do a lab summary of minimum 300 words.

do a lab summary of minimum  300 words.

do a lab summary of minimum 300 words.
23 Motility Some bacterial species have flagella which allow the cells to travel from one place to another. These are referred to as motile species. For the purposes of this lab, we will not deal with other modes of bacterial motility. Those species in our lab devoid of flagella are non-motile. In this lab, we will only consider the motility (qualitatively, i.e. motile or non-motile) of Gram negative rods. Examples of clinically significant non-motile Gram negative rods that will be used in our lab include Klebsiella, Shigella and Acinetobacter. Although Alcaligenes is extremely motile, it only grows very near the top of the agar due to it’s requirement for a lot of oxygen. For this reason, it can be hard to detect Alcaligenes motility. Several methods exist for determining motility, and a few are discussed below. We will use the stabbed soft agar deep method in our lab. Stab a soft agar deep Motility can be determined by monitoring turbidity (cloudiness) following incubation in a stabbed soft agar deep medium such as TSA with 4 – 5gm agar/liter or SIM media (which we will cover in a subsequent lab). Normal hard agar, such as that used for plates or slants, contains 15gm agar/liter. This elevated agar concentration will not allow the movement of any motile cells trapped within the agar matrix. This is not the case with soft agar. To conduct the procedure, cells on the end of a straight needle are stabbed on a straight line into the center of a soft agar deep. Non-motile cells will remain on the stab line as they divide resulting in a distinct line in the agar with no surrounding turbidity. Since soft agar media is slushy motile cells can travel in it. These cells will not remain at the stab line but will radiate outward resulting in turbidity away from a stab line that is visibly less distinct, or even dissipated to invisibility. See image “Motility: left non-motile, right motile.” Highly motile cells can radiate quickly resulting in equal turbidity throughout the media. Less motile cells will radiate, but greater cell density will remain nearer to the stab line. To inoculate a soft agar deep first check your needle to make sure it is straight. Using aseptic technique, collect cells with your needle. Carefully stab the needle through the center of the deep to the bottom of the tube and withdraw along the same path. Do not mix or shake. Incubate at 37oC for 24 to 48 hours, however you cannot incubate motility deeps too long – see point number 2 below. Results from the stabbed soft agar deep method can be misinterpreted. Consider the following points. 1. Soft agar is supposed to be sufficiently oxygen permeable to allow the growth of obligately aerobic species throughout the agar deep. This is not always the case, which can cause confusion when working with obligately aerobic motile cells that have an unusually high oxygen requirement. In this case, look for motility toward the top of the tube. 2. Keep in mind that ANY growth diffusing away from the stab line indicates motility. If not much cell division has occurred then any turbidity present will be difficult to distinguish from the pre-existing translucence of the media. This is perhaps the most common reason for misinterpretation of results using this method. For this reason, eventhough manuals often suggest 24-48 hours of incubation, I tell my students that “when in doubt, incubate longer.” You cannot over-incubate stabbed soft agar deeps. Always use an uninoculated soft agar deep as a control when checking your results. 3. Rarely will a needle follow a laser-straight line to the bottom of the agar deep. The needle will usually follow a crooked path, cutting the agar in one plane or more. Consider a non-motile organism growing along this flat cut path. When viewed perpendicular to the cut plane the growth can easily be mistaken as radiating turbidity. Simply rotate the tube 90 degrees to see if the growth is 3 dimensional (which would indicate actual motility), or if the growth is only following the cut path of the needle. Wet mount / hanging drop method Another way to determine motility is to examine living cells in a wet mount using the hanging drop method. To do this, place a small drop of water in the center of a cover slip using your loop. Collect a small amount of cells with your loop (as if you were making a smear) and gently mix them into the drop of water trying not to spread the drop out. Put small spots of petroleum jelly on the 4 corners of the cover slip. Place a small Sharpie dot next to the drop of water. Lay a depression slide down on the cover slip such that the drop is enclosed in the depression. Press lightly to secure the slip to the slide. Quickly invert the slide so that the drop is hanging from the bottom of the cover slip. View under oil immersion quickly before the heat inactivates the cells or evaporates the drop of water under the slip. The cells will have little contrast and will not be easy to see. Stop down the light with your condenser diaphragm. If everything works correctly you should see motile cells moving around. At first you may confuse the random jerky motion of Brownian motion (caused by random collision of atoms with the cells) for motility. This method is often used to view motile eukaryotic microbes such as protozoa and Euglena, but can also be used to examine the “twiddle and run” motility of bacteria. Cells in the genus Proteus have peritrichous flagella meaning flagella all around the cell, thus they are extremely motile. These cells can even swim on top of agar, a characteristic called “swarming”. For this reason, Proteus can prove very difficult to isolate in a mixed culture, thus causing much frustration to microbiology students. Cells in the genus Pseudomonas have lophotrichous flagella, which is a tuft of flagella on one end of the cell. Lophotrichously flagellated cells are theoretically second only to peritrichously flagellated cells in regard to degree of motility. The remaining “enteric” bacterial genera (Gram negative, oxidasae negative rods) have polar monotrichous flagella, which is a single flagellum on one end of the cell. These are generally considered the least motile cells of the list above, however some strains of polar monotrichously flagellated genera are highly motile. NOTES: * We use SOFT agar deeps for motility tests, NOT tempered hard agar deeps. * Inoculate motility deeps using a needle, NOT a loop. Before inoculating, make needle as straight as possible to limit the diagonal cutting of the agar. * It is hard to over-incubate a motility deep. If in doubt about your results, incubate another day. * Motility results are more easily interpreted while the media is warm (directly out of the incubator). Refrigeration causes the agar to become cloudy. This is a problem. * We will only utilize motility testing no Gram negative organisms this semester. Motility will only be useful in distinguishing the non-motile Gram negative rods (Klebsiella, Shigella and Acinetobacter) from the other Gram negatives. * It is easy to misinterpret a motility result on Pseudomonas due to its obligately aerobic nature. Pseudomonas is motile, but will only show the spreading turbidity toward the top of the tube. * Motility tests should NOT be used to distinguish degrees of motility (quantitatively), but should only be used to distinguish motile from non-motile organisms (qualitatively).
do a lab summary of minimum 300 words.
21 Selective and differential media So far you have used general purpose complex media (such as tryptic soy) to culture a broad range of bacterial species. This media was not formulated to support or inhibit growth of any particular species. We mentioned earlier that samples of mixed cultures on plates could result in confluency (wall-to-wall growth) or TNTC (>300 colonies) if the cell density of the sample is too great. In this case, you could plate a smaller sample or dilute the sample before plating. Another way to decrease colony density is to utilize a selective medium. Selective media are formulated to select for a particular group of (ie. inhibit the growth of all but a particular group of) bacteria. This is especially useful if the organism of interest to you exists in low numbers, and is heavily diluted by the other members of a mixed culture (trying to find a needle in a hay stack). This is a frequent situation in clinical samples. Selective media contain at least one selective agent which inhibits the growth of the unwanted or “contaminating” microorganisms. Selective agents include salts, antibiotics or other inhibitory chemicals at varying concentrations. An example of a selective medium would be TSA with 7.5% added NaCl (table salt). This concentration of salt inhibits the growth of most bacteria, and therefore selects for those that require and/or are capable of growing in the presence of high salt concentrations. The selective media that we will use in this exercise will be Mannitol salt agar and Eosin methylene blue (EMB) agar. Other common selective media include xylose lysine desoxycholate (XLD) agar used for the isolation of Salmonella and Shigella species. Using general purpose complex media, we are able to enumerate the total number of viable cells in a sample by counting the number of colonies that grow up on that media. This is true of pure cultures and mixed cultures alike. What if you wanted to know how many cells of a particular group of bacteria were present in a mixed culture, and you could not depend upon morphology alone to determine which colonies represented that group? One solution would be to plate the sample on a special type of media on which the colonies arising from a particular group of organisms looked unique. Differential media are designed to distinguish certain species, genera or larger physiological groups from others via differences in appearance of colonies, most often color differences of the colonies or surrounding medium. An example of a differential medium would be one containing a particular carbohydrate that could only be fermented to acid by certain microorganisms, mannitol for example. The medium would also contain a pH indicator which would change color as acid accumulated. Those microbes that do not cause the color change must be respiring mannitol, fermenting mannitol to something other than an acid, or using a different carbon and energy source present at a concentration too low to generate enough acid to cause a color change. Another commonly used differential medium is Triple sugar iron (TSI) slants which contains agar, a pH-sensitive dye (phenol red), 1% lactose, 1% sucrose, 0.1% glucose, sodium thiosulfate and ferrous sulfate or ferrous ammonium sulfate. The medium differentiates Gram negative rods in 2 ways. First is by acid production from 1 or more of the carbohydrates. The other is by thiosulfate reduction resulting in the formation H2S, which then interacts with iron to form black FeS. Some media are BOTH selective and differential. Consider the differential mannitol media above with 7.5% NaCl added. You now have a medium that selects for salt tolerant species, and differentiates between those that ferment mannitol to acid vs those that do not. Such a medium exists and is called Mannitol salt agar. Mannitol salt is used to differentiate mannitol fermenting Staphylococcus species (most of which are opportunistic human pathogens) such as S. aureus from non-fermenting Staphylococcus species (most of which are non-pathogens) such as S. epidermidis. See image “Mannitol salt agar.” Micrococcus and Streptococcus are not salt tolerant, and will either fail to grow on Mannitol salt media, or grow poorly. Other commonly used media that are both selective and differential for Gram negative enteric genera include MacConkey’s, Hektoen enteric (HE) and Salmonella Shigella (SS) agars. The differential basis of these media types involves color changes due to acid production from various carbohydrates in the medium. EMB agar is a defined medium which contains lactose as a carbon and energy source. It also contains eosin and methylene blue which inhibit the growth of Gram positive bacteria. The basis for the differential property of EMB media is this: Gram negative lactose fermenting bacteria will take up the purplish-emerald green dyes at a rate proportional to the amount of acid produced from lactose fermentation. This medium will be used in our lab for differentiation of the “enteric” Gram negative rods, otherwise known as the oxidase negative, Gram negative rods. Of the organisms that we are working with this semester, this includes E. coli, E. aerogenes, C. freundii, K. pneumoniae, P. vulgaris, S. enteritidis, and S. flexneri. The term “enteric” implies “of the intestines,” or “of fecal origin.” Appearance of Gram negative, oxidase negative colonies on EMB: The characteristics described below only apply to isolated colonies. As you will see below, much variation exists among the results for most organisms on EMB, depending on crowding, time and temperature of incubation, and variance in media formulation and pH. * Species of the genus Salmonella, Shigella and other non-lactose fermentors commonly produce little or no acid resulting in nearly colorless colonies on EMB. * Enterobacter, Klebsiella and other “Aerogenes-type” organisms commonly produce a moderate amount of acid from lactose fermentation resulting in a characteristic “fish-eye” colony (light with dark center) on EMB agar. Some strains produce more acid resulting in colonies with dark coloration throughout. Alternatively, some cultures of these organisms will form nearly colorless colonies. Although most reports suggest otherwise, certain strains of Klebsiella will produce a transient green metallic-sheen on EMB. See image “EMB agar – fish eye colonies. * E. coli, Citrobacter, Proteus and other “Coli-type” organisms produce relatively large amounts of acid from lactose fermentation resulting in the formation of colonies that are purplish-black throughout, or have a green metallic-sheen. Although the green sheen is most often attributed only to E. coli, the organism given credit as the most robust lactic acid producer, other genera such as Citrobacter and Klebsiella will sometimes form the green sheen. One distinction here is that the green sheen of E. coli is persistent whereas the sheen formed by Klebsiella fades over a period of 6-24 hours. Proteus colonies on EMB are commonly very small and purple-black throughout, although some Proteus cultures form nearly colorless colonies. See image “EMB agar – green metallic sheen. Streak these plates for isolation just as you would streak a TSA plate. Having isolated colonies is not critical for proper results on mannitol salt agar, but IT IS on EMB. You will not see clear fish-eyes, etc. if colonies on EMB agar are not isolated. NOTES * We use mannitol salt agar for Gram positive cocci. * The color change for mannitol salt occurs in the media itself, as well as the colony. * We use EMB agar for Gram negative rods, especially for the oxidase negative variety. * The media that we have discussed in this lab are both selective and differential. Understand these terms. Know the selective and the differential ingredients of each medium discussed. Understand the selective and differential basis of how these work. Know the expected result of each organism discussed above on mannitol salt and EMB.
do a lab summary of minimum 300 words.
18 Colonial morphology: the appearance of a colony If we swabbed the palm of our hand, mix this into a tube of physiological saline or distilled water, streak this onto a plate of media and incubate, many colony types would grow because many different species of bacteria were present in the sample. Some of these colony types would be easily distinguishable, even by the untrained individual because of unique colors (Micrococcus & Pseudomonas), surface luster (Bacillus & Corynebacterium), shape (Proteus), or texture (Klebsiella). For other colony types, the colonial morphology would be quite similar. This is generally true of the Gram negative rods. Colony morphology must be examined closely. With practice, you will learn to see subtle differences between similar colony types. Colony morphology is an important piece of evidence used in identifying organisms, BUT you should never use it as the sole means of making the final call when you have other means of characterization. Remember this when working on your unknown. You should find colony morphology especially helpful in distinguishing the following organisms: *species of the genus Bacillus from other Gram positive rods *Bacillus species one from another *Corynebacterium xerosis from the other Gram positive rods *Staphylococcus species from Streptococcus species *Staphylococcus aureus from the other catalase positive Gram positive cocci *Pseudomonas aeruginosa and Alcaligenes faecalis from the other oxidase positive Gram negative rods *Pseudomonas aeruginosa from Alcaligenes faecalis *Klebsiella pneumoniae from the other oxidase negative Gram negative rods Colony morphology is commonly described using the 7 parameters listed below. You may prefer descriptors other than those listed (ex.: round instead of circular), or you may need to use additional descriptors (such as “terraced” elevation, etc.) if one provided does not accurately describe what you see. Shape: circular irregular rhizoid other? Edge: entire lobate serate other? Density: Opaque translucent transparent Surface: luster Shiny dull wrinkled other? Texture: crumbly hard creamy mucoid other? Elevation: convex flat raised umbonate other? Color: NOTES: * Colony morphology is not very “testable.” The purpose of this exercise is to make you aware of differences in the appearance of colonies so you can use this as another bit of evidence in identification. Images 14 – 38: colony morphology of each organism. See “index of images” on page vii.

Instructions In this final assignment, you will develop a paper that reviews some of the main topics covered in the course. Compose an essay to address the following: Identify the components of an inf

Instructions

In this final assignment, you will develop a paper that reviews some of the main topics covered in the course. Compose an essay to address the following:

Identify the components of an information system using the five-component framework and provide a brief summary of each.

Explain Porter’s five forces model.

Management information systems incorporate software and hardware technologies to provide useful information for decision-making. Explain each of the following information systems and use at least one example in each to support your discussion:

A collaboration information system.

A database management system.

A content management system.

A knowledge management/expert system.

A customer relationship management system.

An enterprise resource planning system.

A social media information system.

A business intelligence/decision support system.

An enterprise information system.

Identify and discuss one technical and one human safeguard to protect against IS security threats.

There are several processes that can be used to develop information systems and applications such as SDLC and SCRUM (Agile Development). Provide a brief description of SDLC and SCRUM and then discuss at least one similarity and one difference between SDLC and SCRUM.

Sum up your paper by discussing the importance of MIS.

Your paper must be at least three pages long, and you must use at least two resources. Be sure to cite all sources used in APA format and format your essay in APA style.

The Assignment  Academic research is a recursive process by which new ideas are created from existing ones. This means that sources are frequently identified, visited, and revisite

The Assignment 

Academic research is a recursive process by which new ideas are created from existing ones. This means that sources are frequently identified, visited, and revisited as the process moves along. The purpose of this kind of research is largely to figure out what has already been said about a given subject. As a scholar, a key part of your job is to figure out what the "conversation" is among the experts in your field before adding your own voice.

This is where the annotated bibliography comes into play. For this assignment, you will gather and annotate seven credible sources pertaining to your research subject. You will assemble your sources into a single document meant to lay out the key points of conversation surrounding your topic of research. The purpose here is to help you identify problems that could be studied further.

  

The Specs

  • At least five sources must come from peer reviewed journals or academic publishing houses (i.e. university presses or other academic outlets, such as think tanks)
  • At least one source must be a printed book
  • All citations must be completed in APA format
  • Citations must be assembled in alphabetical order
  • File must be submitted as either Word Doc or PDF
  • 1" Margins
  • 12-Point Times New Roman Font
  • Double-Spaced

 

Useful Tips

An annotated bibliography can be an immensely useful document in the research process, because it gives you a pool of useful sources to dip into when you need information. It also allows you to articulate what each source says, as well as why each source is relevant to your project. Indeed, an annotated bibliography can help you see what the academic conversation is, what problems exist, and what needs further study. This can be a great opportunity to refine your research into useful questions that address existing problems.

A full annotation must include a complete citation (APA, for us), a brief summary of the author's or authors' argument, and a brief description of the source's relevance to your own work.

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Academic research is a recursive process by which new ideas are created from existing ones. This means that sources are frequently identified, visited, and revisited as the process moves along. The purpose of this kind of research is largely to figure out what has already been said about a given subject. As a scholar, a key part of your job is to figure out what the “conversation” is among the experts in your field before adding your own voice.

This is where the annotated bibliography comes into play. For this assignment, you will gather and annotate seven credible sources pertaining to your research subject. You will assemble your sources into a single document meant to lay out the key points of conversation surrounding your topic of research. The purpose here is to help you identify problems that could be studied further.

The Specs

  • At least five sources must come from peer reviewed journals or academic publishing houses (i.e. university presses or other academic outlets, such as think tanks)
  • At least one source must be a printed book
  • All citations must be completed in APA format
  • Citations must be assembled in alphabetical order
  • File must be submitted as either Word Doc or PDF
  • 1″ Margins
  • 12-Point Times New Roman Font
  • Double-Spaced

Useful Tips

An annotated bibliography can be an immensely useful document in the research process, because it gives you a pool of useful sources to dip into when you need information. It also allows you to articulate what each source says, as well as why each source is relevant to your project. Indeed, an annotated bibliography can help you see what the academic conversation is, what problems exist, and what needs further study. This can be a great opportunity to refine your research into useful questions that address existing problems.

A full annotation must include a complete citation (APA, for us), a brief summary of the author’s or authors’ argument, and a brief description of the source’s relevance to your own work.

Due on Mar 9, 2023 9:30 AM

ITM 301 Principles of Information Systems Module 2 SLP IT Management and Decision Making Please see the attachment for the Excel assignment No QUIZ is required.

ITM 301 Principles of Information Systems

Module 2 SLP IT Management and Decision Making

Please see the attachment for the Excel assignment

No QUIZ is required.

ITM 301 Principles of Information Systems Module 2 SLP IT Management and Decision Making Please see the attachment for the Excel assignment No QUIZ is required.
Module 2 – SLP IT MANAGEMENT AND DECISION MAKING You might find it useful to review this video before doing this assignment. Introduction to Excel Formulashttps://www.youtube.com/watch?v=wqn7mxR2Xpk In this SLP you will learn how to use formulas in Excel. Below is a Quiz and Lecture to help you prepare for the SLP. SLP 2, Lecture 1: Use Relative, Absolute, and Mixed Cell References in Formulas: SLP 2 Review Quiz: This quiz will not count toward your grade but allows you to assess your knowledge. SLP Assignment Enter the text below in the cells indicated. A1: Sure Balance Checkbook A3: Ck. # B3: Date C3: Item Description D3: Debit E3: Credit F3: X G3: Balance Modify column widths for columns A through F. Format the numbers to show dollars and cents for all entries in columns D, E, and G Format column B to enter the date of transactions. Copy the formulas to calculate the entire G column. G4: =-d4+e4 G5: =g4-d5+e5 Your checkbook should look like the one below.   A B C D E F G 1 Sure Balance Checkbook         2               3 Ck. # Date Item Description Debit Credit X Balance 4   6/30/92 June Paycheck   $1,795.86   $1,795.86 5 100 7/1/92 Rent Payment. $42.64     $1,753.22 6 101 7/1/92 Plaza Theatres $87.34     $1,665.88 7   7/4/92 Cash (Auto Teller) $50.00     $1,615.88 8 102 7/6/92 United Way (Gift) $75.00     $1,540.88 9 103 7/7/92 Rent $800.00     $740.88 10   7/10/92 Hobby Sales   $2,500.00   $3,240.88 11 104 7/11/92 Speeding Ticket $500.00     $2,740.88 12  105 7/12/92 Lawyer for Speeding Ticket $3,200.00     ($459.12) 13    7/14/92 Saving Quarter Fund   $500.00   $40.88  SLP Assignment Expectations Upload your completed file to the SLP 2 dropbox.

Police Use of iPhone Iris Scanners Raise Privacy Concerns http://siliconangle.com/blog/2011/07/20/police-use-of-iphone-iris-scanners-raise-privacy-concerns/ The link leads to a blog that informs how d

Police Use of iPhone Iris Scanners Raise Privacy Concerns

http://siliconangle.com/blog/2011/07/20/police-use-of-iphone-iris-scanners-raise-privacy-concerns/

The link leads to a blog that informs how dozens of police departments nationwide are gearing up to use a tech company’s already controversial iris- and facial-scanning device that slides over an iPhone and helps identify a person or track criminal suspects.

Discussion: Discuss the potential for abuse within the program. Do you agree or disagree with its use? Why?

Write an essay about something in your purse or your wallet. Why is it meaningful enough to keep? What does it say about you as a person? If you don’t have a wallet or a purse, or they are pristine, w

Write an essay about something in your purse or your wallet. Why is it meaningful enough to keep? What does it say about you as a person? If you don’t have a wallet or a purse, or they are pristine, what does that say about you as a person? If still nothing comes to mind, do you know a person with an unruly bag?

This piece will only have to be 2 pages double spaced

For this lab you will be writing a lab report, including an abstract, introduction, methods, results, discussion section, as well as a descriptive title (page) and short concluding paragraph. All exte

For this lab you will be writing a lab report, including an abstract, introduction, methods, results, discussion section, as well as a descriptive title (page) and short concluding paragraph. All external sources of information should be included in a references section at the end of the report. Assignments are to be submitted individually. Collaboration is encouraged when completing the assignment, but work submitted must be unique to each individual (in their own words).

Report must include the following sections to be a complete report:

  • Title Page
  • Abstract
  • Introduction
  • Methods

Results

Discussion

Conclusion

References / Literature Cited (CSE Format)

-Minimum 3 primary sources

Report Formatting:

– 5pages in length(can be longer if needed) • 12pt Times New Roman font

1.5 line spacing (paragraph setting) • No modifications to the margins

Be sure to include the following in the results section:

Properly formatted graph depicting means and standard deviations calculated.

Descriptions of Qualitative data and Quantitative Data Collected in the written paragraph.

Written results of the t-test (with values in parentheses) in the written paragraph.

Graphs depict analyzed data (not raw) with appropriate labelled axes with units, error bars (if applicable), a figure caption including graph title, brief description, sample size, and description of error bars (if applicable). The appropriate style/type of graph will be based on the data depicted. Summary tables should be well organized with a clear and appropriate table caption (above the table) complete with title, description, and sample size.

Scientific writing- overview

Title Page

Title of your report

Sufficiently descriptive of what will be discussed

with proper nomenclature

Abstract

Overview of the entire piece of writing

1-2 sentences that outline the most important information from each sections:

  • Introduction (Including the objective)
  • methods
  • results
  • discussion

Introduction- Part 1

  • Introduce the topic of interest

– set up context and current knowledge

  • Background knowledge

– General background (1-2 paragraphs)

– Point 1 (1 citation)

– Point 2 (1 citation)

– …

  • Information presented is based on the objective

– Ex. examining the effects of A on B

– What do we know about B?

– What do we know about A+B?

Introduction – Part 2

Indicate your objective and hypothesis

Objective: Examine the effects of ___________ on ___________

Hypothesis: _________ will cause ________ to ________

Hypotheses answer/address a question/objective

Hypothesis is supported by background information (presented earlier, or restated here)

Be careful your hypothesis is not actually your predictions!

Methods Section

• Methods: Overall Experimental Setup (not every detail)

Species of Interest (somewhere in the paragraph)

Manipulation(s) (independent variable) – Experimental/Control Groups

Controls and Consistent Features

Measurement(s) (dependent/responding variable(s) – Data Collected

Analyses (how were raw collected data analyzed??)

Analysis 1

Analysis 2

Analysis …

Tool for analyses and Data Depiction – What tool was used to do the analyses?

Where did methods come from? (either first or last sentence)

• Reference and in-text cite the lab manual • What did you do? (Past tense)

Results Section

What are the results of your experiment?

Written paragraph:

• What do your analyses show? (reporting numbers with descriptions)

• Are there any patterns or trends? What are numbers that describe these?• Reference the figure in written text (ex. Figure 1 shows…, or …(Figure 1))

• Figure/Graph (Where these values are presented)

Do figures and tables have a descriptive caption?

Proper formatting (axes, etc.)

Do they have enough detail to stand alone?

Discussion – Part 1

• What are your key results? • Briefly restate them

What do these results mean? (Interpretation)

Should bring into the context of the hypothesis/objective

What do the specific results you collected tell us?

What explains the results (biological explanation)

Use references/sources to give a reason we see results or should see different results.

Are your findings consistent with other experiments (sources)

Example:

Result 1: “We found X…”

“These results indicate y…” (context of the objective)

Explain why you might/not find these results

Repeat for all important results

Summarize with What all your results, interpretation, and explanation tell you about the experimental objective (conclusion statement)

Discussion – Part 2

Evaluate the design of your experiment

What are potential deficiencies in your design?

How would you adjust your design in the future to obtain better results?

Go beyond sample size and human error, these should not be flaws

Sample size is based on resources available and is a sample for a reason

Human error can happen, but we try to minimize it as best we can (don’t throw yourself under the bus)

If these really are issues, you have a poor experiment and should reassess before performing it.

What are possible future directions that your work applies to?

What might be a “next step in this field?

What new questions do you have after performing the experiment?

Conclusions

Can be in the form of a conclusion paragraph.

Briefly restate some key points from your report, including:

Initial objective of the experiment

What were the main results? (trends, no numbers)

What do these results mean/tell us? (interpretation, no numbers)

Importance/relevance of the findings (implications/applications)

References Section

Contains the full citation for each source used in the report

Using CSE format

Check the formatting, marks can easily be lost if not checked!

Sources cited in text must appear here (and vise versa)

The data that should be used in this lab report is attached here.

Write at least two to three-page paper using APA format, cite references, and submit a reference page. Conduct a needs assessment on a need in your community. Answer the following questions, as ident

Write at least two to three-page paper using APA format, cite references, and submit a reference page.

Conduct a needs assessment on a need in your community.  Answer the following questions, as identified in your text utilizing the 7-question format below during your writing assignment.

  • What is the need or gap?
  • What data exists about the need or gap?
  • What data are needed in order to develop a plan to fill the gap?
  • What resources are available to do the needs assessment?
  • Who should be involved in the analysis and interpretation of the data?
  • How will the information be used and for what purpose?
  • How will the results be communicated to community partners?

In summary: How would you use this information to address any gaps?

Your answer to each preceding question must be clearly noted/referenced in your assignment. Utilize bullets or numerical points when formulating this writing assignment.

Assignment 5 – Disagreement on Administration Assignment 5: Compose written reflections on bureaucratic vs. non-bureaucratic leadership styles. Read Chapter 3 and after reading “A Philosophical Disa

Assignment 5 – Disagreement on Administration

Assignment 5: Compose written reflections on bureaucratic vs. non-bureaucratic leadership styles.

Read Chapter 3 and after reading “A Philosophical Disagreement on Administration” (p. 95), reflect on the following: a) If you agree or disagree with Jason and Muriel, defend your position, b) What valid points does the university professor make?, and c) Would you agree with Jason that schools were administered somewhat differently in the past than they are today? Defend your position.  How is this scenario related to structuralism and informal leadership as  presented in Chapter 3? The responses should be in one document. 400-500 words in length

Part II – PowerPoint on First-Year PrincipalsStart Assignment

Assignment 6: Produce a power point about appropriate behaviors and skills for first – year principals. Google “Tips for First – Year Principals.” Choose one or more of the articles from your Google search and develop a power point presentation as if you are going to present the highlights to an audience of new school leaders. The presentation should be 10 slides in length. The first slide should include the title, source, and your name. The last slide should be a summary of professional perspectives that you gained from the selected topic (What was important to you and why?).

A related rubric is located within the Rubrics Module in Canvas. 100 PointsThe plagiarism level should not be over 30%.