Examples of cross-sectional study in the following topics:
-
- In a cross-sectional study, a sample (or samples) is drawn from the relevant population and studied once.
- A cross-sectional study describes characteristics of that population at one time, but cannot give any insight as to causes of population characteristics.
- Such studies cannot, therefore, identify the causes of change over time necessarily.
- However, longitudinal studies are both expensive and difficult to do.
- It’s harder to find a sample that will commit to a months- or years-long study than a 15-minute interview, and participants frequently leave the study before the final assessment.
-
- Regardless of whether studies employ the experimental, correlational, or case study methodology, they can use research designs or logical frameworks to make key comparisons within research studies.
- These include longitudinal, cross-sectional, sequential, and microgenetic designs.
- In a cross-sectional study, a researcher observes differences between individuals of different ages at the same time.
- Cross-sequential designs combine both longitudinal and cross-sectional design methodologies.
- In contrast to longitudinal and cross-sectional designs, which provide broad outlines of the process of change, microgenetic designs provide an in-depth analysis of children's behavior while it is changing.
-
- The main inputs of forecasting include time series, cross-sectional and longitudinal data, or using judgmental methods.
- Both might refer to formal statistical methods employing time series, cross-sectional or longitudinal data, or less formal judgmental methods.
- Analysis of cross-sectional data usually consists of comparing the differences among the subjects.
- This cross-sectional sample provides us with a snapshot of that population, at that one point in time.
- The reason for this is that unlike cross-sectional studies, in which different individuals with same characteristics are compared, longitudinal studies track the same people, and therefore the differences observed in those people are less likely to be the result of cultural differences across generations.
-
- It prevents certain molecules from crossing from the blood into the endoneurial fluid.
- The impulses travel from one
neuron to another by crossing a synapse, and the message is converted from electrical to chemical
and then back to electrical.
- This initial exam can be followed with
tests such as nerve conduction study, electromyography,
or computed tomography.
- An illustration of a cross-section of a nerve highlighting the epineurium and perineurium.
-
- A focus is a point about which the conic section is constructed.
- These properties that the conic sections share are often presented as the following definition, which will be developed further in the following section.
- Conic sections are used in many fields of study, particularly to describe shapes.
- The nappes and the four conic sections.
- Describe the parts of a conic section and how conic sections can be thought of as cross-sections of a double-cone
-
- Crossing-over (homologous recombination) is one such mechanism by which DNA variations can occur, and genes can be rearranged.
- In gene conversion, a section of genetic material is copied from one chromosome to another, without the donating chromosome being changed.
- Gene conversion has often been studied in fungal crosses where the 4 products of individual meioses can be conveniently observed.
- Crossing over is essential for the normal segregation of chromosomes during meiosis.
- Crossing over also accounts for genetic variation, because, due to the swapping of genetic material during crossing over, the chromatids held together by the centromere are no longer identical.
-
- The following figure highlights the three building blocks of one intercultural approach: cross-cultural competence, language proficiency, and regional expertise.
- This model suggests that the development of each building block allows for the largest potential crossover between the sections, and that employing them in concert provides the largest potential level of competence for an intercultural manager.
- Still, cross-cultural competence is a relatively vague concept.
- The wide spectrum of academic studies that have addressed it have only served to complicate ideas about what constitutes a well-rounded cultural perspective.
- Employ cross-cultural competence to ensure interactions between diverse individuals create optimal results
-
- Fluid dynamics is the study of fluids in motion and corresponding phenomena.
- Fluid velocity can be affected by the pressure of the fluid, the viscosity of the fluid, and the cross-sectional area of the container in which the fluid is travelling.
- Qualitatively, Figure 1 shows the notion of volumetric flow rate regarding a cross-sectional surface of area A.
- Thus, volumetric flow rate for a given fluid velocity and cross-sectional surface area increases as θ decreases, and is maximized when θ = 0.
- Assess the significance of studying volumetric flow in addition to flow velocity
-
- Several subfields within psychology seek to examine these sociocultural factors that influence human mental states and behavior; among these are social psychology (discussed in another section), cultural psychology, and cultural-historical psychology.
- Cultural psychology is the study of how psychological and behavioral tendencies are rooted and embedded within culture.
- By studying only a narrow range of culture within human populations, psychologists fail to account for a substantial amount of diversity.
- Cultural psychology is often confused with cross-cultural psychology; however, it is distinct in that cross-cultural psychologists generally use culture as a means of testing the universality of psychological processes, rather than determining how local cultural practices shape psychological processes.
- By studying only a narrow range of human culture, psychologists fail to account for a substantial amount of variation.
-
- Phenomenologically you can imagine that there are many independent absorbers in the beam, each with a cross section $\sigma_\nu$ and a number density $n$.
- You can think of this as the cross section per unit mass of the absorbers.