 percent decrease compared with that in the water group. In the original paper, the investigators acknowledged that the coffee for the experiment was supplied as a gift from a corporation. Then answer the following questions in your own words: 1. Identify and describe the steps of the scientific method. Which observations do you think the scientists made leading up to this research study? Given your understanding of the experimental design, formulate a specific hypothesis that is being tested in this experiment. Describe the experimental design including control and treatment group(s), and dependent and independent variables. Summarize the results and the conclusion (50 points) 2. Criticize the research described. Things to consider: Were the test subjects and treatments relevant and appropriate? Was the sample size large enough? Were the methods used appropriate? Can you think of a potential bias in a research study like this? What are the limitations of the conclusions made in this research study? Address at least two of these questions in your critique of the research study (20 points). 3. Discuss the relevance of this type of research, both for the world in general and for you personally (20 points). 4. Write answers in your own words with proper grammar and spelling (10 points)

Researchers recently investigated whether or not coffee prevented the development of high blood sugar (hyperglycemia) in laboratory mice. The mice used in this experiment have a mutation that makes them become diabetic. Read about this research study in this article published on the Science Daily web-site New Evidence That Drinking Coffee May Reduce the Risk of Diabetes as well as the following summary: A group of 11 mice was given water, and another group of 10 mice was supplied with diluted black coffee (coffee:water 1:1) as drinking fluids for five weeks. The composition of the diets and living conditions were similar for both groups of mice. Blood glucose was monitored weekly for all mice. After five weeks, there was no change in average body weight between groups. Results indicated that blood glucose concentrations increased significantly in the mice that drank water compared with those that were supplied with coffee. Finally, blood glucose concentration in the coffee group exhibited a 30 percent decrease compared with that in the water group. In the original paper, the investigators acknowledged that the coffee for the experiment was supplied as a gift from a corporation. Then answer the following questions in your own words: 1. Identify and describe the steps of the scientific method. Which observations do you think the scientists made leading up to this research study? Given your understanding of the experimental design, formulate a specific hypothesis that is being tested in this experiment. Describe the experimental design including control and treatment group(s), and dependent and independent variables. Summarize the results and the conclusion (50 points) 2. Criticize the research described. Things to consider: Were the test subjects and treatments relevant and appropriate? Was the sample size large enough? Were the methods used appropriate? Can you think of a potential bias in a research study like this? What are the limitations of the conclusions made in this research study? Address at least two of these questions in your critique of the research study (20 points). 3. Discuss the relevance of this type of research, both for the world in general and for you personally (20 points). 4. Write answers in your own words with proper grammar and spelling (10 points)

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Think about a book, television show, or movie that you have seen or read involving detectives or investigators. Was their reasoning inductive or deductive? Justify your answer.

Think about a book, television show, or movie that you have seen or read involving detectives or investigators. Was their reasoning inductive or deductive? Justify your answer.

  Profiles build by the detectives profilers, the preponderance private … Read More...
EENG 1920: Project II – Introduction to Electrical Engineering Assignment-10 (Optional) Due date: 11/27/2015 Problem-1 Create a VI called YourName_Problem2. On the front panel create an array of clusters called Classroom. Each cluster should have five elements in it: a string control called Name, two digital controls called Age and Final Grade, and two Booleans: one called Student? and the second called Male/Female?. The program should compute the mean age, the total number of students in the Classroom, the number of males or females, the number of students that are passing the course and display the results in an indicator cluster called Results. This cluster should have five elements in it: Mean Age, Number of Students, Number of Males, Number of Females, and Number of Students Passing or simply Passing. To determine the number of students passing the course, your program should compare the value of the final grade to a constant 75. A student is considered as passing when his/her final grade is higher than the value of the constant. Improve the VI so that the standard deviation and variance of the ages in the Classroom array are also computed. You will have to add two new indicators to your Results cluster to show these new values. Add a control to the Classroom cluster so that the user can vary the value of the constant used to determine the grade of the students. Test your program by creating a classroom of at least 10 students. Problem-2 Read the document named “In-Class Activity” posted in Lesson-12 and create a VI to replicate the block diagram shown in Figure-2. The arrows at the edge of the loop are called “Shift Registers” and can be obtained by right clicking on the edge of the loop and selecting “Add Shift Register”. The trigonometric functions can be found in “Express Math” under Arithmetic and Comparison though the block diagram. Provide a simple explanation of how you solve these problems (Problem-1 & 2). Discuss any difficulties encountered. Make sure to include all the VIs and subVIs that you created in your submission packet.

EENG 1920: Project II – Introduction to Electrical Engineering Assignment-10 (Optional) Due date: 11/27/2015 Problem-1 Create a VI called YourName_Problem2. On the front panel create an array of clusters called Classroom. Each cluster should have five elements in it: a string control called Name, two digital controls called Age and Final Grade, and two Booleans: one called Student? and the second called Male/Female?. The program should compute the mean age, the total number of students in the Classroom, the number of males or females, the number of students that are passing the course and display the results in an indicator cluster called Results. This cluster should have five elements in it: Mean Age, Number of Students, Number of Males, Number of Females, and Number of Students Passing or simply Passing. To determine the number of students passing the course, your program should compare the value of the final grade to a constant 75. A student is considered as passing when his/her final grade is higher than the value of the constant. Improve the VI so that the standard deviation and variance of the ages in the Classroom array are also computed. You will have to add two new indicators to your Results cluster to show these new values. Add a control to the Classroom cluster so that the user can vary the value of the constant used to determine the grade of the students. Test your program by creating a classroom of at least 10 students. Problem-2 Read the document named “In-Class Activity” posted in Lesson-12 and create a VI to replicate the block diagram shown in Figure-2. The arrows at the edge of the loop are called “Shift Registers” and can be obtained by right clicking on the edge of the loop and selecting “Add Shift Register”. The trigonometric functions can be found in “Express Math” under Arithmetic and Comparison though the block diagram. Provide a simple explanation of how you solve these problems (Problem-1 & 2). Discuss any difficulties encountered. Make sure to include all the VIs and subVIs that you created in your submission packet.

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A lung disease caused by bacteria which become encapsulated is called Select one: a. emphysema. b. pneumonia. c. rheumatic fever. d. tuberculosis. e. pulmonary fibrosis.

A lung disease caused by bacteria which become encapsulated is called Select one: a. emphysema. b. pneumonia. c. rheumatic fever. d. tuberculosis. e. pulmonary fibrosis.

Info@checkyourstudy.com                                                                                                                                                                                       : tuberculosis.
Many experts argue that when the government bails out a private financial institution it creates a problem called “moral hazard,” meaning that if the institution knows it will be saved, it actually has an incentive to take on more risk, not less. What do you think?

Many experts argue that when the government bails out a private financial institution it creates a problem called “moral hazard,” meaning that if the institution knows it will be saved, it actually has an incentive to take on more risk, not less. What do you think?

I agree. It is human character to press limits, and … Read More...
Define: 41 Things Philosophy is: 1. Ignorant 2. Selfish 3. Ironic 4. Plain 5. Misunderstood 6. A failure 7. Poor 8. Unscientific 9. Unteachable 10. Foolish 11. Abnormal 12. Divine trickery 13. Egalitarian 14. A divine calling 15. Laborious 16. Countercultural 17. Uncomfortable 18. Virtuous 19. Dangerous 20. Simplistic<br />21. Polemical 22. Therapeutic 23. “conformist” 24. Embarrassi ng 25. Invulnerable 26. Annoying 27. Pneumatic 28. Apolitic al 29. Docile/teachable 30. Messianic 31. Pious 32. Impract ical 33. Happy 34. Necessary 35. Death-defying 36. Fallible 37. Immortal 38. Confident 39. Painful 40. agnostic</br

Define: 41 Things Philosophy is: 1. Ignorant 2. Selfish 3. Ironic 4. Plain 5. Misunderstood 6. A failure 7. Poor 8. Unscientific 9. Unteachable 10. Foolish 11. Abnormal 12. Divine trickery 13. Egalitarian 14. A divine calling 15. Laborious 16. Countercultural 17. Uncomfortable 18. Virtuous 19. Dangerous 20. Simplistic
21. Polemical 22. Therapeutic 23. “conformist” 24. Embarrassi ng 25. Invulnerable 26. Annoying 27. Pneumatic 28. Apolitic al 29. Docile/teachable 30. Messianic 31. Pious 32. Impract ical 33. Happy 34. Necessary 35. Death-defying 36. Fallible 37. Immortal 38. Confident 39. Painful 40. agnostic

Ignorant- A person is said to be ignorant if he … Read More...
Q4b. What is a compensating control?

Q4b. What is a compensating control?

    Compensating controls are anticipated to be alternative arrangements. … Read More...