Principle Centered Leadership by Covey Essay Example | Topics and Well Written Essays - 750 words

Principle Centered Leadership by Covey - Essay Example The cover quoted a famous Chinese proverb which states, "Give a man a fish and you feed him for a day; teach him how to fish and you feed him for a lifetime." It is better to teach someone how to do something than to do it for them. For example, if I were in charge of certain process in quality control of a firm, I can choose to do it myself and not teach it to my subordinates but that will just be a short term solution. My subordinates will still be dependent on me and not learn how to do it themselves. On the contrary, teaching them the process would be a long term solution and will eventually make them more responsible and probably assume the job in the future. This principle is what Covey discussed in his six conditions of empowerment where the employees are allowed to self-supervise making them accountable for their own actions. I enjoyed reading this book because the concepts presented do not only apply to the business world but also in my personal life since the wisdom and tru th that it speaks of is very universal. The ideas that he proffered are applicable in making managerial decisions in an organization, as well as decisions that we make in our everyday struggles in life. The first point that struck me is the importance of developing a mission statement. I believe in his idea that a principled leader should develop a mission statement that is short, simple, generic and easily memorized so that every employee understands it and accepts it as a guiding principle resulting in its successful implementation in the organization. Having a clearly defined mission statement will prevent companies from having employees who are unclear of their company’s priorities and goals. Even as individuals, I realized that having a mission statement is a must if we want to succeed in life. Another important aspect in Covey’s book which I think will have an impact in my leadership style is the relevance of having clear communication lines in an organization. I became more aware that every employee no matter how far below they are in the hierarchy of the organizational structure must have a voice in the company. As a leader, I will try to always have an open ear to the ideas of my employees and try to develop a personal relationship with them. Covey however stressed that leaders must also learn to strike a balance between logical and emotional and sympathy and empathy to become effective communicators. My favorite chapter in Covey’s book is Chapter 11 which discuses the thirty methods of influence. According to Covey, the best way to influence the consumer’s lives is to model by example, build caring relationships, and to mentor by instruction. I particularly took notice of no. 4 which is the â€Å"performance of anonymous service†. It reminded me of a gospel passage from Matthew 6: 3-4 which states, â€Å"In giving alms, you are not to let your left hand know what your right hand is doing. Keep your deeds of mercy s ecret, and your Father who sees in secret will repay you.† Although I have known this passage previously, as a leader, I did not realize that selfless service, that is, not expecting any reward from serving others, would redound to a positive influence among my co-workers.

Medicaid and the Uninsured Essay Example | Topics and Well Written Essays - 500 words

Medicaid and the Uninsured - Essay Example However, it seems that the Deficit Reduction Act (DRA) (2005) poses a threat to those families who might use Medicaid and SCHIP. Reasons include the imposition of cost sharing, the complications involved in levels of income and percentage of cost demanded, and the need for individual families to keep records that determine what percentage to pay. This is difficult and complicated, as many such families' incomes vary a lot. Research also shows that imposing premiums makes people stop paying or applying for cover. Having such tight budgets already, this represents a further demand on limited resources. Knowing that treatment may be refused if one cannot pay is yet another deterrent. Restrictions on adults without children, enrolment processes, and the lack of knowledge of what is available are other factors preventing both adults and parents taking up insurance for themselves or their children. Christopher P. Tompkins, Stuart H.

Earthquake Preparedness of Staff Nurses Research Proposal

Earthquake Preparedness of Staff Nurses Research Proposal A STUDY TO ASSESS THE EFFECTIVENESS OF AN INFORMATION BOOKLET ON EARTHQUAKE PREPAREDNESS IN TERMS OF KNOWLEDGE AND PRACTICE OF STAFF NURSES WORKING IN SELECTED COMMUNITY HEALTH CENTERS OF GUJARAT STATE   INVESTIGATOR Bhavisha R. Patel ABSTRACT Disaster has been Mankind’s constant though inconvenient companion since time immemorial. The fury of nature can be as disastrously beautiful as the gifts of nature received gratis. Natural disaster continues to strike unabated and without notice and is perceived to be on the increase in their magnitude complexity, frequency and economic impact. India has been traditionally vulnerable to natural disasters on account of its unique geo-climatic conditions. Floods, droughts, cyclones, earthquakes and landslides have been recurrent phenomena. About 60% of the landmass is prone to earthquakes of various intensities; over 40 million hectares is prone to floods; about 8% of the total area is prone to cyclones and 68% of the area is susceptible to drought. The main objective of the study was assessing the knowledge and practice of the Staff Nurses before and after the administration of an Information Booklet on Earthquake Preparedness in the selected Community health centre of Gujarat state. The conceptual frame work is based on System theory model. Materials Method used for the study was after a preliminary study on Earthquake Preparedness of Staff Nurses conducted at Adalaj CHC, a pre-post interventional study was performed on 8 CHCs of Gujarat State. Four districts of Gujarat state i.e. Ahmedabd, Gandhinagar, Panchamahal and Bharuch were selected randomly. Each CHCs of selected districts were randomly selected. While sample selection was done by Lottery Method. One group pre post design used for the study Data collection includes personal data, knowledge of Earthquake Preparedness of staff nurses with help of structured knowledge questionnaires, Practice of Earthquake Preparedness of staff nurses with help of structured observation check list. An Information Booklet was introduced in terms of knowledge and Practice performing by Staff Nurses on Earthquake Preparedness. Reliability of the tool was confirmed by Pearson test and validity was done from experts of different health department. Results of or Forty staff nurses were included from Eight CHCs of Gujarat state. For the knowledge it is reveals the comparison between pre-test and post-test knowledge score obtained by the Samples on Earthquake Preparedness. The mean pre test score is 15.82 and the mean post test score is 29.75. The Standard Deviation of pre test knowledge score is 2.77 and that of the post test is 1.84. The calculated‘t’ is 13.92 and the tabulated’ is 1.68 at 0.05 level of significance. For practice of the samples it is reveals the comparison between pre-test and post-test practice score obtained by the Samples on Earthquake Preparedness. The mean pre test score is 35.47 and the mean post test score is 48.025. The calculated‘t’ is 21.37 and the tabulated’ is 1.68 at 0.05 level of significance There was significant difference between pretest mean score and posttest mean score for knowledge and practice of samples regarding Earth quake Preparedness of Staff Nurses. After administration of an Information Booklet, there was improvement in samples’ Knowledge and Practice. So it was concluded that An Information Booklet on Earthquake Preparedness increased the knowledge and practice of staff nurses working in selected CHCs of Gujarat State. Introduction â€Å"Hospitals Safe from Disasters Reduce Risk, Protect Health Facilities, Save Lives,† (World Health Day). Disaster caused by nature’s fury is not uncommon in this planet, earth. In fact, scientists believe that the birth of this planet, earth was the result of an explosion that occurred in the solar system, from time immemorial this planet has witnessed numerous natural disasters. In the past, man used to view this natural disaster as the â€Å"ACTS OF GOD† Gradually; science opened the doors of knowledge and enabled man to understand the mysteries of nature. On January 26, 2001 Gujarat was rocked by a violent earthquake. Thousands of people died and there was loss of about 400 crore rupees to the nation. It was one of the severest earthquakes to have hit the country. In served to highlight the gaping holes in the nation’s disaster management ability. This devastating incident made the investigator take up the present study. Nurses in any location will be on the front line as caregivers and managers in the event of a damaging, disaster. Having read the views of various authors the investigator is able to visualize that disaster situations are very different from routine nursing care situation. Nurses need to have adequate knowledge and training to work in such a unique, chaotic, stressful situation and to identify and meet the complex, multi various health needs of victims of disaster. India has been traditionally vulnerable to natural disasters on account of its unique geo-climatic conditions. Floods, droughts, cyclones, earthquakes and landslides have been recurrent phenomena. About 60% of the landmass is prone to earthquakes of various intensities; over 40 million hectares is prone to floods; about 8% of the total area is prone to cyclones and 68% of the area is susceptible to drought. In the decade 1990-2000, an average of about 4344 people lost their lives and about 30 million people were affected by disasters every year. The loss in terms of private, community and public assets has been astronomical. At the global level, there has been considerable concern over natural disasters. Even as substantial scientific and material progress is made, the loss of lives and property due to disasters has not decreased. In fact, The human toll and economic losses have mounted. It was in this background that the United Nations General Assembly, in 1989, declared the decade 1990- 2000 as the International Decade for Natural Disaster Reduction with the objective to reduce loss of lives and property and restrict socio-economic damage through concerted international action, especially in developing countries. OBJECTIVES OF THE STUDY: 1. To assess the knowledge of the Staff Nurses before and after the administration of an Information Booklet on Earthquake Preparedness in the selected Community health centre of Gujarat state. 2. To assess the practice of the Staff Nurses before and after the administration of Information Booklet on Earthquake Preparedness in the selected Community health centre of Gujarat state. HYPOTHESES OF THE STUDY: H1: The mean post test knowledge scores of the Staff Nurses after the administration of an Information Booklet on Earthquake Preparedness will be significantly higher than their mean pre test Knowledge scores as evident from the Structured Knowledge Questionnaire at .05 levels. H2: The mean post test practice scores of the Staff Nurses after the Administration of an Information Booklet on Earthquake Preparedness will be significantly higher than their mean pre test practice scores as evident from the structured observational Checklist at .05 levels. OPERATIONAL DEFINITIONS Effectiveness: it refers to the power of the information booklet to bring about changes in knowledge and practice of staff nurses regarding earthquake preparedness. Informational Booklet: A handy written material, which will enhance the knowledge of staff nurses regarding earthquake preparedness improve practice of the staff nurse. Earth Quake: A sudden violent shaking of the ground as a result of movement within the earth’s crust. Preparedness:- is concerned with forecasting and working, education and training of population, organization for and management of disaster including preparation of operational plan, training of relief groups, ensuring adequate supplies of necessary funds. Knowledge: It is the ability of staff nurses to respond to a structured knowledge questionnaire regarding earthquake preparedness resulting as evident from knowledge score. Practice: It refers to the abilities of the staff nurse to guide and provide care to the earthquake preparedness with the use of informational booklet. At Evidence by Structured Observational Check List. Staff nurse: staff nurse (male and female) who are working in community health center. Community health center: In this study CHC refers to community health center covering a population of 80,000 to 1.20 lake with 30 beds and specialist in surgery, medicine, obstetrics and gynecology, and pediatrics with X-ray and laboratory facilities. DELIMITATIONS OF THE STUDY:- The study is delimited to Staff nurse of selected CHC of Gujarat state accessible during the data collection will be selected for the sample. The study is delimited to Staff nurse who are willing to participate in the study. The study is delimited to the CHC of selected district of Gujarat State only. The study is delimited to the 40 staff nurses only. RESEARCH DESIGN Research design selected for the present study was one group pre test post test design. The investigator had developed structured Knowledge Questionnaire and Structured Observational Checklist for evaluation of pre test and post test. RESEARCH SETTING:- The present study was conducted in the selected Community Health Center of Gujarat State. Investigator was divided Gujarat state in five regions (north, east, and west, south and central) and from that investigator will select any four districts by lottery method). From each district by lottery method investigator will select two Community Health Center. ANALYSIS AND INTERPRETATION Materials Method used for the study was after a preliminary study on Earthquake Preparedness of Staff Nurses conducted at Adalaj CHC, a pre-post interventional study was performed on 8 CHCs of Gujarat State.. Four districts of Gujarat state i.e. Ahmedabd, Gandhinagar, Panchamahal and Bharuch were selected randomly. Each CHCs of selected districts were randomly selected. While sample selection was done by Lottery Method. One group pre post design used for the study Data collection includes personal data, knowledge of Earthquake Preparedness of staff nurses with help of structured knowledge questionnaires, Practice of Earthquake Preparedness of staff nurses with help of structured observation check list. An Information Booklet was introduced in terms of knowledge and Practice performing by Staff Nurses on Earthquake Preparedness. The main area of knowledge and Practice include – Introduction of Earthquake, Types and Phases of Disaster, Earthquake Preparedness and Care of Victim. Reliability of the tool was confirmed by Pearson test and validity was done from experts of different health department. Results for Forty staff nurses were included from Eight CHCs of Gujarat state. For the knowledge it is reveals the comparison between pre-test and post-test knowledge score obtained by the Samples on Earthquake Preparedness. The mean pre test score is 15.82 and the mean post test score is 29.75. The table also shows that the Standard Deviation of pre test knowledge score is 2.77 and that of the post test is 1.84. The calculated‘t’ is 13.92 and the tabulated’ is 1.68 at 0.05 level of significance. For practice of the samples it is reveals the comparison between pre-test and post-test practice score obtained by the Samples on Earthquake Preparedness. The mean pre test score is 35.47 and the mean post test score is 48.025. The table also shows that the Standard Deviation of pre test practice score is 3.17 and that of the post test is 2.03. The ca lculated‘t’ is 21.37 and the tabulated’ is 1.68 at 0.05 level of significance There was significant difference between pretest mean score and posttest mean score for knowledge and practice of samples regarding Earthquake Preparedness of Staff Nurses. After administration of an Information Booklet, there was improvement in samples’ Knowledge and Practice. So it was concluded that An Information Booklet on Earthquake Preparedness increased the knowledge and practice of staff nurses  working in selected CHCs of Gujarat State. CONCLUSIONS The following conclusions can be drawn from the study findings. For personal data investigator concluded the results and it is revealed that 18(45%) of the samples are in the age group of 31-40 years, 37(92.5%) are female, 40(100%) has not attend training regarding Disaster Management, 35(87.5%) have the professional qualification of GNM and 17(42.5%) have 6-10 years clinical experience and 39(97.5%) have not any experience related Earthquake Management. From knowledge questionnaire it is revealed that the mean difference in the area related to the Introduction of Earthquake is 3.30, in area related to Earthquake Types and Phases is 1.82, in area related to Earthquake Preparedness 5.42 and while area related to Care of Victim is 3.37. Samples have gained more knowledge in the area related to Earthquake Preparedness and Care of Victim. Obtained mean difference in all area of knowledge the calculated‘t’ is greater than tabulated‘t’ (1.68) and so the investigat or concluded that there is significant increase in the mean post test knowledge score as compared to the mean pre test knowledge score after the administration of an Information Booklet on Earthquake Preparedness which is statistically proved and so the null hypothesis Ho1 is rejected and research hypothesis H1 is accepted.. Mean post test knowledge score is higher than mean pre test knowledge score with the mean difference of 13.92 which is statistically proved that the Information Booklet on Earthquake Preparedness is effective in terms of knowledge among the samples. The calculated‘t’ (13.92) is significantly greater than the tabulated ‘t’(1.68) so there is significant increase in the knowledge of samples after the administration of the Information Booklet on Earthquake Preparedness. For The Observational Checklist It is is revealed that the mean difference in the area related to the Arrangement of infrastructure and equipments is 6.25, in area related to Preparation of Emergency kit articles is 2.025, in area related to Communication Facility 3.75 and while area related to Round the clock inspection of medicine and repair of equipment is 0.53. Samples have gained more practice in the area related to Arrangement of infrastructure and equipments and Communication Facility .Obtained mean difference in all area of practice the calculated ‘t’ is greater than tabulated ‘t’(1.68) and so the investigator concluded that there is significant increase in the mean post test practice score as compared to the mean pre test practice score after the administration of an Information Booklet on Earthquake Preparedness which is statistically proved and so the null hypothesis Ho2 is rejected and research hypothesis H2 is accepted. Mean post test practice s core is higher than mean pre test practice score with the mean difference of 12.55 which is statistically proved that the Information Booklet on Earthquake Preparedness is effective in terms of practice among the samples. The calculated‘t’ (21.37) is significantly greater than the tabulated ‘t’(1.68) so there is significant increase in the practice of samples after the administration of the Information Booklet on Earthquake Preparedness. From all the above mentioned findings, it can be concluded that the administration of an Information Booklet was definite increase in both Knowledge and Practice of Staff Nurses. This clearly indicates that an Information Booklet on Earthquake Preparedness was effective in improving the Knowledge and Practice of the Samples. BIBLIOGRAPHY:- NEWSPAPERS â€Å"Coping with Calamities†. The Times of India, 31st January,2001. â€Å"Courses on Disaster Management Need Upgrading.† The Times of India, 18th January, 2002. â€Å"Networking Relief and Rehabilitation†. The Times of India, 30th January, 2001. â€Å"Press for Quack-Resistance Building Norms† The Times of India, 31st January, 2001. JOURNALES Anne G.H. Coping with Disaster. â€Å"American Journal of Nursing†. 1980 Dec; 80(4): 683. Berglin SL. Emergency Nurses in Community Disaster Planning. â€Å"Journal of Emergency Nursing†. 1990, 16(4): 290- 292. Bhatia, S.C., et. Al. â€Å"A Probabilistic Hazard map of India andAdjoining Regions†. Ann. Geofis, 1999, 42(6), 1153-1155. Bland, John. Superfluous to Requirement. â€Å"World Health†. 1991, 22(1), 17-20. Bittner, Patricia, Disaster Preparedness. â€Å"World Health†. 1991,22(1), 13. INTERNET www.who.int/disaster/repo/5522pdf prehospital disaster search www.redcross.int Disaster and triage http//206.39.77.2/DMCR/triage/rules.htm www.database .disaster BOOKS Best John w. â€Å"Research in Education†. New Delhi; prentice Hall of India Private Limited, 1992. B.T.Baswanthappa.â€Å"Nursing Theories†. 2ndEdition, Jaypee Brothers, New Delhi, 2005. B.T.Baswanthappa.â€Å"Nursing Research†. 2nd Edition, Jaypee Brothers, New Delhi, 2005. C.V.R Murty. â€Å"Preparing for Earthquakes: Where India Stands†. Vol 3, No.3, May 2000. Garrett, H. and K. Woodworth, R.S. â€Å"Statistics in Psychology and Evaluation†. Bombay: Vakils Feffers and Simons Ltd., 1981. Polite, D.F.. and Hungler, B.P. â€Å"Nursing Research; Principles and Methods†. Philadelphia: J.E. Lippincott Company, 1999. W.H.O, â€Å"Coping with Natural Disaster the Role of Local Health Personnel and the Community†, Geneva: WHO, 1989.

Te Great Gatsby :: Essays Papers

Te Great Gatsby Setting This story takes place at West Egg in Long Island, an unfashionable town. It is in the early 1900’s. Characters A. Nick Carraway- Nick is the story narrator. He is a young man from Minnesota who moves to the east after fighting in the First World War. He is Jay Gatsby’s next-door neighbor. B. Jay Gatsby- Jay is the title character. He is a wealthy man who lives in a gothic mansion in West Egg. He was born with the name Jay Gatz on farm in North Dakota. C. Daisy Buchanan- Daisy is Nick’s cousin. She is the woman with whom Gatsby is in love. She lives right across from Gatsby with her husband Tom. She is bitter and a little cynical. D. Tom Buchanan- Tom is Daisy’s husband. He is arrogant and hypocritical. E. Jordan Baker- Jordan is Daisy’s friend who becomes romantically involved with Nick during the story. She is a talented golfer but cheated her way into winning her first tournament. F. Myrtle Wilson- Myrtle is Tom’s lover. Her husband George owns a run-down garage. Summary Like the setting says, the story takes place at West Egg in Long Island. The narrator, Nick, is not like the people of West Egg. He drives out to East Egg to have dinner with his cousin Daisy and her husband Tom where he is introduced to Jordan Baker, the woman who he will begin a romantic relationship with. She informs Nick of Myrtle Wilson, Tom’s secret lover. As the summer goes on, Nick learns more about his mysterious neighbor Gatsby. He throws extravagant parties at his mansion every Saturday night to impress the women he loves, Daisy. Nick arranges for Gatsby and Daisy to reunite. After this they fall in love and start and affair. Tom finds out about his wife’s wrongdoings and confronts Gatsby at a suite in the Plaza Hotel in New York. Tom claims that he and Daisy have a history that Gatsby could never understand. He also tells Daisy that Gatsby’s fortune comes from bootlegging illegal alcohol and other criminal activities. On their way home Nick, Jordan and Tom discover that Gatsby’s car struck and killed Myrtle, Tom’s lover. They rush back to Long Island where Nick learns from Gatsby that Daisy was driving the car that struck Myrtle, but Gatsby intends to take the blame.

The Pediatric Sector Essay -- Health, Pharmaceutical, HIPAA

The Pediatric sector is one of the major economic contributors for health care industry (Slonim, LaFleur, Ahmed, & Joseph, 2003). The major cause of pediatric deaths is due to lack of interoperability among pediatric clinics. Medical errors are very common in pediatric departments. According to study by Kozer, Berkovitch, and Koren (2006) most of the drugs for children under age 12 are off-labeled and there is no standard dosing available. â€Å"Off-label use is a practice of prescribing pharmaceuticals for an unapproved indication† (Stanford, 2008). Some medications are adjusted according to body weight and nature of children. It is also very difficult to find medical reactions in children compared to older people. Some drugs referred by physicians needs to be diluted and doses needs to be calculated before they are given to children (Kozer, Berkovitch, & Koren, 2006). Calculation errors can end up in overdose of medicines, which can result in deaths (Kozer, Berkovitch, & Kor en). There are many reasons for the medical errors in health care industry. In year 2000, a study by IOM reported that there is economic loss from medical errors due to which health care industry was in a crisis (Kohn, 2000). It was found that even with the advancement of technological innovations health care is not utilizing technologies like electronic format of records. According to law set by US congress, President Bush declared that â€Å"every American should have an electronic medical record within 2014.† (Pear, 2007). The goal was to use technological innovation like Electronic health record system (EHR) across the country for all health care departments (Bush, 2004). With change in presidency the goal became more as a requirement. President Obama started intr... ...nt challenge faced by health care sector is the resistance to adopt newer technologies (Gupta & Murtaza, 2009). This is more common with major clinics and hospitals as they have to change the clinical workflows. Even if there are many benefits in using new technologies there are major challenges faced by the physicians, nurses and staff in redoing their workflow (Ilie, Slyke, Parikh, & Courtney, 2009). This study will be focusing on the pediatric departments with in the city of Chicago and analyzes the perceptions of using newer technologies in the work. Even if there are mandatory laws from government to move towards the EHR systems, the health care can push back with the challenges they will face when moving to a new technology. The study should also provide useful insights on how health care officials perceive the challenge of computerizing medical information.

Nacho Duato

Juan Ignacio Duato Barcia, also known op Nacho Duato (Valencia, 8 January 1957) is a Spanish modern ballet dancer and choreographer. After a long and successful career, he was selected by the Spanish Ministry of Culture and Education as the artistic director of the National Spanish Dance Company (Compania Nacional de Danza de Espana) in June 1990. In July 2010 Nacho Duato was appointed the artistic director of the ballet at the Mikhailovsky Theatre, effective from January 2011. Contents   [hide] 1 Career 2 Choreographic works 3 Prizes and Awards 4 References 5 External links [edit]CareerNacho Duato studied at the Rambert School of London,[1] Maurice Bejart’s Mudra School in Brussels and Alvin Ailey American Dance Theater in New York City alongside professional ballet dancer Shaylee Keith. He started his dancing career in Stockholm's Cullberg Ballet[2] and one year later he joined, Nederlands Dans Theater,[3] with artistic director Jiri Kilian and remained with the company fo r ten years. In 1983 he choreographed the Jardi tancat ( Shut Garden in Catalan) to music composed by Maria del Mar Bonet. They were awarded with the first prize in the Internationaler Choreographischer Wettbewerb, Koln.In 1988, Duato was appointed steady NDT choreographer together with Hans van Manen and Jiri Kilian. Nacho's choreographies have been included in the most prestigious international companies such as Cullberg Ballet y Nederlands Dans Theater, American Ballet Theatre, The Australian Ballet, Les Grands Ballets Canadiens, Stuttgart Ballet, Ballet Gulbenkian, San Francisco Ballet, Royal Ballet and Paris Opera Ballet. On 07/02/2013 the German Online Newspaper Der Tagesspiegel reported that Nacho Duato was to become the chief of the Berlin State Ballet. [edit]

Biology Lab. Introduction to Science Essay

You should submit your document in a Word (.doc or .docx) or Rich Text Format (.rtf) for best compatibility. Exercise 1: Data Interpretation Table 1: Water Quality vs. Fish Population Dissolved Oxygen |0 |2 |4 |6 |8 |10 |12 |14 |16 |18 | |Number of Fish Observed |0 |1 |3 |10 |12 |13 |15 |10 |12 |13 | | 1. What patterns do you observe based on the information in Table 1? The patterns that I observe based on the information in Table 1 are: †¢ The level of ‘Dissolved Oxygen’ consistently increases by an increment of 2 with each subsequent data point †¢ The ‘Number of Fish Observed’ seems to fluctuate with no real consistency (with the exception that after the peak # of 15 fish was observed, the next 3 data points reflect â€Å"10, 12, 13† which was the same # of fish that were observed in the exact order prior to reaching the peak 15. (In short, the pattern 10, 12, 13 seems to have repeated itself.) †¢ The level of ‘Dissolved Oxygen’ does not seem to decrease when the ‘Number of Fish Observed’ decreases 2. Develop a hypothesis relating to the amount of dissolved oxygen measured in the water sample and the number of fish observed in the body of water. Based on the information provided in the table, I would hypothesize that the number of fish observed has no bearing on the level of oxygen dissolved. This hypothesis would be based on the fact that the dissolved oxygen steadily and consistently increased by an increment of 2 with each progressive data point. When the number of fish observed was significantly increased from 3 to 10, the dissolved oxygen level only increased by 2. Conversely, when the number of fish observed significantly decreased from 15 to 10, the dissolved oxygen still maintained that consistent increase of 2. 3. What would your experimental approach be to test this hypothesis? The experimental approach that I would use to test this hypothesis would be to obtain a 2 freshwater fish tanks, fresh water, fish, an aquarium water level meter and a dissolved oxygen meter. In one tank, I would ensure that the aquarium was filled with a specifically determined level of water and measure the level of dissolved oxygen present with no fish. Then I would gradually begin adding fish daily, starting with one fish. Each day I would ensure that the water level remained the same as it was prior to adding the first fish and I would continue increasing/decreasing the total number of fish daily. I would also consistently measure the dissolved oxygen levels as I introduced or removed fish to observe the levels. In the 2nd fish tank, I would ensure that the level of freshwater and dissolved oxygen matched the levels of the first fish tank prior to adding  any fish. Then, I would add the maximum number of fish that I intended to observe in the 1st tank and observe the oxygen level. For the duration of the experiment, I would not ensure that the water level remains the same but I would not modify the total fish in this tank. I would also observe the oxygen levels in the 2nd tank throughout the experiment. 4. What are the independent and dependent variables? The independent variable in this experiment would be the total number of fish being observed, and the dependent variable would be the dissolved oxygen. 5. What would be your control? My control in this experiment would be the 2nd fish tank, which I would not fluctuate the total number of observed fish. 6. What type of graph would be appropriate for this data set? Why? The most appropriate type of graph to utilize, which would best illustrate the data being compared in this example, would be a line graph. I would use a line graph because it most clearly and effectively demonstrates how the two independent data sets are related, as well as how their independent fluctuations in volume affect one another. 7. Graph the data from Table 1: Water Quality vs. Fish Population (found at the beginning of this exercise). You may use Excel, then â€Å"Insert† the graph, or use another drawing program. You may also draw it neatly by hand and scan your drawing. If you choose this option, you must insert the scanned jpg image here. [pic] 8. Interpret the data from the graph made in Question 7. The data from the graph supports my hypothesis that the total number of fish observed does not have any bearing on the level of dissolved oxygen, which steadily increases by a level of two with each data point. Exercise 2: Testable Observations Determine which of the following observations (A-J) could lead to a testable hypothesis. For those which are testable: Write a hypothesis and null hypothesis What would be your experimental approach? What are the dependent and independent variables? What is your control? How will you collect your data? How will you present your data (charts, graphs, types)? How will you analyze your data? 1. When a plant is placed on a window sill, it grows three inches faster per day than when it is placed on a coffee table in the middle of the living room. – TESTABLE †¢ Hypothesis – The plant will grow at a faster rate per day when it is placed on a window sill as opposed to being placed on a coffee table in the middle of a living room. †¢ Null Hypothesis – The location of the plant has no bearing on the growth rate per day. †¢ Experimental Approach – I would gather four identical plants, two of which I would I would rotate between the living room and window sill daily, and the other two would remain static in their locations for the entire duration of the experiment. I would treat and care for all plants in an identical manner, ensure that their respective locations remained precisely the same, as well as measure and record the growth of each plant daily. After a sufficient period of time had elapsed, I would record the final relevant data in Excel, and insert a line graph with all four plants incorporated into a single chart, which would also demonstrate the growth rate over time. Subsequently, based on the information contained within the data points, and the line graph comparison, I would draw a final conclusion and present my data to interested parties in the form of a brief Microsoft PowerPoint presentation. I would include a brief summary of the intent of the experiment, a detailed explanation of the tools and exact process in which I used to conduct my tests, and all of the raw data statistics relative to the daily growth rate of all four plants. †¢ Dependent Variable – The location of the plants. †¢ Independent Variable – The growth rate of the plants. †¢ Control – The 2 static plants. 2. The teller at the bank with brown hair and brown eyes and is taller than the other tellers. – NOT TESTABLE 3. When Sally eats healthy foods and exercises regularly, her blood pressure is 10 points lower than when she does not exercise and eats unhealthy foods. – TESTABLE †¢ Hypothesis – Sally’s blood pressure will be lower when she eats healthy foods and exercises regularly. †¢ Null Hypothesis – The fact that Sally eats healthy foods and excercises regularly will have no effect on Sally’s blood pressure. †¢ Experimental Approach – I would first observe and record, for a sufficient period of time, Sally’s eating habits, exercise regimen, and blood pressure, when she is not eating as healthy or exercising as regularly to accurately gauge a reliable average of the range of her blood pressure in this phase of the experiment. Then, I would ensure that Sally was placed on a healthy eating plan, approved by a nutritionist, and prescribe an exercise routine. Sally’s eating habits and exercise regimen would again be recorded daily, along with her blood pressure statistics and other relevant information. I would track and record the daily relevant statistics in Excel, and I would also use a line graph to illustrate the comparison of her blood pressure over time under the two different scenarios. Subsequently, based on the information contained within the data points, and the line graph comparison, I would draw final conclusion and present my data to interested parties in the form of a brief Microsoft PowerPoint presentation. I would include a brief summary of the intent of the experiment, a detailed explanation of the tools and exact process in which I used to conduct my tests, and all of the raw data statistics relative to the changes in Sally’s blood pressure as well as her diet and exercise habits throughout the experiment process. †¢ Dependent Variable – Sally’s eating and exercise plan. †¢ Independent Variable – Sally’s blood pressure reduction. †¢ Control – the phase of the experiment when Sally’s blood pressure is observed and recorded when she is not eating healthy or exercising regularly. 4. The Italian restaurant across the street closes at 9 pm but the one two blocks away closes at 10 pm. – NOT TESTABLE 5. For the past two days the clouds have come out at 3 pm and it has started raining at 3:15 pm. – NOT TESTABLE 6. George did not sleep at all the night following the start of daylight savings. – NOT TESTABLE Exercise 3: Conversion For each of the following, convert each value into the designated units. 1. 46,756,790 mg = _46.7568 kg 2. 5.6 hours = _20160 seconds 3. 13.5 cm = _5.31496_ inches 4. 47  °C = 116.6  °F Exercise 4: Accuracy and Precision During gym class, four students decided to see if they could beat the norm of 45 sit-ups in a minute. The first student did 64 sit-ups, the second did 69, the third did 65, and the fourth did 67. 2. The average score for the 5th grade math test is 89.5. The top 4th graders took the test and scored 89, 93, 91 and 87. – Both Yesterday the temperature was 89  °F, tomorrow it’s supposed to be 88 °F and the next day it’s supposed to be 90 °F, even though the average for September is only 75 °F degrees! – Precision Four friends decided to go out and play horseshoes. They took a picture of their results shown to the right: – Neither A local grocery store was holding a contest to see who could most closely guess the number of pennies that they had inside a large jar. The first six people guessed the numbers 735, 209, 390, 300, 1005 and 689. The grocery clerk said the jar actually contains 568 pennies. – Neither Exercise 5: Significant Digits and Scientific Notation Part 1: Determine the number of significant digits in each number and write out the specific significant digits. 405000 – 3 (405) 0.0098 – 2 (98) 39.999999 – 8 (39999999) 13.00 – 4 (1300) 80,000,089 – 8 (80000089) 55,430.00 – 7 (5543000) 0.000033 – 2 (33) 620.03080 – 8 (62003080) Part 2: Write the numbers below in scientific notation, incorporating what you know about significant digits. 70,000,000,000 = 7 X 1010 0.000000048 = 4.8 X 10-8 67,890,000 = 6.789 X 107 70,500 = 7.05 X 104 450,900,800 = 4.509008 X 108 0.009045 = 9.045 X 10-3 0.023 = 2.3 X 10-2 ———————– TYPE YOUR FULL NAME: