Answer all of the following questions1. What are the three
•Download as DOCX, PDF•
0 likes•1 view
Answer all of the following questions: 1. What are the three domains of life and what are the differences between them? Provide some examples. 2. What are the differences between Monocots and Dicots Roots? 3. Describe the alteration in plants generations? 4. Describe the process of pollination? 5. What is the Cohesion-tension theory? 6. Classify the members of the plant kingdom? 7. Using examples, explain how plants and their pollinators evolved to adapt to each other? 8. Arrange the following taxonomic categories from the most specific to the most general: genus, domain, family, phylum, order. 9. List 2 ways ferns are different from other seedless vascular ferns? 10. List 4 advantages of seed plants? 11. Explain why plants are considered a monophyletic group 12. Explain how the hormone Auxin helps a plant achieve positive phototropism? 13. Your neighbor is trying to prevent aging (senescence) of leaves in his plants, and also encourage new leaf growth. What should he do? ...
Report
Share
Report
Share
Recommended
Questions- 1- Know all of the ranks within the Linnaean taxonomic hier.docx
Questions: 1. Know all of the ranks within the Linnaean taxonomic hierarchy, including the more recent addition of domains. How does the three domain system differ from the 5 kingdom system? Know how to write a species name. 2. Be familiar with the extensive diversity within the prokaryotes: shape, organization, Gram-staining, habitats, metabolic diversity, ecological importance. Many of these features are scattered on the cladogram (i.e. they do not define clades). What is a possible explanation for this? 3. Be familiar with the extensive diversity within the protists: form, motility. lifecycles, nutrition, habitats, ecological importance. Give examples of each. 4. Do the "plant-like" protists ("algae") form a monophyletic group? What about the "animal-like" protists ("protozoa"), or the "fungus-like" protists? Do the "seaweeds" form a monophyletic group? 5. Which protists form symbiotic relationships to form lichens? Which protists form symbiotic relationships with coral? Which protists are part of the phytoplankton? And which bacteria are part of the phytoplankton? 6. What features link the green algae to the land plants? The green algae are paraphyletic, with some members more closely related to the land plants. Which green algal group is closest to the land plants? (Hint refer to the land plant phylogeny handout) 7. Know the major stages of land plant evolution (movement onto land, vascular plants, seeds, flowers). Know which plant groups have vascular tissue, seeds and flowers. Be able to map important features onto a cladogram. 8. What were some features of the first land plant macrofossils (i.e. whole plant fossils)? For example, did they have leaves or roots? 9. What steps are hypothesized in the derivation of the land plant life cycle (altemation of generations) from the Charophycean green algal Iffe cycle? 10. During what era did land plants first appear? The transition from an aquatic to a terrestrial environment presented many challenges for early land plants. What adaptive features do we see in land plants that help overcome these challenges? 11. The main groups of seedless plants are the bryophytes, lycophytes, and monilophytes (ferns, whisk ferns, horsetails). Which of these groups is paraphyletic? What are some features that characterize each of these groups? What do the life cycles of lycophytes, horsetails and ferns have in common? 12. Lycophytes and horsetails share similar histories in that both had peak diversity during the Carboniferous (Age of Coal), including huge tree forms. How would you describe the habitats of these extinct giant trees? What environmental shifts occurred with the onset of the Mesozoic (often called the Age of Gymnosperms) that may have contributed to the demise of these giants and the success of plants that produce seeds and pollen? Would you expect to find giant bryophytes in the fossil record (we haven't yet)? 13. What are the five major groups of seed plants? What are the benefits of having see.
Innovative lesson plan
The document describes an innovative lesson plan about plant hormones taught by teacher Nandini. Students were divided into groups based on cards describing different plant hormones and their functions. The groups then discussed and presented on auxins, cytokinins, gibberellins, ethylene, and abscisic acid. The teacher explained each hormone and had students complete an activity sheet with questions about seed germination, stem growth, leaf maturation, and leaf falling related to the different hormones.
Innovative lesson plan
The document describes an innovative lesson plan about plant hormones taught by teacher Nandini. Students were divided into groups based on cards describing different plant hormones and their functions. The groups then discussed and presented on auxins, cytokinins, gibberellins, ethylene, and abscisic acid. Students completed an activity sheet matching hormones to their roles in seed germination, stem and leaf growth, fruit ripening, and leaf falling. The teacher reviewed the answers and assigned a follow up activity to create a hormone flow chart or crossword puzzle.
Innovative lesson plan-a card play on plant hormones
The document describes an innovative lesson plan about plant hormones taught by teacher Nandini. Students were divided into groups based on cards describing different plant hormones and their functions. The groups then discussed and presented on auxins, cytokinins, gibberellins, ethylene, and abscisic acid. The teacher explained each hormone and had students complete an activity sheet with questions about seed germination, stem growth, leaf maturity, and leaf falling related to the different hormones.
Innovative lesson plan-a card play on plant hormones
The document describes an innovative lesson plan about plant hormones taught by teacher Nandini. Students were divided into groups based on cards describing different plant hormones and their functions. The groups then discussed and presented on auxins, cytokinins, gibberellins, ethylene, and abscisic acid. The teacher explained each hormone and had students complete an activity sheet with questions about seed germination, stem growth, leaf maturation, and leaf falling related to the hormones. Review questions and follow-up activities included listing major hormones and functions, making a hormone flow chart, and a crossword puzzle.
Innovative lesson plan
The document describes an innovative lesson plan about plant hormones taught by teacher Nandini. Students were divided into groups based on cards describing different plant hormones and their functions. The groups then shared what they learned. The teacher reinforced concepts and had students complete an activity sheet identifying hormones involved in seed germination, stem growth, mature leaves, and falling leaves. For review, the teacher asked students to list major plant hormones and their functions. Follow-up activities included making a flow chart of hormones and a crossword puzzle.
Innovative lesson plan
The document describes an innovative lesson plan about plant hormones taught by teacher Nandini. Students were divided into groups based on cards describing different plant hormones and their functions. The groups then discussed and presented on auxins, cytokinins, gibberellins, ethylene, and abscisic acid. The teacher explained each hormone and gave an activity sheet for students to fill out involving seed germination, stem growth, leaf maturity, and leaf falling related to the different hormones. Review questions and follow up activities included listing major hormones and functions, making a hormone flow chart, and a crossword puzzle on plant hormones.
Innovative lesson plan
The document describes an innovative lesson plan about plant hormones taught by teacher Nandini. Students were divided into groups based on cards describing different plant hormones and their functions. The groups then discussed and presented on auxins, cytokinins, gibberellins, ethylene, and abscisic acid. Activities included a flow chart matching hormones to plant growth processes and identifying the order of hormones placed around a table. The lesson aimed to teach students about the major plant hormones and their roles in growth and development.
Recommended
Questions- 1- Know all of the ranks within the Linnaean taxonomic hier.docx
Questions: 1. Know all of the ranks within the Linnaean taxonomic hierarchy, including the more recent addition of domains. How does the three domain system differ from the 5 kingdom system? Know how to write a species name. 2. Be familiar with the extensive diversity within the prokaryotes: shape, organization, Gram-staining, habitats, metabolic diversity, ecological importance. Many of these features are scattered on the cladogram (i.e. they do not define clades). What is a possible explanation for this? 3. Be familiar with the extensive diversity within the protists: form, motility. lifecycles, nutrition, habitats, ecological importance. Give examples of each. 4. Do the "plant-like" protists ("algae") form a monophyletic group? What about the "animal-like" protists ("protozoa"), or the "fungus-like" protists? Do the "seaweeds" form a monophyletic group? 5. Which protists form symbiotic relationships to form lichens? Which protists form symbiotic relationships with coral? Which protists are part of the phytoplankton? And which bacteria are part of the phytoplankton? 6. What features link the green algae to the land plants? The green algae are paraphyletic, with some members more closely related to the land plants. Which green algal group is closest to the land plants? (Hint refer to the land plant phylogeny handout) 7. Know the major stages of land plant evolution (movement onto land, vascular plants, seeds, flowers). Know which plant groups have vascular tissue, seeds and flowers. Be able to map important features onto a cladogram. 8. What were some features of the first land plant macrofossils (i.e. whole plant fossils)? For example, did they have leaves or roots? 9. What steps are hypothesized in the derivation of the land plant life cycle (altemation of generations) from the Charophycean green algal Iffe cycle? 10. During what era did land plants first appear? The transition from an aquatic to a terrestrial environment presented many challenges for early land plants. What adaptive features do we see in land plants that help overcome these challenges? 11. The main groups of seedless plants are the bryophytes, lycophytes, and monilophytes (ferns, whisk ferns, horsetails). Which of these groups is paraphyletic? What are some features that characterize each of these groups? What do the life cycles of lycophytes, horsetails and ferns have in common? 12. Lycophytes and horsetails share similar histories in that both had peak diversity during the Carboniferous (Age of Coal), including huge tree forms. How would you describe the habitats of these extinct giant trees? What environmental shifts occurred with the onset of the Mesozoic (often called the Age of Gymnosperms) that may have contributed to the demise of these giants and the success of plants that produce seeds and pollen? Would you expect to find giant bryophytes in the fossil record (we haven't yet)? 13. What are the five major groups of seed plants? What are the benefits of having see.
Innovative lesson plan
The document describes an innovative lesson plan about plant hormones taught by teacher Nandini. Students were divided into groups based on cards describing different plant hormones and their functions. The groups then discussed and presented on auxins, cytokinins, gibberellins, ethylene, and abscisic acid. The teacher explained each hormone and had students complete an activity sheet with questions about seed germination, stem growth, leaf maturation, and leaf falling related to the different hormones.
Innovative lesson plan
The document describes an innovative lesson plan about plant hormones taught by teacher Nandini. Students were divided into groups based on cards describing different plant hormones and their functions. The groups then discussed and presented on auxins, cytokinins, gibberellins, ethylene, and abscisic acid. Students completed an activity sheet matching hormones to their roles in seed germination, stem and leaf growth, fruit ripening, and leaf falling. The teacher reviewed the answers and assigned a follow up activity to create a hormone flow chart or crossword puzzle.
Innovative lesson plan-a card play on plant hormones
The document describes an innovative lesson plan about plant hormones taught by teacher Nandini. Students were divided into groups based on cards describing different plant hormones and their functions. The groups then discussed and presented on auxins, cytokinins, gibberellins, ethylene, and abscisic acid. The teacher explained each hormone and had students complete an activity sheet with questions about seed germination, stem growth, leaf maturity, and leaf falling related to the different hormones.
Innovative lesson plan-a card play on plant hormones
The document describes an innovative lesson plan about plant hormones taught by teacher Nandini. Students were divided into groups based on cards describing different plant hormones and their functions. The groups then discussed and presented on auxins, cytokinins, gibberellins, ethylene, and abscisic acid. The teacher explained each hormone and had students complete an activity sheet with questions about seed germination, stem growth, leaf maturation, and leaf falling related to the hormones. Review questions and follow-up activities included listing major hormones and functions, making a hormone flow chart, and a crossword puzzle.
Innovative lesson plan
The document describes an innovative lesson plan about plant hormones taught by teacher Nandini. Students were divided into groups based on cards describing different plant hormones and their functions. The groups then shared what they learned. The teacher reinforced concepts and had students complete an activity sheet identifying hormones involved in seed germination, stem growth, mature leaves, and falling leaves. For review, the teacher asked students to list major plant hormones and their functions. Follow-up activities included making a flow chart of hormones and a crossword puzzle.
Innovative lesson plan
The document describes an innovative lesson plan about plant hormones taught by teacher Nandini. Students were divided into groups based on cards describing different plant hormones and their functions. The groups then discussed and presented on auxins, cytokinins, gibberellins, ethylene, and abscisic acid. The teacher explained each hormone and gave an activity sheet for students to fill out involving seed germination, stem growth, leaf maturity, and leaf falling related to the different hormones. Review questions and follow up activities included listing major hormones and functions, making a hormone flow chart, and a crossword puzzle on plant hormones.
Innovative lesson plan
The document describes an innovative lesson plan about plant hormones taught by teacher Nandini. Students were divided into groups based on cards describing different plant hormones and their functions. The groups then discussed and presented on auxins, cytokinins, gibberellins, ethylene, and abscisic acid. Activities included a flow chart matching hormones to plant growth processes and identifying the order of hormones placed around a table. The lesson aimed to teach students about the major plant hormones and their roles in growth and development.
Innovative lesson plan -a card play on plant hormones
The document describes an innovative lesson plan about plant hormones taught by teacher Nandini. Students were divided into groups based on cards describing different plant hormones and their functions. The groups then shared what they learned. The teacher reinforced concepts and had students complete an activity sheet identifying hormones involved in seed germination, stem growth, mature leaves, and falling leaves. For review, the teacher asked students to list major plant hormones and their functions. Follow-up activities included creating a flow chart of hormones and a crossword puzzle about plant hormones.
Biology m16 diversity of plants
This document provides an overview of a module on the diversity of plants. It discusses how plants are classified into different groups and kingdoms. The module contains 5 lessons: 1) classification of plants, 2) non-vascular plants (bryophytes), 3) vascular plants (ferns and relatives), 4) vascular plants (cone-bearing plants), and 5) vascular plants (flowering plants). Students are expected to learn about plant classification systems, the differences between vascular and non-vascular plants, and the characteristics of different plant groups. The document provides instructions on how to study and learn from the module, including taking a pre-test and post-test.
Biology m16 diversity of plants
This document provides an overview of a biology module that focuses on the diversity of plants. It discusses how plants are classified into different groups based on their structures and evolutionary relationships. The module contains 5 lessons that describe non-vascular plants, vascular plants including ferns/relatives, cone-bearing plants, and flowering plants. After completing the module, students are expected to understand plant classification, compare vascular and non-vascular plants, describe differences between plant groups, and identify representative plants from each group. The document provides examples of classifying seeds to demonstrate how classification works. It emphasizes that classification is important to avoid confusion and facilitate organization.
ASSIGNMENT 1BackgroundAngiosperms (flowering plants) are the .docx
This document contains instructions for two assignments on plant and animal biology.
The first assignment requires students to describe the anatomy and physiology of a plant, including how its structure is modified for its environment. Students must then compare their plant to other students' choices.
The second assignment requires students to choose and describe a non-food product or benefit that humans obtain from animals. Students must also select the most important animal benefit and list three animal adaptations not found in plants.
The document provides a lab report template for a second assignment on taxonomy. Students must fill out data tables on sample organisms and answer questions about organism similarities, differences, and trophic levels based on the table data.
Recitation activity for week 8, plants key 5
1. This document discusses the evolution of plants and presents a phylogeny showing the relationships between major plant lineages. It asks students to label when certain traits evolved and identify the most evolutionarily successful group of plants.
2. The most successful group of plants is identified as the angiosperms, which contain over 20 times as many living species as mosses or ferns. Their success is attributed to adaptations like flowers for efficient pollination, fruit for seed dispersal, double fertilization for embryo nutrition, and transport tissues for water movement. These traits conferred competitive advantages that opened new ecological niches and allowed greater diversification compared to other plants.
Presentation on Photography of plants.pptx
This is helpfull for students, Photographers and other requirements. This is all in one pack with photography and some of the details about plants which is useful for any kind of projects or in the occasion of world photography day and its more convenient and simpler in design.
A few sentencessingle paragraph for each item should be sufficient,.docx
This document contains 16 questions about various topics in biology:
1. Deuterostomes and protostomes are concepts that describe whether an embryo's first opening is the mouth or anus, and they are useful for understanding early development.
2. Seeds had advantages like dispersal and dormancy over earlier plant structures.
3. Homologies and analogies reveal information about the evolutionary history of life on Earth based on shared and convergent traits.
4. Plants were necessary for animals to evolve by producing oxygen and providing a food source.
5. Extinctions have been caused by events like asteroid impacts, climate change, and disease. Periods after mass extinctions saw changes like the rise of new dominant
9.1 plant structure & growth
This document discusses plant structure and growth. It begins by outlining tasks to draw and label diagrams of tissues in dicotyledonous plant stems and leaves. It then lists three key differences between monocotyledonous and dicotyledonous plants. Next, it examines the relationship between leaf tissue distribution and functions like gas exchange and transport. It also identifies modifications like bulbs, tubers and tendrils. The document concludes by covering topics like apical and lateral meristems, their roles in growth, and the role of auxin in phototropism.
Directions Please answer each of the following questions. Please.docx
This document provides a set of questions about various biology topics including chemosynthesis, cellular respiration pathways, fermentation, photosynthesis, and the Krebs cycle. It asks the reader to define key terms, list components of metabolic pathways, explain concepts such as how plants obtain energy from sunlight, and compare cellular respiration between prokaryotes and eukaryotes. The document also provides essay prompts asking the reader to explain the Krebs cycle and its importance for the human body and exercise.
Biol 1302 Sp 2015Reading GuideModule 5 Rap 2Read the overv.docx
Biol 1302 Sp 2015
Reading Guide
Module 5 Rap 2
Read the overview on the concept of speciation and the difference between microevolution and macroevolution
Concept 22.1 (Pg 418-422)
Defining species
1. What is the definition of species?
2. What is the biological species concept?
3. Understand the term reproductive isolation, and how this happens due to pre zygotic and post zygotic barriers. Study Fig 22. 3 and learn about the different mechanism which do not allow members of different species to interbreed. Study the examples under each category to gain a better understanding.
4. What are the limitations of the biological species concept? For eg, we cannot learn anything about species when studying fossils or asexually reproducing organisms.
5. What are some other definitions of species? Read about the morphological, ecological and phylogenetic species concept and how are they different from the biological species concept?
Concept 22.2 Pg 423-427
Allopatric and sympatric speciation
1. How are species formed? Is geographic separation necessary for the same?
2. Read about allopatric and sympatric speciation and how speciation occurs in both instances. What is the evidence for allopatric speciation? Read about the example of the species of snapping shrimp.
3. How does sympatric speciation occur? Learn how polyploidy, habitat differentiation and sexual selection play a role.
4. Of the two speciation events, which is more common and why?
Concept 22. 3 pg 428-430
Hybrids and Hybrid zones
1. What are hybrids? Read about the hybrid zone which is a region when members of different species and produce offspring. Study Fig 22.12 to learn about the hybrid zone and how the hybrids behave
2. Can the hybrids reproduce successfully? What are some example?
Concept 22.4 Pg 430-433
Speciation timeline
1. How long does it take for new species to form?
2. Understand how fossil remains give us a clue about how speciation occurs. What is the difference between punctuated model and the gradual model? Fig 22. 14 shows both models.
3. Reproductive isolation can also be influenced by genes or a single gene. Learn how a single gene influences the way in which the shells of Japanese snail spiral in different directions preventing mating
Concept 18.6 Pg 357-361
Genes, genomes and evolution
1. What can we learn from comparing genomes of widely divergent species?
2. What can we learn from comparing genomes of closely related species?
3. From the comparisons above, which genomes do you expect to be more similar?
4. What is the comparison of developmental processes of different multicellular organisms called?
5. What are homeotic genes?
6. Look at Fig. 18.17, what can we conclude about homeotic genes based on the fact that they are present in almost identical sequence in species ranging from fruit flies to mammals?
VOCABULARY: Homeotic genes, homeobox, species, speciation, reproductive isolation, pre and post zygotic barriers, hybrids, temporal, allopatric, sympa ...
Plant Biology.pdf
This document outlines Module 1A of a plant biology course. It covers three topics: plant form and function, plant nutrition and transport, and reproduction and development of flowering plants. For each topic, key concepts are defined and plant structures are described, including their anatomy, physiology, and role in growth, nutrition, and reproduction. Diagrams are provided to illustrate plant and flower structures, as well as the pathways of nutrient transport throughout plants.
Infomatica Academy - Class - 11 Biology Syllabus
This document provides the syllabus for Class 11 Science for Infomatica Academy. It covers the topics that will be taught in Biology, including Botany and Zoology. Some key points:
- The syllabus aims to promote observation skills, scientific understanding, awareness of global issues and experimental skills.
- Topics covered in Botany include diversity of life, cell structure and function, plant structure and physiology, genetics and evolution.
- Topics covered in Zoology include diversity of animals, cell structure, animal tissues and systems, human physiology.
- Practical work includes experiments and specimen observation to complement theoretical topics.
- The Class 12 syllabus continues with more advanced topics in
Invasive Plants Essay
Dr. John visited Norfolk State University to give a talk on invasive plant species. He explained that invasive plants rapidly grow and spread, driving out native plants. Invasive plants can be transported through various means and their seeds may be introduced intentionally or accidentally. Researchers examine biological traits of plant species to determine if they are invasive and economically costly. The talk discussed using computational methods to create databases of invasive species and conduct risk analysis and policy support.
Chapter 21
This document outlines 15 objectives for reviewing the genetic basis of development from single cells to multicellular organisms. The objectives cover topics such as patterns of morphogenesis in plants and animals, models used for developmental biology research, genomic equivalence, gene expression, stem cells, pattern formation using Drosophila and nematodes, apoptosis, and contributions of studies in tomatoes and Arabidopsis to understanding flower and organ development.
Essential Biology 09 Plant Science (AHL)
The document provides a series of questions and tasks related to plant biology. It begins by defining key terms like vascular plants and distinguishing characteristics of monocotyledons and dicotyledons. Students are asked to draw and label diagrams of plant tissues and structures, and explain their various functions. Other topics covered include mineral nutrient uptake, transpiration, adaptations of xerophytic plants, seed dispersal mechanisms, germination, photoperiodism and its role in flowering. Students are provided sources to cite and instructed to complete a self-assessment rubric.
Plm ppt
This document provides information about the classification of living organisms. It begins by defining classification as the arrangement of organisms into groups and subgroups based on their similarities, differences, and relationships. It then describes the key advantages of classification, such as making the study of diverse organisms easier and revealing relationships between groups. The document outlines several systems and bases for classification, including whether cells are prokaryotic or eukaryotic, whether organisms are unicellular or multicellular, their mode of nutrition, and body organization. It also describes the five kingdom system proposed by Whitaker, which classified organisms into the kingdoms of Monera, Protista, Fungi, Plantae, and Animalia based on their cellular and nutritional
Biology lecture
The document provides an outline for a biology course covering topics like cell structure and function, skeletal system, classification of living organisms into kingdoms, and chemistry of life. It discusses the grading system, requirements, house rules, fields and branches of biology. It introduces concepts like scientific method, limitations of science, levels of biological organization from atoms to biosphere, properties of life, and basic organic compounds.
Biology lecture
three chapters or more: cell, science, branches of biology, kingdoms of life, bio molecules and skeletal system
Innovative lesson plan
1) The document outlines a lesson plan for teaching 8th standard students about the parts of plants. It includes learning objectives, activities to engage students, and assessment questions.
2) The lesson introduces key terms like shoot, root, stem, leaves, flowers and fruits. It explains that the shoot is the part above ground, while the root is below ground.
3) Students do activities to identify the different parts of a plant and their functions. They match terms to definitions and find terms in word searches.
4) The lesson aims to develop students' knowledge of both the factual and conceptual information about plant parts.
Innovative lesson plan
1) The document outlines a lesson plan for teaching 8th standard students about the parts of plants. It includes learning objectives, activities to engage students, and assessment questions.
2) The lesson introduces key terms like shoot, root, stem, leaves, flowers and fruits. It explains that the shoot is the part above ground consisting of stem, leaves, flowers and fruits, while the root is below ground.
3) Activities include identifying parts of a plant diagram, matching terms to definitions, and rearranging letters to form plant part names. The lesson aims to develop students' knowledge of both plant structures and the scientific process.
Scenario Tom owned a house set on 1 acre of land that he wanted t.docx
Scenario:
Tom owned a house set on 1 acre of land that he wanted to sell when he retired in April, 2013. On April 1, 2012, Mary and Tom orally agreed that Mary would purchase Tom's house and 1 acre of land for $350,000 cash on April 15, 2013. In the meantime, Mary and Tom agreed that Tom would continue to own and live on the property. On April 15, 2013, Mary presented Tom with a cashier's check for $350,000 for the house and Tom transferred the deed to the house and land to Mary in her name. Mary and Tom properly filed all the documents necessary for the closing on the real estate sale.
Learning Activity 1:
Mary and Tom had also agreed previously that Tom could remain on the property following the closing of the sale on April 15, 2013 until April 17, 2013 to give him time to move out. On April 17, Tom refused to move out claiming that their oral agreement for sale of the property was invalid and unenforceable under the Statute of Frauds.
Was the sale originally subject to the Statute of Frauds and if so, for what reason(s) and why?
Is the contract for sale of the property valid so that Tom has to relinquish possession of the property? Why or why not?
Learning Activity 2:
Sometimes the best way to learn something is to teach/explain it to others and to provide examples; to that end, please complete the following for LA 2.
1.
Write a brief scenario example of a unilateral contract. Write in paragraph format.
2. Explain why/how your example above is a unilateral contract. Write your explanation as if you were explaining and teaching the concepts to the class.
Learning Activity 3:
Scenario:
Dave bought a power lawn mower manufactured by Ace, Inc. The mower was equipped with a removable plastic safety barrier to minimize the risk of injury from the mower’s blades. Dave removed the safety barrier believing that it was unnecessary.
Dave asked his 16-year old son, Zak, to mow the lawn. Zak ‘s foot touched the mower blade as the safety barrier was removed; Zak was injured.
Dave wants to sue Ace, on behalf of his minor son, Zak, under strict product liability.
Under what specific product liability claims would you advise Dave to sue Ace and why?
Learning Activity 4:
Case A:
Myra owns a house which she advertises for sale for $400,000. On May 1, Nic offers Myra $380,000 for the house. Myra does not reply immediately, but on May 5, Myra delivers to Nic at his office a form that includes additional terms for the sale of the house, but does not state a price.
At 9:00 a.m on May 6, Nic signs the form from Myra and gives it to Odell, his administrative assistant, with instructions to mail it to Myra. Odell does not mail the signed form on May 6. At 10:00 am, May 6, Myra calls Nic to say the deal is off.
May 7, Odell mails the form signed by Nic to Myra. When Myra receives the signed form from Nic, she refuses to sell the house to him. Nic files a lawsuit against her for breach of contract.
Which contract law applies to this case.
Scenario AnalysisLon L. Fuller, former Carter Professor of Jurispr.docx
Scenario Analysis
Lon L. Fuller, former Carter Professor of Jurisprudence at Harvard Law School, observed in
The Morality of Law
, “Even if a man is answerable only to his conscience, he will answer more responsibly if he is compelled to articulate principles on which he acts.”
Source:
Fuller, L. (1975).
The morality of law
. (p. 159). New Haven, CT: Yale University Press.
Assignment:
In this Assignment, you are required to apply Fuller’s Principle, as cited above, and respond to three real-life scenarios regarding ethical decision making within the field of criminal justice and policing.
In considering each of the three scenarios, you are asked to respond to the following four questions:
Is there a moral problem presented in the scenario? If so, what is it?
Does policy or law dictate an appropriate response, or does it require that professional discretion be applied?
What criteria (considerations), principles, and consequences should guide your decision?
What would you do? Articulate, justify, and defend your position to a group of professional career colleagues who had a different opinion.
First, read each scenario. Second, analyze the ethical dilemma within the context of the four questions specified above. Third, respond in writing to the each of the four questions.
The entire paper should be 2–4 pages in length. Each essay response should be brief, not more than 1 page. You may use references to support your responses, but the essay responses must be original.
Scenario 1: Drugs at a Friend’s House
You are an off-duty police officer at a party at the house of an old high school friend. Everyone is still in the backyard drinking. You go into the house to use the restroom and observe several of your friend’s friends (whom you do not know) snorting cocaine. You do not know whether your friend has knowledge that people are using drugs in his house.
Scenario 2: Accepting a Gift
It is the day before Christmas and you are a community police officer. An owner of a small market has been friendly to you throughout the year, and he has participated faithfully in community crime-prevention meetings. He calls you behind the counter and gives you a fruit basket for your family along with a Christmas card containing a $30 gift certificate as an expression of his appreciation.
Scenario 3: Homosexual Partner
You are a supervisor on a medium-size police department. Office Ted Jones is an excellent officer and has been on the force for 16 years. He is also a homosexual and hangs out at a known gay bar in his off time. You have two-person patrols and Jones was recently teamed with Officer James Davis. Officer Davis comes to you and asks to be assigned to another partner because Jones is a homosexual.
Respond to
each
scenario using the four (4) questions listed above.
.
More Related Content
Similar to Answer all of the following questions1. What are the three
Innovative lesson plan -a card play on plant hormones
The document describes an innovative lesson plan about plant hormones taught by teacher Nandini. Students were divided into groups based on cards describing different plant hormones and their functions. The groups then shared what they learned. The teacher reinforced concepts and had students complete an activity sheet identifying hormones involved in seed germination, stem growth, mature leaves, and falling leaves. For review, the teacher asked students to list major plant hormones and their functions. Follow-up activities included creating a flow chart of hormones and a crossword puzzle about plant hormones.
Biology m16 diversity of plants
This document provides an overview of a module on the diversity of plants. It discusses how plants are classified into different groups and kingdoms. The module contains 5 lessons: 1) classification of plants, 2) non-vascular plants (bryophytes), 3) vascular plants (ferns and relatives), 4) vascular plants (cone-bearing plants), and 5) vascular plants (flowering plants). Students are expected to learn about plant classification systems, the differences between vascular and non-vascular plants, and the characteristics of different plant groups. The document provides instructions on how to study and learn from the module, including taking a pre-test and post-test.
Biology m16 diversity of plants
This document provides an overview of a biology module that focuses on the diversity of plants. It discusses how plants are classified into different groups based on their structures and evolutionary relationships. The module contains 5 lessons that describe non-vascular plants, vascular plants including ferns/relatives, cone-bearing plants, and flowering plants. After completing the module, students are expected to understand plant classification, compare vascular and non-vascular plants, describe differences between plant groups, and identify representative plants from each group. The document provides examples of classifying seeds to demonstrate how classification works. It emphasizes that classification is important to avoid confusion and facilitate organization.
ASSIGNMENT 1BackgroundAngiosperms (flowering plants) are the .docx
This document contains instructions for two assignments on plant and animal biology.
The first assignment requires students to describe the anatomy and physiology of a plant, including how its structure is modified for its environment. Students must then compare their plant to other students' choices.
The second assignment requires students to choose and describe a non-food product or benefit that humans obtain from animals. Students must also select the most important animal benefit and list three animal adaptations not found in plants.
The document provides a lab report template for a second assignment on taxonomy. Students must fill out data tables on sample organisms and answer questions about organism similarities, differences, and trophic levels based on the table data.
Recitation activity for week 8, plants key 5
1. This document discusses the evolution of plants and presents a phylogeny showing the relationships between major plant lineages. It asks students to label when certain traits evolved and identify the most evolutionarily successful group of plants.
2. The most successful group of plants is identified as the angiosperms, which contain over 20 times as many living species as mosses or ferns. Their success is attributed to adaptations like flowers for efficient pollination, fruit for seed dispersal, double fertilization for embryo nutrition, and transport tissues for water movement. These traits conferred competitive advantages that opened new ecological niches and allowed greater diversification compared to other plants.
Presentation on Photography of plants.pptx
This is helpfull for students, Photographers and other requirements. This is all in one pack with photography and some of the details about plants which is useful for any kind of projects or in the occasion of world photography day and its more convenient and simpler in design.
A few sentencessingle paragraph for each item should be sufficient,.docx
This document contains 16 questions about various topics in biology:
1. Deuterostomes and protostomes are concepts that describe whether an embryo's first opening is the mouth or anus, and they are useful for understanding early development.
2. Seeds had advantages like dispersal and dormancy over earlier plant structures.
3. Homologies and analogies reveal information about the evolutionary history of life on Earth based on shared and convergent traits.
4. Plants were necessary for animals to evolve by producing oxygen and providing a food source.
5. Extinctions have been caused by events like asteroid impacts, climate change, and disease. Periods after mass extinctions saw changes like the rise of new dominant
9.1 plant structure & growth
This document discusses plant structure and growth. It begins by outlining tasks to draw and label diagrams of tissues in dicotyledonous plant stems and leaves. It then lists three key differences between monocotyledonous and dicotyledonous plants. Next, it examines the relationship between leaf tissue distribution and functions like gas exchange and transport. It also identifies modifications like bulbs, tubers and tendrils. The document concludes by covering topics like apical and lateral meristems, their roles in growth, and the role of auxin in phototropism.
Directions Please answer each of the following questions. Please.docx
This document provides a set of questions about various biology topics including chemosynthesis, cellular respiration pathways, fermentation, photosynthesis, and the Krebs cycle. It asks the reader to define key terms, list components of metabolic pathways, explain concepts such as how plants obtain energy from sunlight, and compare cellular respiration between prokaryotes and eukaryotes. The document also provides essay prompts asking the reader to explain the Krebs cycle and its importance for the human body and exercise.
Biol 1302 Sp 2015Reading GuideModule 5 Rap 2Read the overv.docx
Biol 1302 Sp 2015
Reading Guide
Module 5 Rap 2
Read the overview on the concept of speciation and the difference between microevolution and macroevolution
Concept 22.1 (Pg 418-422)
Defining species
1. What is the definition of species?
2. What is the biological species concept?
3. Understand the term reproductive isolation, and how this happens due to pre zygotic and post zygotic barriers. Study Fig 22. 3 and learn about the different mechanism which do not allow members of different species to interbreed. Study the examples under each category to gain a better understanding.
4. What are the limitations of the biological species concept? For eg, we cannot learn anything about species when studying fossils or asexually reproducing organisms.
5. What are some other definitions of species? Read about the morphological, ecological and phylogenetic species concept and how are they different from the biological species concept?
Concept 22.2 Pg 423-427
Allopatric and sympatric speciation
1. How are species formed? Is geographic separation necessary for the same?
2. Read about allopatric and sympatric speciation and how speciation occurs in both instances. What is the evidence for allopatric speciation? Read about the example of the species of snapping shrimp.
3. How does sympatric speciation occur? Learn how polyploidy, habitat differentiation and sexual selection play a role.
4. Of the two speciation events, which is more common and why?
Concept 22. 3 pg 428-430
Hybrids and Hybrid zones
1. What are hybrids? Read about the hybrid zone which is a region when members of different species and produce offspring. Study Fig 22.12 to learn about the hybrid zone and how the hybrids behave
2. Can the hybrids reproduce successfully? What are some example?
Concept 22.4 Pg 430-433
Speciation timeline
1. How long does it take for new species to form?
2. Understand how fossil remains give us a clue about how speciation occurs. What is the difference between punctuated model and the gradual model? Fig 22. 14 shows both models.
3. Reproductive isolation can also be influenced by genes or a single gene. Learn how a single gene influences the way in which the shells of Japanese snail spiral in different directions preventing mating
Concept 18.6 Pg 357-361
Genes, genomes and evolution
1. What can we learn from comparing genomes of widely divergent species?
2. What can we learn from comparing genomes of closely related species?
3. From the comparisons above, which genomes do you expect to be more similar?
4. What is the comparison of developmental processes of different multicellular organisms called?
5. What are homeotic genes?
6. Look at Fig. 18.17, what can we conclude about homeotic genes based on the fact that they are present in almost identical sequence in species ranging from fruit flies to mammals?
VOCABULARY: Homeotic genes, homeobox, species, speciation, reproductive isolation, pre and post zygotic barriers, hybrids, temporal, allopatric, sympa ...
Plant Biology.pdf
This document outlines Module 1A of a plant biology course. It covers three topics: plant form and function, plant nutrition and transport, and reproduction and development of flowering plants. For each topic, key concepts are defined and plant structures are described, including their anatomy, physiology, and role in growth, nutrition, and reproduction. Diagrams are provided to illustrate plant and flower structures, as well as the pathways of nutrient transport throughout plants.
Infomatica Academy - Class - 11 Biology Syllabus
This document provides the syllabus for Class 11 Science for Infomatica Academy. It covers the topics that will be taught in Biology, including Botany and Zoology. Some key points:
- The syllabus aims to promote observation skills, scientific understanding, awareness of global issues and experimental skills.
- Topics covered in Botany include diversity of life, cell structure and function, plant structure and physiology, genetics and evolution.
- Topics covered in Zoology include diversity of animals, cell structure, animal tissues and systems, human physiology.
- Practical work includes experiments and specimen observation to complement theoretical topics.
- The Class 12 syllabus continues with more advanced topics in
Invasive Plants Essay
Dr. John visited Norfolk State University to give a talk on invasive plant species. He explained that invasive plants rapidly grow and spread, driving out native plants. Invasive plants can be transported through various means and their seeds may be introduced intentionally or accidentally. Researchers examine biological traits of plant species to determine if they are invasive and economically costly. The talk discussed using computational methods to create databases of invasive species and conduct risk analysis and policy support.
Chapter 21
This document outlines 15 objectives for reviewing the genetic basis of development from single cells to multicellular organisms. The objectives cover topics such as patterns of morphogenesis in plants and animals, models used for developmental biology research, genomic equivalence, gene expression, stem cells, pattern formation using Drosophila and nematodes, apoptosis, and contributions of studies in tomatoes and Arabidopsis to understanding flower and organ development.
Essential Biology 09 Plant Science (AHL)
The document provides a series of questions and tasks related to plant biology. It begins by defining key terms like vascular plants and distinguishing characteristics of monocotyledons and dicotyledons. Students are asked to draw and label diagrams of plant tissues and structures, and explain their various functions. Other topics covered include mineral nutrient uptake, transpiration, adaptations of xerophytic plants, seed dispersal mechanisms, germination, photoperiodism and its role in flowering. Students are provided sources to cite and instructed to complete a self-assessment rubric.
Plm ppt
This document provides information about the classification of living organisms. It begins by defining classification as the arrangement of organisms into groups and subgroups based on their similarities, differences, and relationships. It then describes the key advantages of classification, such as making the study of diverse organisms easier and revealing relationships between groups. The document outlines several systems and bases for classification, including whether cells are prokaryotic or eukaryotic, whether organisms are unicellular or multicellular, their mode of nutrition, and body organization. It also describes the five kingdom system proposed by Whitaker, which classified organisms into the kingdoms of Monera, Protista, Fungi, Plantae, and Animalia based on their cellular and nutritional
Biology lecture
The document provides an outline for a biology course covering topics like cell structure and function, skeletal system, classification of living organisms into kingdoms, and chemistry of life. It discusses the grading system, requirements, house rules, fields and branches of biology. It introduces concepts like scientific method, limitations of science, levels of biological organization from atoms to biosphere, properties of life, and basic organic compounds.
Biology lecture
three chapters or more: cell, science, branches of biology, kingdoms of life, bio molecules and skeletal system
Innovative lesson plan
1) The document outlines a lesson plan for teaching 8th standard students about the parts of plants. It includes learning objectives, activities to engage students, and assessment questions.
2) The lesson introduces key terms like shoot, root, stem, leaves, flowers and fruits. It explains that the shoot is the part above ground, while the root is below ground.
3) Students do activities to identify the different parts of a plant and their functions. They match terms to definitions and find terms in word searches.
4) The lesson aims to develop students' knowledge of both the factual and conceptual information about plant parts.
Innovative lesson plan
1) The document outlines a lesson plan for teaching 8th standard students about the parts of plants. It includes learning objectives, activities to engage students, and assessment questions.
2) The lesson introduces key terms like shoot, root, stem, leaves, flowers and fruits. It explains that the shoot is the part above ground consisting of stem, leaves, flowers and fruits, while the root is below ground.
3) Activities include identifying parts of a plant diagram, matching terms to definitions, and rearranging letters to form plant part names. The lesson aims to develop students' knowledge of both plant structures and the scientific process.
Similar to Answer all of the following questions1. What are the three (20)
Innovative lesson plan -a card play on plant hormones
Innovative lesson plan -a card play on plant hormones
ASSIGNMENT 1BackgroundAngiosperms (flowering plants) are the .docx
ASSIGNMENT 1BackgroundAngiosperms (flowering plants) are the .docx
A few sentencessingle paragraph for each item should be sufficient,.docx
A few sentencessingle paragraph for each item should be sufficient,.docx
Directions Please answer each of the following questions. Please.docx
Directions Please answer each of the following questions. Please.docx
Biol 1302 Sp 2015Reading GuideModule 5 Rap 2Read the overv.docx
Biol 1302 Sp 2015Reading GuideModule 5 Rap 2Read the overv.docx
More from cheryllwashburn
Scenario Tom owned a house set on 1 acre of land that he wanted t.docx
Scenario:
Tom owned a house set on 1 acre of land that he wanted to sell when he retired in April, 2013. On April 1, 2012, Mary and Tom orally agreed that Mary would purchase Tom's house and 1 acre of land for $350,000 cash on April 15, 2013. In the meantime, Mary and Tom agreed that Tom would continue to own and live on the property. On April 15, 2013, Mary presented Tom with a cashier's check for $350,000 for the house and Tom transferred the deed to the house and land to Mary in her name. Mary and Tom properly filed all the documents necessary for the closing on the real estate sale.
Learning Activity 1:
Mary and Tom had also agreed previously that Tom could remain on the property following the closing of the sale on April 15, 2013 until April 17, 2013 to give him time to move out. On April 17, Tom refused to move out claiming that their oral agreement for sale of the property was invalid and unenforceable under the Statute of Frauds.
Was the sale originally subject to the Statute of Frauds and if so, for what reason(s) and why?
Is the contract for sale of the property valid so that Tom has to relinquish possession of the property? Why or why not?
Learning Activity 2:
Sometimes the best way to learn something is to teach/explain it to others and to provide examples; to that end, please complete the following for LA 2.
1.
Write a brief scenario example of a unilateral contract. Write in paragraph format.
2. Explain why/how your example above is a unilateral contract. Write your explanation as if you were explaining and teaching the concepts to the class.
Learning Activity 3:
Scenario:
Dave bought a power lawn mower manufactured by Ace, Inc. The mower was equipped with a removable plastic safety barrier to minimize the risk of injury from the mower’s blades. Dave removed the safety barrier believing that it was unnecessary.
Dave asked his 16-year old son, Zak, to mow the lawn. Zak ‘s foot touched the mower blade as the safety barrier was removed; Zak was injured.
Dave wants to sue Ace, on behalf of his minor son, Zak, under strict product liability.
Under what specific product liability claims would you advise Dave to sue Ace and why?
Learning Activity 4:
Case A:
Myra owns a house which she advertises for sale for $400,000. On May 1, Nic offers Myra $380,000 for the house. Myra does not reply immediately, but on May 5, Myra delivers to Nic at his office a form that includes additional terms for the sale of the house, but does not state a price.
At 9:00 a.m on May 6, Nic signs the form from Myra and gives it to Odell, his administrative assistant, with instructions to mail it to Myra. Odell does not mail the signed form on May 6. At 10:00 am, May 6, Myra calls Nic to say the deal is off.
May 7, Odell mails the form signed by Nic to Myra. When Myra receives the signed form from Nic, she refuses to sell the house to him. Nic files a lawsuit against her for breach of contract.
Which contract law applies to this case.
Scenario AnalysisLon L. Fuller, former Carter Professor of Jurispr.docx
Scenario Analysis
Lon L. Fuller, former Carter Professor of Jurisprudence at Harvard Law School, observed in
The Morality of Law
, “Even if a man is answerable only to his conscience, he will answer more responsibly if he is compelled to articulate principles on which he acts.”
Source:
Fuller, L. (1975).
The morality of law
. (p. 159). New Haven, CT: Yale University Press.
Assignment:
In this Assignment, you are required to apply Fuller’s Principle, as cited above, and respond to three real-life scenarios regarding ethical decision making within the field of criminal justice and policing.
In considering each of the three scenarios, you are asked to respond to the following four questions:
Is there a moral problem presented in the scenario? If so, what is it?
Does policy or law dictate an appropriate response, or does it require that professional discretion be applied?
What criteria (considerations), principles, and consequences should guide your decision?
What would you do? Articulate, justify, and defend your position to a group of professional career colleagues who had a different opinion.
First, read each scenario. Second, analyze the ethical dilemma within the context of the four questions specified above. Third, respond in writing to the each of the four questions.
The entire paper should be 2–4 pages in length. Each essay response should be brief, not more than 1 page. You may use references to support your responses, but the essay responses must be original.
Scenario 1: Drugs at a Friend’s House
You are an off-duty police officer at a party at the house of an old high school friend. Everyone is still in the backyard drinking. You go into the house to use the restroom and observe several of your friend’s friends (whom you do not know) snorting cocaine. You do not know whether your friend has knowledge that people are using drugs in his house.
Scenario 2: Accepting a Gift
It is the day before Christmas and you are a community police officer. An owner of a small market has been friendly to you throughout the year, and he has participated faithfully in community crime-prevention meetings. He calls you behind the counter and gives you a fruit basket for your family along with a Christmas card containing a $30 gift certificate as an expression of his appreciation.
Scenario 3: Homosexual Partner
You are a supervisor on a medium-size police department. Office Ted Jones is an excellent officer and has been on the force for 16 years. He is also a homosexual and hangs out at a known gay bar in his off time. You have two-person patrols and Jones was recently teamed with Officer James Davis. Officer Davis comes to you and asks to be assigned to another partner because Jones is a homosexual.
Respond to
each
scenario using the four (4) questions listed above.
.
Scenario Choose a company where you have worked in the past.docx
Scenario
: Choose a company where you have worked in the past, currently work, or would like to work in the future.
Analyze
the current structure of the organization in a minimum of 1,050 words in which you include the following:
Explain the degree that the bureaucratic approach is utilized.
Assess whether the company uses classical organizational theory or modern organizational theory.
Cite
a minimum of 2 peer-reviewed references from the University Library.
Format
assignment consistent with APA guidelines.
Click
the Assignment Files tab to submit your assignment.
.
Scenario Kforce, Inc. is a top professional staffing agency. They.docx
Scenario:
Kforce, Inc. is a top professional staffing agency. They have been selected to assist the Mayo Clinic in hiring a system-wide CIO (chief information officer) due to the difficulty the human resources division has had trying to fill this job.
There is a purpose for using outside agencies, such as employment agencies, search firms, and other third party recruiters. These helpers assist the company, for a fee, to find enough special candidates to select the right new hire typically for a hard-to-fill opening or high-level opening. Using an agency is outsourcing some of the staffing process. As such, the human resources person or a top manager works closely with the agency to provide the search consultant with all needed information about the job opening so that the headhunter can conduct a concise search and deliver the most qualified and interested people to be considered.
After reading this case study, conduct independent research to help support your paper. Describe the benefits of the external recruitment process from both the employer side and the search consultant side. Then in a 2 - 3 page paper address the following:
Provide an overview of the search firm function - BOLD HEADER
Identify the 3 key issues involved in performing this type of search BOLD HEADER
Explain how headhunting works.
Describe the difference between retained search and contingency search; which would be best for this case opening?
How will the headhunter find applicants?
What will the headhunter do to convince the applicants they are perfect for the job to get their interest in being considered?
Your conclusion on the value of headhunting - BOLD HEADER
Be sure to use APA style with at least two sources cited
ADDTITIONAL SUPPORTING INFO:
Module 03 - Sourcing and Staffing Plans
An old saying in marketing: "Half of my advertising is wasted. The problem is I don't know which half." This describes the recruiter's challenge when trying to attract active and passive job seekers, and still be timely and cost-effective.
Sourcing
is like finding the best fishing spots. Internal recruiters focus first on active job seekers when charged with a position to fill, such as employees who may want to change jobs and applicants who are on file. They will use job postings, employee referrals, job fairs, schools, search consultants (for hard-to-fill jobs), walk-ins and want ads. Search consultants, also known as
"headhunters"
, research, target, and contact passive job seekers. They want to "sell" happy employees at companies and convince them to consider exploring new career options at another company. They use personal relationships, industry contacts, blind ads, resumes posted on job boards, cold calling, and professional association membership sites and rosters. Sourcing is a "find and convert" game. Ideally, enough applicants are found so as to have a choice in the selection process.
A recruiter must learn
immigration
laws. Applicants from outside the US will apply f.
Sarbanes Oxley requires that per Section 404 that Internal Controls .docx
Sarbanes Oxley requires that per Section 404 that Internal Controls within a publicly held company are to be reviewed, evaluated and tested at year end to insure that adequate controls are in place. In addition to understanding the Internal Controls present within your client’s company, the auditor must also evaluate whether these controls are in place, and implemented. How does an auditor evaluate these controls to see that they are working and in place?
(Points : 19)
.
Scenario Bedford Con Industries is going to have to provide ser.docx
Scenario
: Bedford Con Industries is going to have to provide service and support of Real-Time vendors across the European Union.
Write
a 350- to 525-word synopsis outlining possible channels Bedford Con Industry could use to support their vendors.
Knowing that the technology will be installed in every country in the European Union,
analyze
the factors that would be involved with this type of support, including:
Language
2.
How effectively do you think you will be able to implement the skills and insights you have gained during these last six weeks?400 words with reference to
Technology Transfer in
the Global Economy.
.
Scenario AConsider a time when you had the experience of being led.docx
Scenario A
Consider a time when you had the experience of being led by someone who was able to get you to achieve more than you thought you could. Based on what you learned about leadership styles, describe events examining how your selected leader worked by certain principles. In addition, report details of an event demonstrating how you were led to perform.
On the basis of the above scenario, answer the following questions:
What style did the leader exhibit? Describe events pointing out how your selected leader worked by certain principles.
Report details of the scenario demonstrating how you were led to perform.
How did you improve your overall attitude and motivation based on a supportive leader in the workplace?
Positive influence can help team members develop their skills and knowledge. Do you agree to this statement? Why and how?
How does working in a positive organization with supportive leadership encourage staff performance at work each day?
What leadership skills will you take from your positive experience and use when you are in a leadership position?
Scenario B
Now, recall a time when you were led by someone who could not motivate you. Describe events pointing out how your selected leader's working style made subordinates feel uncomfortable.
On the basis of the above scenario, answer the following questions:
What style did the leader exhibit? Describe events pointing out your selected leader's leadership style.
Report details of the scenario demonstrating how you were led in his or her team.
How did the manager's action make you feel? Explain.
Which leadership behaviors do you think your selected leader lacked? Do you think the leader had ever had a chance to learn about leadership styles?
How important is it for a leader to be trained to guide and motivate the staff members to enhance team unity, enthusiasm, and positive attitudes?
What role should the individual staff member have to motivate himself or herself instead of relying on a manager?
EXPECTANCY THEORY
One widely cited theory of motivation is Victor Vroom’s (
1964
) Expectancy Theory (also referred to as the VIE Theory). Expectancy Theory suggests that for any given situation, the level of a person’s motivation (force in Vroom’s conceptualization) with respect to performance is dependent upon (1) his or her desire for an outcome; (2) the perception that individual’s job performance is related to obtaining other desired outcomes; and (3) the perceived probability that his or her effort will lead to the required performance. The theory may be expressed as M = V × I × E (see
Figure 6–1
).
Vroom (
1964
) explains that the force that drives a person to perform is dependent upon three factors: valence, instrumentality, and expectancy (pp. 15–19).
Valence
is the strength of an individual’s want or need, or dislike, for a particular outcome. An outcome has a positive valence when the person prefers attaining it to not attaining it, a valence of zero when the person is in.
Scenario Additional DetailsHealth Care HQ has a client–server net.docx
Scenario: Additional Details
Health Care HQ has a client–server network architecture. The chief information officer (CIO) wants to understand the difference between a client–server and a peer-to-peer network. She also wants to know why she should choose one over the other. You have been asked to provide a document that discusses the networks at Health Care HQ.
Comprehensive Analysis and Review
In a document of 2–3 pages, you will provide the following:
Explain a peer-to-peer network verses a client–server network. Because your system is strictly Windows, your document should concentrate on the networking features of Windows Server (e.g., file sharing, print sharing, user administration, application server, Dynamic host configuration protocol [DHCP], domain name system [DNS], and backing up data).
Include a recommendation about which Microsoft server Health Care HQ should use (i.e., Windows 2008 or Windows 2012), and explain your choice.
.
Sanderson SoapsIs there a need for collaboration between the com.docx
Sanderson Soaps
Is there a need for collaboration between the company’s leadership and you as the consultant?
What is the role of the consultant when proposing changes?
Give an example where collaboration is mandatory between leadership and the consultant.
Provide at least two peer-reviewed sources as evidence to defend your conclusions.
1 pg
.
Sanderson SoapsAre working teams utilized throughout the case st.docx
Sanderson Soaps
Are working teams utilized throughout the case study organization?
If so, what have been the effects of employee participation in working teams?
Which leadership skills are identified through involvement in team efforts?
Provide at least two peer-reviewed sources as evidence to defend your conclusions.
Journal: Reflection
Do you feel you are developing a more integrated approach to organizational issues and problems?
Do you think your knowledge and skills related to I-O psychology are becoming more sophisticated? Explain.
.
Sanderson SoapsThe Consultant’s Role 3 pagesWhat role woul.docx
Sanderson Soaps
The Consultant’s Role / 3 pages
What role would you have as the consultant, in relation to the various departments and work teams in the company, to facilitate change?
In order to achieve the desired changes you recommend, should you take an active leadership role in the change process?
.
Sampling For this week’s Seminar, come prepared to discuss the fol.docx
Sampling
For this week’s Seminar, come prepared to discuss the following:
Distinguish the concepts of “population” and “sample”
Importance of sampling
Probability and Non-probability Sampling
Strengths and weaknesses of each strategy
Sampling techniques for each strategy
300 words
by tonight
.
Sample Informative Speech OutlineTitle Culture, Personality, an.docx
This document contains outlines for two sample informative speeches. The first speech outline is on the topic of culture, personality, and perception. It includes an introduction with an attention getter, credibility statement and thesis. The body has three main points about how culture and personality affect perception. The conclusion summarizes the main points. The second speech outline is on body image. It also includes an introduction with an attention getter and credibility statement. The body makes three main points about unhealthy eating habits, media influence, and societal standards of beauty. The conclusion encourages the audience to make healthy choices regardless of outside pressures.
Running head QI ESSAY BLOODSTREAM INFECTION ELIMINATION OR REDUCT.docx
Running head: QI ESSAY BLOODSTREAM INFECTION ELIMINATION OR REDUCTION 1
QI ESSAY BLOODSTREAM INFECTION ELIMINATION OR REDUCTION 20
QI Essay Bloodstream Infection Elimination or Reduction
Name
College of Affiliation
Date
Contents
Abstract 4
Introduction 4
Literature Review 6
Definition of the Terms 9
Bloodstream infections 9
The evidence-based intervention being implemented: adherence to the CDC recommended practices and infection prevention principles 9
The plan for the implementation 11
The creation of bloodstream infection prevention and control programs 11
The development of the evidence-based guidelines to be implemented for the reduction of the bloodstream infections in hemodialysis patients 11
The introduction of the bloodstream infection control or reduction education to the healthcare workers through using a team and the task-based approaches 12
The surveillance of the bloodstream infections in the hemodialysis process 12
The implementation of the multimodal strategies to help in the improvement of the practices aimed at reducing the bloodstream infections in hemodialysis patients 13
The development of the program to help in the coordination and facilitation of the implementation process of the bloodstream infection prevention activities for the patients on hemodialysis 13
A continuous process of monitoring and auditing of the bloodstream infection elimination approaches and feedback as well as the control activities 14
Workload, bed occupancy, and staffing in the facility 14
The building of the materials, environment, and the equipment needed for the implementation process 15
Ethical Considerations 15
Required Resources 17
Leadership Theory as a guide to the implementation and substance of the proposed change or practice 18
Shared Leadership Theory 19
The change theory to facilitate the implementation process 20
Behavioral change theory 20
Evaluation Procedures 21
Alternative Processes, the plan for sustainability 22
The expected outcome from the implementation of the practice 23
Conclusions 23
References 25
Abstract
Bloodstream infections refer to the infections that occur in the healthcare facilities and they are the new infections that are acquired within the facility. These infections lead to hospitalization, morbidity, and mortality in hemodialysis patients. There are about 30,100 reported incidences of infections in the United States. The bloodstream infections are caused by the equipment being used by the healthcare providers for example the surgical equipment, the environment of the facility, and the healthcare workers or patients who transmit such infection to the other. The paper aimed at discussing the adherence or the practices recommended by the CDC to help in the prevention and reduction of the bloodstream infection in hemodialysis patients. The CDC proposed some interventions to be followed in the reduction of these infections. These included the provision of the feedback, surveillance, audit of the hygi.
Running Head THESIS 1THESIS2Comment by Author I thi.docx
Running Head: THESIS 1
THESIS 2
Comment by Author: I think that overall things are looking good, you are going in the right direction, I have added some comments to help you further along.
Name:
Tutor:
Thesis name: The discussion about the influences from cultural differences and educational level on knowledge sharing during the strategical alliances.
Abstract
This paper studies the impact of cultural differences and educational levels on group identity and the effect that that group identity has on knowledge sharing behavior in employees. The findings are that cultural differences as well as education levels have impacts on group identity. In addition, group identity is found to have an influence on knowledge sharing between employees.
Contents
Abstract 2
1. INTRODUCTION 4
Hypothesis 5
2. DEFINING THE CONCEPTS 7
i. Individualism and collectivism 8
ii. Power distance 9
iii. Uncertainty avoidance 10
iv. Long-term and short-term orientation 11
v. Masculinity and femininity. 12
High- and low context 13
3. METHODOLOGY 13
4. ANALYSIS AND FINDINGS 14
4.1. Influence of Cultural Differences on Group Identity and Overall Influence in Knowledge Sharing 14
4.2. Influence of Education Differences on Group Identity and Overall Influence in Knowledge Sharing 18
5. CONCLUSION AND DISCUSSION 18
5.1. Conclusion 18
5.2. Limitations and Future Research 19
6. References 20
1. INTRODUCTION
Knowledge remains one of the most significant resource for any given firm (Grant, 1996a: 375). New knowledge is essential in all organizations, it contributes to the innovation, organizational change, cost-reduction routine performance and their survival. Knowledge provides the organization the opportunities to improve their capacity and their market position. Nowadays strategic alliance has become a common cooperation form in the modern economy. In the past years, strategic alliances have significantly increased, since 1900 strategic alliances have increased by more than 25 per cent annually. (Andrew, 1998) Organizations recognized the importance of the strategic alliance, which is during the strategic alliance, knowledge exchange occurs in each party. Because of this, more and more organizations increase their motivation to do strategic alliances with other parties in order to get the benefits associated with knowledge exchange. Alliances are offer ways in which organizations can make proper use of their strengths by the help of their partners. Different organizations have different knowledge and skills. Therefore, alliances are unique avenues through which organizations can work together, share this knowledge and unlock their potentials (Hamel et al., 1989). Comment by Author: Clear introduction. Perhaps for the section on knowledge you can include a reference. Comment by Author: Here I would also include a reference, I think this is a clear intro as to why organizations aim for strategic alliances. Comment by Author: Other?
Cultural differences affect people.
Samuel Glover Ashford 6 Assignment Numeric Grade 6 6 pts .docx
Samuel Glover: Ashford 6 Assignment
Numeric Grade: 6 / 6 pts
Weighted Average (Earned/Possible):
6 % / 6 %
Letter Grade:
Comments:
View Waypoint markup for Dry cleaning business Idea.pptx
The following files have been attached to your feedback
Hi Samuel,
I was able to view it after all ... disregard my previous note. Good job!
.
SAMPLE Unit 5 Literature Assignment TemplateStudent NameKapl.docx
SAMPLE Unit 5 Literature Assignment Template
Student Name
Kaplan University
HU 200 — section number
Part I:
For this Assignment, you will compose a quest narrative from your life. You may write this as a letter to another person considering the same quest. You will aim to tell them your story and call them to action as well.
This narrative may be about your return to acquire your degree, about a decision to change your life, to pursue a relationship or career, or to reinvent yourself. The narrative will likely include the highs and the lows of that quest along with insight into why you kept moving toward your goal.
Instead of a letter, you could write the narrative as a poem, a dialogue, or a work of creative fiction. However, the work must be an original composition for the Assignment, related to your own experience and offering a call to action toward a reader.
You should employ at least two of the concepts from the assigned reading on literature, such as a metaphor, image, or symbol.
The narrative must be at least 1 page, but can be longer.
Part II:
In at least 500 words, explain how you used the concepts of literature in creating your narrative. Use and cite the text to explain what the concept was, and then tell how you interpreted and used this concept in your narrative.
Clarify for the reader how you demonstrated leadership in your call to action for the reader. How did you communicate your vision, and what techniques did you use to persuade them?
Reflect on telling the story. Was it a difficult process? What helped you to get inspired, and what made you tell this particular story?
Reference:
Martin, F. David, & Jacobus, Lee A. (2015).
Humanities Through the Arts
(9
th
edition digital book). New York: McGraw Hill Education.
If you choose to incorporate additional references, please include them here as well.
.
Running head NURSING RESEARCH 1NURSING RESEARCH 7.docx
Running head: NURSING RESEARCH 1
NURSING RESEARCH 7
Nursing Research
Student's Name
Institutional Affiliation
Nursing research
Obesity and Weight Management Programs
Introduction to the Problem
The problem under investigation in this research is the issue of obesity and weight management. This topic was selected because it the issues is affecting many people today around the world and most significantly in the United States. Thousands of people worldwide are dying from obesity and overweight related illnesses such as diabetes, cancer, high blood pressure among many others (Obesity & weight control: Health risks, weight loss & bariatric surgery, n.d.). Therefore, it has a huge impact on the healthcare system since it has increased the problems that healthcare professionals and facilities are facing. Hospitals are now congested mainly due to diet related illnesses, obesity being at the top of the list, which causes short staffing due to the increasing patients numbers relative to providers’ numbers. The providers, especially nurses, may then suffer from burnout and thus affecting the quality of care that they provide. Several weight management programs have then been created in order to tackle the serious problem of obesity. Therefore, conducting a proper research on obesity and weight management programs is very crucial since it will help in providing in-depth understanding of the whole issue and thus useful in developing and implementing ways that can curb the problem by proper implementation of these programs. This will improve the conditions of healthcare facilities and eventually the quality of care provided.
The Problem
The problem is obesity and weight management programs. Obesity is a medical condition that occurs when an individual has excess body fat or weight that might have some significant effect on his or her health (Hu, 2008). On the other hand, weight management is the process of embracing long-term lifestyle modification to keep a healthy body weight on depending on the age, gender, and height of an individual. They include methods such as eating heathy food and increasing the levels of physical activity. Weight management programs are then the initiatives that are created in controlling the weight of individuals in order to control such conditions as obesity. Managing one’s weight through these programs is very important part of their health because they avoid being overweight and obese to reduce the risks of medical conditions such as heart disease, diabetes, high blood pressure and stroke. The intake of diet considered unhealthy, lack of physical exercise and practicing unhealthy lifestyles such as too much intake of alcohol, smoking may lead to increase in weight, and thus a person is considered overweight. This is when the body contains too much body fat above the required amount. Obesity then occurs after being overweight when the calorie intake of a person goes higher than the amount of energy that .
S. T., a 24-year-old graduate student, visits the clinic to repo.docx
S. T., a 24-year-old graduate student, visits the clinic to report "bad headaches." She says that her headaches occur two to three times a month and last at least an entire day. The headache centers above and behind her eyes, throbs, and is not relieved by any over-the-counter medications. She says that they get worse when exams are near and she spends time in the library to study. She is worried that the headaches will cause her to fail graduate school.
Discuss the:
developmental,
age,
socioeconomic,
and cultural considerations
that should be considered during the gathering of subjective and objective data.
(Please be sure to cite in APA format and use the weekly readings and other sources to support your post)
.
Running head MARKETING2MARKETING3.docx
Running head: MARKETING 2
MARKETING 3
Bruna Spera Martins
Southern States University
BU534 – International Marketing
MARKETING 1
COCA COLA MARKETING STRATEGY 2
Instructor: Dr. Peggy Bilbruck
Environmental influences refer to external factors that impact an organization's marketing decisions involving pricing. Having a pricing goal is not sufficient; an organization must consider many other factors before setting its product prices. Customers are a crucial consideration when making a pricing decision. The three vital elements for consideration about customers are whether they feel that the product provides value, how sensitive the buyers are to prices changes, the number of buyers available. The company needs to collect market size data and try to identify how sensitive customers are on price. The product's price should match the buyers' perception of the value they are likely to get from the product (Zhou, 2019). The number of buyers able and willing to buy the product, determine the demand of the product, and due to forces of demand and supply, it influences the product price. When the demand is high, the company can set relatively high prices.
The way competitors sell and price their products has a great impact on the pricing decision of a company. If a customer wants to buy a pair of sneakers from Gucci Company, but the price 20% less in another competing company, the customer is more likely to buy the product from the competitor. Companies should consider matching their prices to that of the competitors to establish and maintain their loyal clients to avoid this problem, which may cost the company its market share. When the competition is too high, the company may also consider giving an extra discount if the customers feel the prices may be better somewhere else. The presence of substitute commodities impacts the pricing decision of a company as well (Kim, 2019) If the prices of certain products become too high, the customers may look for a substitute that solves the same problem. High completion also means and the company should invest more in advertising.
The economic forces impact the product pricing decision. The economic environment factors like unemployment levels and interest rates impact the price. When the level of unemployment is very high, many people will have lower bargaining power due to low income, which results in reduced demand for the product, the lower the demand, the lower the price. When interest rates are very high, the company is likely to increase the prices of a product to compensate for the interests. The rate of currency exchange in the international market also influences the product pricing.
.
More from cheryllwashburn (20)
Scenario Tom owned a house set on 1 acre of land that he wanted t.docx
Scenario Tom owned a house set on 1 acre of land that he wanted t.docx
Scenario AnalysisLon L. Fuller, former Carter Professor of Jurispr.docx
Scenario AnalysisLon L. Fuller, former Carter Professor of Jurispr.docx
Scenario Choose a company where you have worked in the past.docx
Scenario Choose a company where you have worked in the past.docx
Scenario Kforce, Inc. is a top professional staffing agency. They.docx
Scenario Kforce, Inc. is a top professional staffing agency. They.docx
Sarbanes Oxley requires that per Section 404 that Internal Controls .docx
Sarbanes Oxley requires that per Section 404 that Internal Controls .docx
Scenario Bedford Con Industries is going to have to provide ser.docx
Scenario Bedford Con Industries is going to have to provide ser.docx
Scenario AConsider a time when you had the experience of being led.docx
Scenario AConsider a time when you had the experience of being led.docx
Scenario Additional DetailsHealth Care HQ has a client–server net.docx
Scenario Additional DetailsHealth Care HQ has a client–server net.docx
Sanderson SoapsIs there a need for collaboration between the com.docx
Sanderson SoapsIs there a need for collaboration between the com.docx
Sanderson SoapsAre working teams utilized throughout the case st.docx
Sanderson SoapsAre working teams utilized throughout the case st.docx
Sanderson SoapsThe Consultant’s Role 3 pagesWhat role woul.docx
Sanderson SoapsThe Consultant’s Role 3 pagesWhat role woul.docx
Sampling For this week’s Seminar, come prepared to discuss the fol.docx
Sampling For this week’s Seminar, come prepared to discuss the fol.docx
Sample Informative Speech OutlineTitle Culture, Personality, an.docx
Sample Informative Speech OutlineTitle Culture, Personality, an.docx
Running head QI ESSAY BLOODSTREAM INFECTION ELIMINATION OR REDUCT.docx
Running head QI ESSAY BLOODSTREAM INFECTION ELIMINATION OR REDUCT.docx
Running Head THESIS 1THESIS2Comment by Author I thi.docx
Running Head THESIS 1THESIS2Comment by Author I thi.docx
Samuel Glover Ashford 6 Assignment Numeric Grade 6 6 pts .docx
Samuel Glover Ashford 6 Assignment Numeric Grade 6 6 pts .docx
SAMPLE Unit 5 Literature Assignment TemplateStudent NameKapl.docx
SAMPLE Unit 5 Literature Assignment TemplateStudent NameKapl.docx
Running head NURSING RESEARCH 1NURSING RESEARCH 7.docx
Running head NURSING RESEARCH 1NURSING RESEARCH 7.docx
S. T., a 24-year-old graduate student, visits the clinic to repo.docx
S. T., a 24-year-old graduate student, visits the clinic to repo.docx
Recently uploaded
A Visual Guide to 1 Samuel | A Tale of Two Hearts
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Lifelines of National Economy chapter for Class 10 STUDY MATERIAL PDF
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdRHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...Nguyen Thanh Tu Collection
https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdaneمصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف أحرف الخلاف للقراء العشرةأعد أحرف الخلاف بالتلوين وصلا سمير بسيوني غفر الله له
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Leveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
Recently uploaded (20)
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
Lifelines of National Economy chapter for Class 10 STUDY MATERIAL PDF
Lifelines of National Economy chapter for Class 10 STUDY MATERIAL PDF
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
SWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptx
Answer all of the following questions1. What are the three
- 1. Answer all of the following questions: 1. What are the three domains of life and what are the differences between them? Provide some examples. 2. What are the differences between Monocots and Dicots Roots? 3. Describe the alteration in plants generations? 4. Describe the process of pollination? 5. What is the Cohesion-tension theory? 6. Classify the members of the plant kingdom? 7. Using examples, explain how plants and their pollinators evolved to adapt to each other? 8. Arrange the following taxonomic categories from the most specific to the most general: genus, domain, family, phylum, order. 9. List 2 ways ferns are different from other seedless vascular ferns? 10. List 4 advantages of seed plants? 11. Explain why plants are considered a monophyletic group 12. Explain how the hormone Auxin helps a plant achieve
- 2. positive phototropism? 13. Your neighbor is trying to prevent aging (senescence) of leaves in his plants, and also encourage new leaf growth. What should he do?