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One recent approach in physics (based on statistical inference) has proved quite useful in graphing how similar/different one object is from another through network analysis (see Farrah et al. 2009).
Rosling does not ask questions about the data per se but is interested in graphing data sets concerning health, economy, and demographics to look at global issues in ways that provoke critical thinking and challenge conventional wisdom.
This circle can be used to find certain "special" trigonometric ratios as well as aid in graphing.
As such, we developed a TML-based, computer-based graduated prompting assessment and conducted a longitudinal examination of computer-based graduated prompting assessments in graphing courses.
In that report we showed 1) the demographic make-up of the BFP, 2) a comparison of non-BFP and BFP students' grades in the introductory biology series, and 3) BFP students' learning gains on pre- and posttests in graphing and experimental design.
Caution: If data and graph are not linear (not in a straight line, i.e.: is nonlinear), then for example, the rate of change (velocity) is not constant, as in graphing data for an accelerating object.
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Here's a summary in graphs.
Illustrate your findings in graphs or charts.
swaddled in sweaters and woolen stockings, doing homework in graph-paper cahiers".
You can see some of the results in "Graphs, Maps, Trees".
So I report history that can be quantified and summarised in graphs.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com