SCIN130 - Introduction to Biology with Lab
Annotated Bibliography
Name:
Course Number: SCIN130
Presentation Topic: Lynx's
Source #1
Citation
(in APA format)
Williams, G. C. (2018). Adaptation and natural selection: A critique of some current evolutionary thought (Vol. 61). Princeton university press.
Summary
The author critique some current evolutionary ideas and clarifies certain issues in the study of adaptation. Additionally, the author clarifies the fundamental evolutionary processes. The author covers natural selection, adaptation, and progress explicitly making the book relevant to understand the concepts of evolution.
Evaluation
The source is a book accessible from the internet in pdf format (
https://brandvainlab.files.wordpress.com/2014/11/williams-1966.pdf ). The book is directed to advanced students and biologists. The book credibility is unquestionable having been written by a forthcoming biologist. The author has covered the subject in details with comprehensible terminologies.
Source #2
Citation
(in APA format)
Lenski, R. E. (2017). What is adaptation by natural selection? Perspectives of an experimental microbiologist. PLoS genetics, 13(4), e1006668.
Summary
First, the author of the article acknowledges that ever since Darwin, natural selection has led to adaptive changes in microbial populations. The article simply offers perspectives of experimental biologists to understand the current role of natural selection The author, therefore, covers the subject from an experimental point of view to generate fascinating answers.
Evaluation
The author is an experienced microbiologist and is aware of his experiential research tactics and more importantly reflects on these issues in the study. The source is a peer-reviewed journal. Also, the author is forthcoming about his methods and supplements his experiences with scholarly research on evolution, adaptation, and genetics. The source is accessible all in approved libraries websites.
Source #3
Citation
(in APA format)
McFadden, K. A., Huang, J., Chu, X., Jiang, G., Kaufman, A. J., Zhou, C. ... & Xiao, S. (2008). Pulsed oxidation and biological evolution in the Ediacaran Doushantuo Formation. Proceedings of the National Academy of Sciences, 105(9), 3197-3202
Summary
The journal attempts to understand the logic behind pulsed oxidation as well as biological evolution. The article seems to target scientists and advanced students in the field of science and biology. To some extent, the content in the article is not easily comprehensible by anyone. From a broader perspective, the authors tested various evolution processes and created connections between redox change and biological evolution.
Evaluation
The source is a peer-reviewed article. The information in the article is reliable because it was supported by recognized National Science Foundations, and Institutes of Technologies from across the world. The.
Note There are more questions than usual, so you will n.docxhenrymartin15260
Note: There are more questions than usual, so you will need to figure out how to write less in answer to some of the questions and more for others. To be complete and specific enough to do well, you will need to plan and edit these carefully to fit into the two-page format.
Good luck.
1. Discuss the Nanchan Temple as a typical example of ancient Chinese architecture. What are the key characteristics of form, material and structure, how do they relate directly to the natural environment of ancient China, and how do these traits relate to the key cultural concerns and ways of thinking in ancient Chinese society? In other words, how is it typical of ancient Chinese architecture in general, and how can you use it as an example of some of the “big ideas” (for China) discussed in class?
2. Now consider the Ise Shrine in the same way? What is Japanese about it, and how does it exemplify several of the main ideas we discussed? How would you distinguish it from the Nanchan Temple? What’s different, but also what is similar, and why? Remember to consider the site (designed landscape) immediately around the central shrine buildings, as it has important implications for answering the question.
3. a) How did Confucian philosophy influence or parallel any aspect of ancient Chinese design? (Explain two examples of links between Confucianism and design we talked about.)
b) How did Daoism influence ancient Chinese design? Be specific – remember that Daoism has several, specific key ideas associated with it which you need to know in order to answer this question (give three examples).
4. a) How did specific Shinto beliefs and attitudes impact or relate to characteristics of Japanese design? Give several examples, citing specific works, or at least types, of design.
b) How did the story of the bamboo cutter most directly seem to parallel or relate to Shinto ideas or attitudes?
5. Look at the Chinese Silk Banner in the textbook, and consider the silk robes we examined in class. How does the banner express typically ancient Chinese ideas or attitudes? What main ideas does silk as used in ancient Chinese design seem to most directly relate to, and how? (Clues can be found in what we got from the Emperor-goes-to-the- Moon story.)
6. a) Consider the Japanese Album Leaf calligraphy shown in the textbook and in class; how is it typically Japanese in character, and how does Japanese calligraphy relate to Chinese calligraphy?
b) Comment on how the Enso – like the one you made in your discussion section – could express or embody any of our main ideas about Japanese design.
Note:
There
are
more
questions
than
usual,
so
you
will
need
to
figure
out
how
to
write
less
in
answer
to
some
of
the
questions
and
more
for
others.
To
be
complete
and
specific
enough
to
do
well,
you
will
need
to
plan
and
edit
these
carefully
to
fit
into
the
two-page
format.
Good
luck.
1.
Discuss
the
Nanchan
Temple
as
a
typical
example
of
ancient
Chinese
architecture.
What
a.
Assignment 2 Purpose To help organize your thoughts for the Final.docxsalmonpybus
Assignment 2 Purpose: To help organize your thoughts for the Final Presentation and to ensure all necessary research is completed prior to starting the construction of the Presentation.
**Note: This is a hypothetical, general example covering material from a different subject (biology) to give you an idea of how to format your outline and include the required subtopics and subsections. Please construct your outline according to the instructions and subject-specific requirements/topics listed in the Assignments section.
Required Introduction Sections: (Common and scientific names, Geographic range, Specific location (country, state, city), Specific location biome.
Assignment 2 Outline: Giant Monkey Tree Frog
I. Introduction
A. Common and Scientific Names
Formatting: Note the format with the Roman numerals. Each subheading under the Roman Numeral (e.g. the capital letter) is required.
1. Common names: giant monkey tree frog. Also known as: blue and yellow frog, bicolored tree frog, giant monkey frog, giant leaf frog or waxy-monkey tree frog.
2. Scientific name: Phyllomedusa bicolor
B. Geographic Range
1. Amazon Basin (Frost, 2009)
a. Brazil
b. Colombia
Don’t forget to cite internally to your outline where appropriate, and be sure that all references listed in your reference list below are included internal to your outline and vice versa.
c. Bolivia
d. Peru
C. Specific Location (Country, State, City)
1. Brazil (Frost, 2009)
2. Columbia
D. Specific Location Biome
1. Brazilian Atlantic Rainforest (de Paula Lima et al, 2010)
E. Background and Description
1. Not at risk of extinction. (Frost, 2009)
2. Morphology
a. Unique from similar frogs by a pupil that is vertically elliptical (Gagliardo, 2009)
b. Nocturnal (Gagliardo, 2009)
c. Males 91-103 mm, females 111-119 mm (Encyclopedia of Life)
d. Dark green back with a white or cream belly (Encyclopedia of Life)
e. Spots can be found all over the organism, especially on the flank and back legs (Encyclopedia of Life)
f. Fingers are clear brown and have green adhesive discs (Encyclopedia of Life)
g. Dark colored iris (Encyclopedia of Life)
3. Physiology (Folger, 1995)
The required subtopics (minimum) of the Outline and Presentation are: Introduction/ Background, life cycle, structure & function, etc.), and evolution and additional interests.
Each subtopic should have a minimum of two subsections.
a. Skin Pigments
Tip for Assignment 4: The introduction information plus background and description can be written in several introductory paragraphs. The first introduction paragraph should introduce the species and the rest of the paper as a standard writing practice.
i. Protect against sun damage
ii. Help in camouflage to blend into trees
iii. Regulate temperatures
b. Various secretions help
i. Retain water
ii. Prevent infection
II. Life Cycle of the Organism
A. Egg Mass
1. Consist from anywhere of 10 – hundreds of eggs (Gagliardo, 2009)
2. Released on leaves near waterways(Gagliardo,.
Required ResourcesText· Botkin, D. B., & Keller, E. A. (2014.docxsodhi3
Required Resources
Text
· Botkin, D. B., & Keller, E. A. (2014). Environmental science: Earth as a living planet (9th ed.). Hoboken, NJ: John Wiley & Sons, Inc.
· Chapter 9: Biological Diversity and Biological Invasions
Multimedia
· American Museum of Natural history. (Producer). (2007). Invasive species [Video clip]. Retrieved from https://secure.films.com/OnDemandEmbed.aspx?Token=47542&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref=
· Annenberg Learner. (n.d.). Unit 9: Biodiversity decline [Interactive resource]. In The Habitable Planet. Retrieved from http://www.learner.org/courses/envsci/unit/text.php?unit=9&secNum=0
Comparison Report
Part 1 Art & Music Characteristics
1. What are the characteristics of early Christian art and music according to your text and from websites?
2. What are the characteristics of Islamic art and music according to your text and from websites?
3.What are the characteristics of Indian art and music according to your text and from websites?
Part II Building Comparison:
Christian building: Santa Costanza (Chapter 5, p. 181, figure 5.6)
Islamic building: Sinan, Mosque of Sultan Sulayman (Chapter 6, p.223 figure 6.4)
Indian building: Great Stupa (Chapter 7, p. 249 figure 7.3)
Similarities
Differences
Reflects their culture values
Reflection
Part III Comparing Philosophies between Christian and Islamic Thinker
Main thoughts and ideas of Augustine
Comparison
Ideas still influence
Reflection
Part IV Art, music, & literature research
Pyramid of the Sun
Comparison Report
Introduction
Preparing for your assignment:
Part I
1.What are the characteristics of early Christian art and music according to your text and from websites?
2.What are the characteristics of Islamic art and music according to your text and from websites?
3.What are the characteristics of Indian art and music according to your text and from websites?
4. Conclude your answer to this question with a good summary paragraph of what you learned, thoughts, reactions, feelings, etc.
Part II
THEN:Select ONE building from EACH culture to compare. Be sure to accurately tell which building you selected from each chapter, and give the name and the figure number where a picture can be found. Then research each part on the web.
What are the similarities among the buildings?
What are the differences among the buildings?
How do these examples of EACH building reflect their cultural values?
Conclude your answer to this question with a good summary paragraph of what you learned, thoughts, reactions, feelings, etc.
Part III
THEN: Comparing Philosophies between Christian and Islamic Thinkers
Describe the main thoughts and ideas of Augustine.
Compare Augustine's main thoughts with those of the Islamic philosophers, Avicenna and Averroes
Discuss how each of these philosophers' ideas still influence us today. Give specific examples.
Conclude your answer to this question with a good summary paragraph of what you learned, thoughts, reactions, feelings, etc.
Part ...
Objective Assess sources for your research for your final presscoutsgyqmo
Objective:
Assess sources for your
research for your final presentation
(for credibility, reliability, and relevance) and list references in proper APA format. That means the sources you use for this assignment should be directly related to the species that you chose The
(Colorado’s Lynx).
Objective:
Organize your thoughts and the main points of your research for your final presentation
submit an outline to organize your thoughts and main points. Your outline should be formatted a specific way and must contain the following elements as described below.
To prepare for this assignment.
ANIMALS:Colorado’s Lynx
I. The Introduction Section
A. Organism Introduction
1. The common and scientific name of your organism. Please see this link to help with scientific names if needed:
How To Write Scientific Names
2. Where you observed your organism (country, state, park, zoo, etc.)
3. A brief discussion on why you chose your organism
4. If possible, a picture and/or video of you safely observing your species in the field. If not possible, search the Internet for an image (and remember to cite your source for the image) in a typical habitat.
II. The Body
A. Physical Description
1. You must include a brief physical description. You can use your personal observations. If you cannot safely observe your organism, you must research.
a. Size, Coloring, etc.
B. Life Cycle and Reproduction
1. Life Cycle: describe the life cycle of your organism. The life cycle refers to the series of changes that happens from the beginning of life as your organism develops and grows into a mature organism. Please see here for some hints on the
Life Cycle
. If you have any questions please feel free to ask!
2. Reproduction: You must discuss the reproductive strategies of your organism (e.g. release of gametes by a fish or hermaphroditic reproduction in earthworms), mate choice, mating displays, mate competition and mating systems.
C. Structure and Function
1. Please select one organ system of your organism that you find to be particularly interesting and describe
both the anatomy and physiology
of that system.
2. If your organism is an animal, here are a list of the
general animal organ systems
D. Energy Ecology
1. If you can observe these, that is best. If not, research.
2. What are the food sources? Types? Amounts? Temporal pattern of feeding? Specific handling or processing of food items by the organism (e.g. the way a squirrel manipulates an acorn)
E. Habitat
1. Where your organism lives. This does not refer to a city or state, but rather the natural environment in which your organism lives.
2. You should consider abiotic factors, such as soil, water, etc., as well as biotic factors, such as predators, hosts, etc.
III. The Conclusion Section
A. This section should contain four to six points that sum up the main points from the body of the outline.
B. Start your conclusive section with one sentence summarizing some basic information ...
(APA 6th Edition Formatting and Style Guide)
Office of Graduate Studies
Alcorn State University
Engaging Possibilities, Pursuing Excellence
REVISED May 23, 2018
THESIS MANUAL
Graduates
2
COPYRIGHT PRIVILEGES
BELONG TO
OFFICE OF GRADUATE STUDIES
ALCORN STATE UNIVERSITY, LORMAN, MS
Reproduction for distribution of this THESIS MANUAL requires the written permission of the
Provost and Executive Vice President for Academic Affairs or Graduate Studies Administrator.
FOREWORD
Alcorn State University Office of Graduate Studies requires that all students comply with the
specifications given in this document in the publication of a thesis or non-thesis research project.
Graduate students, under faculty guidance, are expected to produce scholarly work either in the
form of a thesis or a scholarly research project.
The thesis (master or specialist) should document the student's research study and maintain a
degree of intensity.
The purpose of this manual is to assist the graduate student and the graduate thesis advisory
committee in each department with the instructions contained herein. This is the official
approved manual by the Graduate Division.
Formatting questions not addressed in these guidelines should be directed to the Graduate School
staff in the Walter Washington Administration Building, Suite 519 or by phone at
601.877.6122 or via email: [email protected] or in person.
The Graduate Studies
Thesis Advisory Committee
(Revised Spring 2018)
mailto:[email protected]
TABLE OF CONTENTS
Page
INTRODUCTION ............................................................................................................................ 3
SELECTION AND APPOINTMENT OF THESIS ADVISORY COMMITTEE ......................... 4
1. Early Topic Selection ......................................................................................................... 4
2. Selection of Thesis Chair ......................................................................................................... 4
3. Selection of Thesis Committee Members .......................................................................... 4
4. Appointment of Thesis Advisory Committee Form .......................................................... 4
5. Invitation to Prospective Committee Members ................................................................. 5
6. TAC Committee Selection ................................................................................................. 5
CHOICE OF SUBJECT .................................................................................................................... 5
PROPOSAL DEFENSE AND SUBMISSION OF PROPOSAL TO IRB ..................................... 5
PARTS OF THE MANUSCRIPT: PRELIMINARY PAGES ..................................................... 8
1. Title Page .
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right o.docxAASTHA76
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right or Right Doing/Living is “The Interest of the Stronger (Might makes Right).” How does Socrates refute this definition? (cite just
one
of his arguments) [cf:
The Republic
, 30-40, Unit 1 Lecture Video]
(b) According to Socrates, what is the true definition of Justice or Right? [cf:
The Republic
, 141-42, Unit 2 Lecture Video]
(c) And why therefore is the Just life far preferable to the Unjust life (142-43)?
(a) The Allegory of the CAVE (the main metaphor of western philosophy) is an illustration of the Divided LINE.
Characterize
the Two Worlds, and the move/ascent from one to the other (exiting the CAVE, crossing the Divided LINE)—which is alone the true meaning of Education and the only way to become Just, Right, and Immortal. [cf:
The Republic
, 227-232, Unit 3 Lecture Video]
(b) How do the philosophical Studies of
Arithmetic
(number) and
Dialectic
take you above the Divided Line and out of the changing sense-world of illusion (the CAVE) into Reality and make you use your Reason (pure thought) instead of your senses? [cf:
The Republic
, 235-37, 240-42, 250-55. Unit 4 Lecture Video (transcript)]
Give a summary of the
Proof of the Force
(Why there is the “Universe,” “Man,” “God,” “History,” etc)? Start with, “Can there be
nothing
?” [cf: TJH 78-95, Unit 2 Lecture Video]
NIETZSCHE is the crucial Jedi philosopher who provides the “bridge” between negative and positive Postmodernity by focusing on a certain “Problem” and the “
Solution
” to it.
(a) Discuss
2
of the following items (
1
pertaining to the Problem,
1
pertaining to the
.
More Related Content
Similar to SCIN130 - Introduction to Biology with LabAnnotated Bibliog.docx
Note There are more questions than usual, so you will n.docxhenrymartin15260
Note: There are more questions than usual, so you will need to figure out how to write less in answer to some of the questions and more for others. To be complete and specific enough to do well, you will need to plan and edit these carefully to fit into the two-page format.
Good luck.
1. Discuss the Nanchan Temple as a typical example of ancient Chinese architecture. What are the key characteristics of form, material and structure, how do they relate directly to the natural environment of ancient China, and how do these traits relate to the key cultural concerns and ways of thinking in ancient Chinese society? In other words, how is it typical of ancient Chinese architecture in general, and how can you use it as an example of some of the “big ideas” (for China) discussed in class?
2. Now consider the Ise Shrine in the same way? What is Japanese about it, and how does it exemplify several of the main ideas we discussed? How would you distinguish it from the Nanchan Temple? What’s different, but also what is similar, and why? Remember to consider the site (designed landscape) immediately around the central shrine buildings, as it has important implications for answering the question.
3. a) How did Confucian philosophy influence or parallel any aspect of ancient Chinese design? (Explain two examples of links between Confucianism and design we talked about.)
b) How did Daoism influence ancient Chinese design? Be specific – remember that Daoism has several, specific key ideas associated with it which you need to know in order to answer this question (give three examples).
4. a) How did specific Shinto beliefs and attitudes impact or relate to characteristics of Japanese design? Give several examples, citing specific works, or at least types, of design.
b) How did the story of the bamboo cutter most directly seem to parallel or relate to Shinto ideas or attitudes?
5. Look at the Chinese Silk Banner in the textbook, and consider the silk robes we examined in class. How does the banner express typically ancient Chinese ideas or attitudes? What main ideas does silk as used in ancient Chinese design seem to most directly relate to, and how? (Clues can be found in what we got from the Emperor-goes-to-the- Moon story.)
6. a) Consider the Japanese Album Leaf calligraphy shown in the textbook and in class; how is it typically Japanese in character, and how does Japanese calligraphy relate to Chinese calligraphy?
b) Comment on how the Enso – like the one you made in your discussion section – could express or embody any of our main ideas about Japanese design.
Note:
There
are
more
questions
than
usual,
so
you
will
need
to
figure
out
how
to
write
less
in
answer
to
some
of
the
questions
and
more
for
others.
To
be
complete
and
specific
enough
to
do
well,
you
will
need
to
plan
and
edit
these
carefully
to
fit
into
the
two-page
format.
Good
luck.
1.
Discuss
the
Nanchan
Temple
as
a
typical
example
of
ancient
Chinese
architecture.
What
a.
Assignment 2 Purpose To help organize your thoughts for the Final.docxsalmonpybus
Assignment 2 Purpose: To help organize your thoughts for the Final Presentation and to ensure all necessary research is completed prior to starting the construction of the Presentation.
**Note: This is a hypothetical, general example covering material from a different subject (biology) to give you an idea of how to format your outline and include the required subtopics and subsections. Please construct your outline according to the instructions and subject-specific requirements/topics listed in the Assignments section.
Required Introduction Sections: (Common and scientific names, Geographic range, Specific location (country, state, city), Specific location biome.
Assignment 2 Outline: Giant Monkey Tree Frog
I. Introduction
A. Common and Scientific Names
Formatting: Note the format with the Roman numerals. Each subheading under the Roman Numeral (e.g. the capital letter) is required.
1. Common names: giant monkey tree frog. Also known as: blue and yellow frog, bicolored tree frog, giant monkey frog, giant leaf frog or waxy-monkey tree frog.
2. Scientific name: Phyllomedusa bicolor
B. Geographic Range
1. Amazon Basin (Frost, 2009)
a. Brazil
b. Colombia
Don’t forget to cite internally to your outline where appropriate, and be sure that all references listed in your reference list below are included internal to your outline and vice versa.
c. Bolivia
d. Peru
C. Specific Location (Country, State, City)
1. Brazil (Frost, 2009)
2. Columbia
D. Specific Location Biome
1. Brazilian Atlantic Rainforest (de Paula Lima et al, 2010)
E. Background and Description
1. Not at risk of extinction. (Frost, 2009)
2. Morphology
a. Unique from similar frogs by a pupil that is vertically elliptical (Gagliardo, 2009)
b. Nocturnal (Gagliardo, 2009)
c. Males 91-103 mm, females 111-119 mm (Encyclopedia of Life)
d. Dark green back with a white or cream belly (Encyclopedia of Life)
e. Spots can be found all over the organism, especially on the flank and back legs (Encyclopedia of Life)
f. Fingers are clear brown and have green adhesive discs (Encyclopedia of Life)
g. Dark colored iris (Encyclopedia of Life)
3. Physiology (Folger, 1995)
The required subtopics (minimum) of the Outline and Presentation are: Introduction/ Background, life cycle, structure & function, etc.), and evolution and additional interests.
Each subtopic should have a minimum of two subsections.
a. Skin Pigments
Tip for Assignment 4: The introduction information plus background and description can be written in several introductory paragraphs. The first introduction paragraph should introduce the species and the rest of the paper as a standard writing practice.
i. Protect against sun damage
ii. Help in camouflage to blend into trees
iii. Regulate temperatures
b. Various secretions help
i. Retain water
ii. Prevent infection
II. Life Cycle of the Organism
A. Egg Mass
1. Consist from anywhere of 10 – hundreds of eggs (Gagliardo, 2009)
2. Released on leaves near waterways(Gagliardo,.
Required ResourcesText· Botkin, D. B., & Keller, E. A. (2014.docxsodhi3
Required Resources
Text
· Botkin, D. B., & Keller, E. A. (2014). Environmental science: Earth as a living planet (9th ed.). Hoboken, NJ: John Wiley & Sons, Inc.
· Chapter 9: Biological Diversity and Biological Invasions
Multimedia
· American Museum of Natural history. (Producer). (2007). Invasive species [Video clip]. Retrieved from https://secure.films.com/OnDemandEmbed.aspx?Token=47542&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref=
· Annenberg Learner. (n.d.). Unit 9: Biodiversity decline [Interactive resource]. In The Habitable Planet. Retrieved from http://www.learner.org/courses/envsci/unit/text.php?unit=9&secNum=0
Comparison Report
Part 1 Art & Music Characteristics
1. What are the characteristics of early Christian art and music according to your text and from websites?
2. What are the characteristics of Islamic art and music according to your text and from websites?
3.What are the characteristics of Indian art and music according to your text and from websites?
Part II Building Comparison:
Christian building: Santa Costanza (Chapter 5, p. 181, figure 5.6)
Islamic building: Sinan, Mosque of Sultan Sulayman (Chapter 6, p.223 figure 6.4)
Indian building: Great Stupa (Chapter 7, p. 249 figure 7.3)
Similarities
Differences
Reflects their culture values
Reflection
Part III Comparing Philosophies between Christian and Islamic Thinker
Main thoughts and ideas of Augustine
Comparison
Ideas still influence
Reflection
Part IV Art, music, & literature research
Pyramid of the Sun
Comparison Report
Introduction
Preparing for your assignment:
Part I
1.What are the characteristics of early Christian art and music according to your text and from websites?
2.What are the characteristics of Islamic art and music according to your text and from websites?
3.What are the characteristics of Indian art and music according to your text and from websites?
4. Conclude your answer to this question with a good summary paragraph of what you learned, thoughts, reactions, feelings, etc.
Part II
THEN:Select ONE building from EACH culture to compare. Be sure to accurately tell which building you selected from each chapter, and give the name and the figure number where a picture can be found. Then research each part on the web.
What are the similarities among the buildings?
What are the differences among the buildings?
How do these examples of EACH building reflect their cultural values?
Conclude your answer to this question with a good summary paragraph of what you learned, thoughts, reactions, feelings, etc.
Part III
THEN: Comparing Philosophies between Christian and Islamic Thinkers
Describe the main thoughts and ideas of Augustine.
Compare Augustine's main thoughts with those of the Islamic philosophers, Avicenna and Averroes
Discuss how each of these philosophers' ideas still influence us today. Give specific examples.
Conclude your answer to this question with a good summary paragraph of what you learned, thoughts, reactions, feelings, etc.
Part ...
Objective Assess sources for your research for your final presscoutsgyqmo
Objective:
Assess sources for your
research for your final presentation
(for credibility, reliability, and relevance) and list references in proper APA format. That means the sources you use for this assignment should be directly related to the species that you chose The
(Colorado’s Lynx).
Objective:
Organize your thoughts and the main points of your research for your final presentation
submit an outline to organize your thoughts and main points. Your outline should be formatted a specific way and must contain the following elements as described below.
To prepare for this assignment.
ANIMALS:Colorado’s Lynx
I. The Introduction Section
A. Organism Introduction
1. The common and scientific name of your organism. Please see this link to help with scientific names if needed:
How To Write Scientific Names
2. Where you observed your organism (country, state, park, zoo, etc.)
3. A brief discussion on why you chose your organism
4. If possible, a picture and/or video of you safely observing your species in the field. If not possible, search the Internet for an image (and remember to cite your source for the image) in a typical habitat.
II. The Body
A. Physical Description
1. You must include a brief physical description. You can use your personal observations. If you cannot safely observe your organism, you must research.
a. Size, Coloring, etc.
B. Life Cycle and Reproduction
1. Life Cycle: describe the life cycle of your organism. The life cycle refers to the series of changes that happens from the beginning of life as your organism develops and grows into a mature organism. Please see here for some hints on the
Life Cycle
. If you have any questions please feel free to ask!
2. Reproduction: You must discuss the reproductive strategies of your organism (e.g. release of gametes by a fish or hermaphroditic reproduction in earthworms), mate choice, mating displays, mate competition and mating systems.
C. Structure and Function
1. Please select one organ system of your organism that you find to be particularly interesting and describe
both the anatomy and physiology
of that system.
2. If your organism is an animal, here are a list of the
general animal organ systems
D. Energy Ecology
1. If you can observe these, that is best. If not, research.
2. What are the food sources? Types? Amounts? Temporal pattern of feeding? Specific handling or processing of food items by the organism (e.g. the way a squirrel manipulates an acorn)
E. Habitat
1. Where your organism lives. This does not refer to a city or state, but rather the natural environment in which your organism lives.
2. You should consider abiotic factors, such as soil, water, etc., as well as biotic factors, such as predators, hosts, etc.
III. The Conclusion Section
A. This section should contain four to six points that sum up the main points from the body of the outline.
B. Start your conclusive section with one sentence summarizing some basic information ...
(APA 6th Edition Formatting and Style Guide)
Office of Graduate Studies
Alcorn State University
Engaging Possibilities, Pursuing Excellence
REVISED May 23, 2018
THESIS MANUAL
Graduates
2
COPYRIGHT PRIVILEGES
BELONG TO
OFFICE OF GRADUATE STUDIES
ALCORN STATE UNIVERSITY, LORMAN, MS
Reproduction for distribution of this THESIS MANUAL requires the written permission of the
Provost and Executive Vice President for Academic Affairs or Graduate Studies Administrator.
FOREWORD
Alcorn State University Office of Graduate Studies requires that all students comply with the
specifications given in this document in the publication of a thesis or non-thesis research project.
Graduate students, under faculty guidance, are expected to produce scholarly work either in the
form of a thesis or a scholarly research project.
The thesis (master or specialist) should document the student's research study and maintain a
degree of intensity.
The purpose of this manual is to assist the graduate student and the graduate thesis advisory
committee in each department with the instructions contained herein. This is the official
approved manual by the Graduate Division.
Formatting questions not addressed in these guidelines should be directed to the Graduate School
staff in the Walter Washington Administration Building, Suite 519 or by phone at
601.877.6122 or via email: [email protected] or in person.
The Graduate Studies
Thesis Advisory Committee
(Revised Spring 2018)
mailto:[email protected]
TABLE OF CONTENTS
Page
INTRODUCTION ............................................................................................................................ 3
SELECTION AND APPOINTMENT OF THESIS ADVISORY COMMITTEE ......................... 4
1. Early Topic Selection ......................................................................................................... 4
2. Selection of Thesis Chair ......................................................................................................... 4
3. Selection of Thesis Committee Members .......................................................................... 4
4. Appointment of Thesis Advisory Committee Form .......................................................... 4
5. Invitation to Prospective Committee Members ................................................................. 5
6. TAC Committee Selection ................................................................................................. 5
CHOICE OF SUBJECT .................................................................................................................... 5
PROPOSAL DEFENSE AND SUBMISSION OF PROPOSAL TO IRB ..................................... 5
PARTS OF THE MANUSCRIPT: PRELIMINARY PAGES ..................................................... 8
1. Title Page .
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right o.docxAASTHA76
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right or Right Doing/Living is “The Interest of the Stronger (Might makes Right).” How does Socrates refute this definition? (cite just
one
of his arguments) [cf:
The Republic
, 30-40, Unit 1 Lecture Video]
(b) According to Socrates, what is the true definition of Justice or Right? [cf:
The Republic
, 141-42, Unit 2 Lecture Video]
(c) And why therefore is the Just life far preferable to the Unjust life (142-43)?
(a) The Allegory of the CAVE (the main metaphor of western philosophy) is an illustration of the Divided LINE.
Characterize
the Two Worlds, and the move/ascent from one to the other (exiting the CAVE, crossing the Divided LINE)—which is alone the true meaning of Education and the only way to become Just, Right, and Immortal. [cf:
The Republic
, 227-232, Unit 3 Lecture Video]
(b) How do the philosophical Studies of
Arithmetic
(number) and
Dialectic
take you above the Divided Line and out of the changing sense-world of illusion (the CAVE) into Reality and make you use your Reason (pure thought) instead of your senses? [cf:
The Republic
, 235-37, 240-42, 250-55. Unit 4 Lecture Video (transcript)]
Give a summary of the
Proof of the Force
(Why there is the “Universe,” “Man,” “God,” “History,” etc)? Start with, “Can there be
nothing
?” [cf: TJH 78-95, Unit 2 Lecture Video]
NIETZSCHE is the crucial Jedi philosopher who provides the “bridge” between negative and positive Postmodernity by focusing on a certain “Problem” and the “
Solution
” to it.
(a) Discuss
2
of the following items (
1
pertaining to the Problem,
1
pertaining to the
.
(Glossary of Telemedicine and eHealth)· Teleconsultation Cons.docxAASTHA76
(Glossary of Telemedicine and eHealth)
· Teleconsultation: Consultation between a provider and specialist at distance using either store and forward telemedicine or real time videoconferencing.
· Telehealth and Telemedicine: Telemedicine is the use of medical information exchanged from one site to another via electronic communications to improve patients' health status. Closely associated with telemedicine is the term "telehealth," which is often used to encompass a broader definition of remote healthcare that does not always involve clinical services. Videoconferencing, transmission of still images, e-health including patient portals, remote monitoring of vital signs, continuing medical education and nursing call centers are all considered part of telemedicine and telehealth. Telemedicine is not a separate medical specialty. Products and services related to telemedicine are often part of a larger investment by health care institutions in either information technology or the delivery of clinical care. Even in the reimbursement fee structure, there is usually no distinction made between services provided on site and those provided through telemedicine and often no separate coding required for billing of remote services. Telemedicine encompasses different types of programs and services provided for the patient. Each component involves different providers and consumers.
· TeleICU: TeleICU is a collaborative, interprofessional model focusing on the care of critically ill patients using telehealth technologies.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Clinical Decision Support System (CCDS): Systems (usually electronically based and interactive) that provide clinicians, staff, patients, and other individuals with knowledge and person-specific information, intelligently filtered and presented at appropriate times, to enhance health and health care. (http://healthit.ahrq.gov/images/jun09cdsreview/09_0069_ef.html)
· e-Prescribing: The electronic generation, transmission and filling of a medical prescription, as opposed to traditional paper and faxed prescriptions. E-prescribing allows for qualified healthcare personnel to transmit a new prescription or renewal authorization to a community or mail-order pharmacy.
· Home Health Care and Remote Monitoring Systems: Care provided to individuals and families in their place of residence for promoting, maintaining, or restoring health or for minimizing the effects of disability and illness, including terminal illness. In the Medicare Current Beneficiary Survey and Medicare claims and enrollment data, home health care refers to home visits by professionals including nu.
(Assmt 1; Week 3 paper) Using ecree Doing the paper and s.docxAASTHA76
(Assmt 1; Week 3 paper): Using ecree Doing the paper and submitting it (two pages here)
Have this sheet handy as well as the sheet called FORMAT SAMPLE PAPER for Assignment 1.
1. Go to the Week 3 unit and find the blue link ASSIGNMENT 1: DEALING WITH DIVERSITY…. Click on it.
2. You will see instructions on the screen and at the top “Assignment 1: ecree”. Click on that to enter ecree.
3. You will see some summary of the assignment instructions at the top of the screen—scroll down to see the three long, blank, rectangular boxes. You will be typing into those. Remember—do not worry about a title page or double spacing. Start composing your paragraphs. It will start as a rough draft.
4. As you start typing your introduction—notice on the right that comments start developing and also video links. Also on the right you will it say “Saved a Few seconds ago”. It is saving as you go. At first the comments are red (unfavorable). The more you do, usually the more green (favorable) comments start to appear. You can also keep revising.
5. When you hit the enter key it takes you to the next paragraph box—and sometimes it creates a new paragraph box for you.
6. Doing your Sources list in ecree—Your sources do have to be listed at the end. The FORMAT SAMPLE paper illustrates what they might look like. But, putting them in ecree gracefully can be a challenge.
a. Perhaps the best way is this: Have the last regular paragraph of your essay (Part 4) be in the box labeled “Conclusion”. Once that paragraph is written—in whole or in part, do this: Click on the word “Conclusion” to form a following paragraph box marked by three dots. Keep doing that and put each source in its own “three-dot” box. In other words, after your Conclusion paragraph—the heading “Sources” gets its own paragraph box at the end, followed by separate paragraph boxes for each source entry.
b. If the approach labeled “a” above is not working out, don’t worry about the external labels of those last paragraph boxes---just be sure to have a concluding paragraph (your Part 4) followed by paragraphs for the Sources header and each source entry. In grading, I will be able to figure it out. I will be lenient on how you organize that last part, as long as you have that last paragraph and a clear Sources list.
------------------------------------
UPLOAD OPTION: You can type your paper or a good rough draft of it into MS-Word as a file. Have it organized and laid out like the FORMAT SAMPLE paper. Then Upload it to ecree. Once you upload, take a little time and edit what uploaded so that it looks like what you intended and fits the 4-part organization of the assignment.
-----------------------
7. Click “Submit” on lower right only when absolutely ready. Once you submit, it will get graded.
Have fun! (see next page for a few notes and comments on ecree)
---------.
(Image retrieved at httpswww.google.comsearchhl=en&biw=122.docxAASTHA76
(Image retrieved at https://www.google.com/search?hl=en&biw=1229&bih=568&tbm=isch&sa=1&ei=fmYIW9W3G6jH5gLn7IHYAQ&q=analysis&oq=analysis&gs_l=img.3..0i67k1l2j0l5j0i67k1l2j0.967865.968569.0.969181.7.4.0.0.0.0.457.682.1j1j4-1.3.0....0...1c.1.64.img..5.2.622...0i7i30k1.0.rL9KcsvXM1U#imgrc=LU1vXlB6e2doDM: / )
ESOL 052 (Essay #__)
Steps:
1. Discuss the readings, videos, and photographs in the Truth and Lies module on Bb.
2. Select a significant/controversial photograph to analyze. (The photograph does not have to be from Bb.)
3. Choose one of the following essay questions:
a. What truth does this photograph reveal?
b. What lie does this photograph promote?
c. Why/How did people deliberately misuse this photograph and distort its true meaning?
d. Why was this photograph misinterpreted by so many people?
e. Why do so many people have different reactions to this photograph?
f. ___________________________________________________________________________?
(Students may create their own visual analysis essay question as long as it is pre-approved by the instructor.)
4. Use the OPTIC chart to brainstorm and take notes on your photograph.
5. Use a pre-writing strategy (outline, graphic organizer, etc.) to organize your ideas.
6. Using correct MLA format, write a 3-5 page essay.
7. Type a Works Cited page. (Use citationmachine.net, easybib.com, etc. to format your info.)
8. Peer and self-edit during the writing process (Bb Wiki, in/outside class).
9. Get feedback from your peers and an instructor during the writing process.
(Note: Students who visit the Writing Center and show me proof get 2 additional days to work on the assignment.)
10. Proofread/edit/revise during the writing process.
11. Put your pre-writing, essay, and Works Cited page in 1 Word document and upload it on Bb by midnight on ______. (If a student submits an essay without pre-writing or without a Works Cited page, he/she will receive a zero. If a student submits an assignment late, he/she will receive a zero. If a student plagiarizes, he/she will receive a zero.)
Purpose: Students will be able to use their reading, writing, critical thinking, and research skills to conduct a visual analysis that explores the theme of Truth and Lies.
Tone: The tone of this assignment should be formal and academic.
Language: The diction and syntax of this assignment should be formal and academic. Students should not use second person pronouns (you/your), contractions, abbreviations, slang, or any type of casual language. Students should refer to the diction and syntax guidelines in the writing packet.
Audience: The audience of this assignment is the student’s peers and instructor.
Format: MLA style (double spaced, 1 in. margins, Times New Roman 12 font, pagination, heading, title, tab for each paragraph, in-text citations, Works Cited page, hanging indents, etc.)
Requirements:
In order for a student to earn a minimum passing grade of 70% on this assignment, h.
(Dis) Placing Culture and Cultural Space Chapter 4.docxAASTHA76
(Dis) Placing Culture and Cultural Space
Chapter 4
+
Chapter Objectives
Describe the relationships among culture, place, cultural space, and identity in the context of globalization.
Explain how people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces.
Explain how cultures are simultaneously placed and displaced in the global context leading to segregated, contested and hybrid cultural spaces.
Describe the practice of bifocal vision to highlight the linkages between “here” and “there” as well as the connections between present and past.
+
Introduction
Explore the cultural and intercultural communication dimensions of place, space and location. We will examine:
The dynamic process of placing and displacing cultural space in the context of globalization.
How people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces
How segregated, contested, and hybrid cultural spaces are both shaped by the legacy of colonialism and the context of globalization.
How Hip hop culture illustrates the cultural and intercultural dimensions of place, space, and location in the context of globalization
+
Placing Culture and Cultural Space
Culture, by definition, is rooted in place with a reciprocal relationship between people and place
Culture:
“Place tilled” in Middle English
Colere : “to inhabit, care for, till, worship” in Latin
In the context of globalization, what is the relationship between culture and place?
Culture is both placed and displaced
+
Cultural Space
The communicative practices that construct meanings in, through and about particular places
Cultural space shapes verbal and nonverbal communicative practices
i.e. Classrooms, dance club, library.
Cultural spaces are constructed through the communicative practices developed and lived by people in particular places
Communicative practices include:
The languages, accents, slang, dress, artifacts, architectural design, the behaviors and patterns of interaction, the stories, the discourses and histories
How is the cultural space of your home, neighborhood, city, and state constructed through communicative practices?
+
Place, Cultural Space and Identity
Place, Culture, Identity and Difference
What’s the relationship between place and identity?
Avowed identity:
The way we see, label and make meaning about ourselves and
Ascribed identity:
The way others view, name and describe us and our group
Examples of how avowed and ascribed identities may conflict?
How is place related to standpoint and power?
Locations of enunciation:
Sites or positions from which to speak.
A platform from which to voice a perspective and be heard and/or silenced.
+
Displacing Culture and Cultural Space
(Dis) placed culture and cultural space:
A notion that captures the complex, contradictory and contested nature of cultural space and the relationship between culture and place that has emerged in the context o.
(1) Define the time value of money. Do you believe that the ave.docxAASTHA76
(1) Define the time value of money. Do you believe that the average person considers the time value of money when they make investment decisions? Please explain.
(2) Distinguish between ordinary annuities and annuities due. Also, distinguish between the future value of an annuity and the present value of an annuity.
.
(chapter taken from Learning Power)From Social Class and t.docxAASTHA76
(chapter taken from Learning Power)
From Social Class and the Hidden Curriculum of Work
JEAN ANYON
It's no surprise that schools in wealthy communities are better than those in poor communities, or that they better prepare their students for
desirable jobs. It may be shocking, however, to learn how vast the differences in schools are - not so much in resources as in teaching methods
and philosophies of education. Jean Anyon observed five elementary schools over the course of a full school year and concluded that fifth-
graders of different economic backgrounds are already being prepared to occupy particular rungs on the social ladder. In a sense, some whole
schools are on the vocational education track, while others are geared to produce future doctors, lawyers, and business leaders. Anyon's main
audience is professional educators, so you may find her style and vocabulary challenging, but, once you've read her descriptions of specific
classroom activities, the more analytic parts of the essay should prove easier to understand. Anyon is chairperson of the Department of
Education at Rutgers University, Newark; This essay first appeared in Journal of Education in 1980.
Scholars in political economy and the sociology of knowledge have recently argued that public schools in complex industrial societies like our
own make available different types of educational experience and curriculum knowledge to students in different social classes. Bowles and
Gintis1 for example, have argued that students in different social-class backgrounds are rewarded for classroom behaviors that correspond to
personality traits allegedly rewarded in the different occupational strata--the working classes for docility and obedience, the managerial classes
for initiative and personal assertiveness. Basil Bernstein, Pierre Bourdieu, and Michael W. Apple focusing on school knowledge, have argued
that knowledge and skills leading to social power and regard (medical, legal, managerial) are made available to the advantaged social groups but
are withheld from the working classes to whom a more "practical" curriculum is offered (manual skills, clerical knowledge). While there has
been considerable argumentation of these points regarding education in England, France, and North America, there has been little or no attempt
to investigate these ideas empirically in elementary or secondary schools and classrooms in this country.3
This article offers tentative empirical support (and qualification) of the above arguments by providing illustrative examples of differences in
student work in classrooms in contrasting social class communities. The examples were gathered as part of an ethnographical4 study of
curricular, pedagogical, and pupil evaluation practices in five elementary schools. The article attempts a theoretical contribution as well and
assesses student work in the light of a theoretical approach to social-class analysis.. . It will be suggested that there is a "hidden.
(Accessible at httpswww.hatchforgood.orgexplore102nonpro.docxAASTHA76
(Accessible at https://www.hatchforgood.org/explore/102/nonprofit-photography-ethics-and-approaches)
Nonprofit Photography: Ethics
and Approaches
Best practices and tips on ethics and approaches in
humanitarian photography for social impact.
The first moon landing. The Vietnamese ‘napalm girl’, running naked and in agony. The World
Trade Centers falling.
As we know, photography carries the power to inspire, educate, horrify and compel its viewers to
take action. Images evoke strong and often public emotions, as people frequently formulate their
opinions, judgments and behaviors in response to visual stimuli. Because of this, photography
can wield substantial control over public perception and discourse.
Moreover, photography in our digital age permits us to deliver complex information about
remote conditions which can be rapidly distributed and effortlessly processed by the viewer.
Recently, we’ve witnessed the profound impact of photography coupled with social media:
together, they have fueled political movements and brought down a corrupt government.
Photography can - and has - changed the course of history.
Ethical Considerations
Those who commission and create photography of marginalized populations to further an
organizations’ mission possess a tremendous responsibility. Careful ethical consideration should
be given to all aspects of the photography supply chain: its planning, creation, and distribution.
When planning a photography campaign, it is important to examine the motives for creating
particular images and their potential impact. Not only must a faithful, comprehensive visual
depiction of the subjects be created to avoid causing misconception, but more importantly, the
subjects’ dignity must be preserved. Words and images that elicit an emotional response by their
sheer shock value (e.g. starving, skeletal children covered in flies) are harmful because they
exploit the subjects’ condition in order to generate sympathy for increasing charitable donations
or support for a given cause. In addition to violating privacy and human rights, this so-called
'poverty porn’ is harmful to those it is trying to aid because it evokes the idea that the
marginalized are helpless and incapable of helping themselves, thereby cultivating a culture of
paternalism. Poverty porn is also detrimental because it is degrading, dishonoring and robs
people of their dignity. While it is important to illustrate the challenges of a population, one must
always strive to tell stories in a way that honors the subjects’ circumstances, and (ideally)
illustrates hope for their plight.
Legal issues
Legal issues are more clear cut when images are created or used in stable countries where legal
precedent for photography use has been established. Image use and creation becomes far more
murky and problematic in countries in which law and order is vague or even nonexistent.
Even though images created for no.
(a) The current ratio of a company is 61 and its acid-test ratio .docxAASTHA76
(a) The current ratio of a company is 6:1 and its acid-test ratio is 1:1. If the inventories and prepaid items amount to $445,500, what is the amount of current liabilities?
Current Liabilities
$
89100
(b) A company had an average inventory last year of $113,000 and its inventory turnover was 6. If sales volume and unit cost remain the same this year as last and inventory turnover is 7 this year, what will average inventory have to be during the current year? (Round answer to 0 decimal places, e.g. 125.)
Average Inventory
$
96857
(c) A company has current assets of $88,800 (of which $35,960 is inventory and prepaid items) and current liabilities of $35,960. What is the current ratio? What is the acid-test ratio? If the company borrows $12,970 cash from a bank on a 120-day loan, what will its current ratio be? What will the acid-test ratio be? (Round answers to 2 decimal places, e.g. 2.50.)
Current Ratio
2.47
:1
Acid Test Ratio
:1
New Current Ratio
:1
New Acid Test Ratio
:1
(d) A company has current assets of $586,700 and current liabilities of $200,100. The board of directors declares a cash dividend of $173,700. What is the current ratio after the declaration but before payment? What is the current ratio after the payment of the dividend? (Round answers to 2 decimal places, e.g. 2.50.)
Current ratio after the declaration but before payment
:1
Current ratio after the payment of the dividend
:1
The following data is given:
December 31,
2015
2014
Cash
$66,000
$52,000
Accounts receivable (net)
90,000
60,000
Inventories
90,000
105,000
Plant assets (net)
380,500
320,000
Accounts payable
54,500
41,500
Salaries and wages payable
11,500
5,000
Bonds payable
70,500
70,000
8% Preferred stock, $40 par
100,000
100,000
Common stock, $10 par
120,000
90,000
Paid-in capital in excess of par
80,000
70,000
Retained earnings
190,000
160,500
Net credit sales
930,000
Cost of goods sold
735,000
Net income
81,000
Compute the following ratios: (Round answers to 2 decimal places e.g. 15.25.)
(a)
Acid-test ratio at 12/31/15
: 1
(b)
Accounts receivable turnover in 2015
times
(c)
Inventory turnover in 2015
times
(d)
Profit margin on sales in 2015
%
(e)
Return on common stock equity in 2015
%
(f)
Book value per share of common stock at 12/31/15
$
Exercise 24-4
As loan analyst for Utrillo Bank, you have been presented the following information.
Toulouse Co.
Lautrec Co.
Assets
Cash
$113,900
$311,200
Receivables
227,200
302,700
Inventories
571,200
510,700
Total current assets
912,300
1,124,600
Other assets
506,000
619,800
Total assets
$1,418,300
$1,744,400
Liabilities and Stockholders’ Equity
Current liabilities
$291,300
$350,400
Long-term liabilities
390,800
506,000
Capital stock and retained earnings
736,200
888,000
Total liabilities and stockholders’ equity
$1.
(1) How does quantum cryptography eliminate the problem of eaves.docxAASTHA76
(1) How does quantum cryptography eliminate the problem of eavesdropping in traditional cryptography?
(2) What are the limitations or problems associated with quantum cryptography?
(3) What features or activities will affect both the current and future developments of cryptography?
Use of proper APA formatting and citations. If supporting evidence from outside resources is used those must be properly cited.
References
.
#transformation
10
Event
Trends
for 2019
10 Event Trends for 2019
C O P Y R I G H T
All rights reserved. No part of this report may be
reproduced or transmitted in any form or by any
means whatsoever (including presentations, short
summaries, blog posts, printed magazines, use
of images in social media posts) without express
written permission from the author, except in the
case of brief quotations (50 words maximum and
for a maximum of 2 quotations) embodied in critical
articles and reviews, and with clear reference to
the original source, including a link to the original
source at https://www.eventmanagerblog.com/10-
event-trends/. Please refer all pertinent questions
to the publisher.
page 2
https://www.eventmanagerblog.com/10-event-trends/
https://www.eventmanagerblog.com/10-event-trends/
10 Event Trends for 2019
CONTENTS
INTRODUCTION page 5
TRANSFORMATION 8
10. PASSIVE ENGAGEMENT 10
9. CONTENT DESIGN 13
8. SEATING MATTERS 16
7. JOMO - THE JOY OF MISSING OUT 19
6. BETTER SAFE THAN SORRY 21
5. CAT SPONSORSHIP 23
4. SLOW TICKETING 25
3. READY TO BLOCKCHAIN 27
2. MARKETING BUDGETS SHIFTING MORE TO EVENTS 28
1. MORE THAN PLANNERS 30
ABOUT THE AUTHOR 31
CMP CREDITS 32
CREDITS AND THANKS 32
DISCLAIMER 32
page 3
INTERACTIVITY
AT THE HEART OF YOUR MEETINGS
Liven up your presentations!
EVENIUM
ConnexMe
San Francisco/Paris [email protected]
AD
https://eventmb.com/2PvIw1f
10 Event Trends for 2019
I am very glad to welcome you to the 8th edition of our annual
event trends. This is going to be a different one.
One element that made our event trends stand out from
the thousands of reports and articles on the topic is that we
don’t care about pleasing companies, pundits, suppliers, star
planners and the likes. Our only focus is you, the reader, to
help you navigate through very uncertain times.
This is why I decided to bring back this report, by far the most
popular in the industry, to its roots. 10 trends that will actually
materialize between now and November 2019, when we will
publish edition number nine.
I feel you have a lot going on, with your events I mean.
F&B, room blocks, sponsorship, marketing security, technology.
I think I failed you in previous editions. I think I gave you too
much. This report will be the most concise and strategic piece
of content you will need for next year.
If you don’t read anything else this year, it’s fine. As long as you
read the next few words.
INTRODUCTION
INTRODUCTION -
Julius Solaris
EventMB Editor
page 5
https://www.eventmanagerblog.com
10 Event Trends for 2019
How did I come up with these trends?
~ As part of this report, we reviewed 350 events. Some of the most successful
worldwide.
~ Last year we started a community with a year-long trend watch. That helped
us to constantly research new things happening in the industry.
~ We have reviewed north of 300 event technology solutions for our repor.
$10 now and $10 when complete Use resources from the required .docxAASTHA76
$10 now and $10 when complete
Use resources from the required readings or the GCU Library to create a 10‐15 slide digital presentation to be shown to your colleagues informing them of specific cultural norms and sociocultural influences affecting student learning at your school.
Choose a culture to research. State the country or countries of origin of your chosen culture and your reason for selecting it.
Include sociocultural influences on learning such as:
Religion
Dress
Cultural Norms
Food
Socialization
Gender Differences
Home Discipline
Education
Native Language
Include presenter’s notes, a title slide, in‐text citations, and a reference slide that contains three to five sources from the required readings or the GCU Library.
.
#include <string.h>
#include <stdlib.h>
#include <sys/types.h>
#include <sys/wait.h>
#include <stdio.h>
#include <unistd.h>
#include <string.h>
// Function: void parse(char *line, char **argv)
// Purpose : This function takes in a null terminated string pointed to by
// <line>. It also takes in an array of pointers to char <argv>.
// When the function returns, the string pointed to by the
// pointer <line> has ALL of its whitespace characters (space,
// tab, and newline) turned into null characters ('\0'). The
// array of pointers to chars will be modified so that the zeroth
// slot will point to the first non-null character in the string
// pointed to by <line>, the oneth slot will point to the second
// non-null character in the string pointed to by <line>, and so
// on. In other words, each subsequent pointer in argv will point
// to each subsequent "token" (characters separated by white space)
// IN the block of memory stored at the pointer <line>. Since all
// the white space is replaced by '\0', every one of these "tokens"
// pointed to by subsequent entires of argv will be a valid string
// The "last" entry in the argv array will be set to NULL. This
// will mark the end of the tokens in the string.
//
void parse(char *line, char **argv)
{
// We will assume that the input string is NULL terminated. If it
// is not, this code WILL break. The rewriting of whitespace characters
// and the updating of pointers in argv are interleaved. Basically
// we do a while loop that will go until we run out of characters in
// the string (the outer while loop that goes until '\0'). Inside
// that loop, we interleave between rewriting white space (space, tab,
// and newline) with nulls ('\0') AND just skipping over non-whitespace.
// Note that whenever we encounter a non-whitespace character, we record
// that address in the array of address at argv and increment it. When
// we run out of tokens in the string, we make the last entry in the array
// at argv NULL. This marks the end of pointers to tokens. Easy, right?
while (*line != '\0') // outer loop. keep going until the whole string is read
{ // keep moving forward the pointer into the input string until
// we encounter a non-whitespace character. While we're at it,
// turn all those whitespace characters we're seeing into null chars.
while (*line == ' ' || *line == '\t' || *line == '\n' || *line == '\r')
{ *line = '\0';
line++;
}
// If I got this far, I MUST be looking at a non-whitespace character,
// or, the beginning of a token. So, let's record the address of this
// beginning of token to the address I'm pointing at now. (Put it in *argv)
.
$ stated in thousands)Net Assets, Controlling Interest.docxAASTHA76
$ stated in thousands)
Net Assets, Controlling Interest
–
–
Net Assets, Noncontrolling Interest
AUDIT COMMITTEE
of the
Executive Board of the Boy Scouts of America
Francis R. McAllister, Chairman
David Biegler Ronald K. Migita
Dennis H. Chookaszian David Moody
Report of Independent Auditors
To the Executive Board of the National Council of the Boy Scouts of America
We have audited the accompanying consolidated financial statements of the National Council of the Boy Scouts
of America and its affiliates (the National Council), which comprise the consolidated statement of financial position
as of December 31, 2016, and the related consolidated statements of revenues, expenses, and other changes in net
assets, of functional expenses and of cash flows for the year then ended.
Management’s Responsibility for the Consolidated Financial Statements
Management is responsible for the preparation and fair presentation of the consolidated financial statements
in accordance with accounting principles generally accepted in the United States of America; this includes the
design, implementation and maintenance of internal control relevant to the preparation and fair presentation of
consolidated financial statements that are free from material misstatement, whether due to fraud or error.
Auditors’ Responsibility
Our responsibility is to express an opinion on the consolidated financial statements based on our audit. We
conducted our audit in accordance with auditing standards generally accepted in the United States of America.
Those standards require that we plan and perform the audit to obtain reasonable assurance about whether the
consolidated financial statements are free from material misstatement.
An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the
consolidated financial statements. The procedures selected depend on our judgment, including the assessment of
the risks of material misstatement of the consolidated financial statements, whether due to fraud or error. In making
those risk assessments, we consider internal control relevant to the National Council’s preparation and fair
presentation of the consolidated financial statements in order to design audit procedures that are appropriate in the
circumstances, but not for the purpose of expressing an opinion on the effectiveness of the National Council’s
internal control. Accordingly, we express no such opinion. An audit also includes evaluating the appropriateness of
accounting policies used and the reasonableness of significant accounting estimates made by management, as well as
evaluating the overall presentation of the consolidated financial sta.
#include <stdio.h>
#include <stdlib.h>
#include <pthread.h>
#include <time.h>
#include <unistd.h>
// Change the constant below to change the number of philosophers
// coming to lunch...
// This is a known GOOD solution based on the Arbitrator
// solution
#define PHILOSOPHER_COUNT 20
// Each philosopher is represented by one thread. Each thread independenly
// runs the same "think/start eating/finish eating" program.
pthread_t philosopher[PHILOSOPHER_COUNT];
// Each chopstick gets one mutex. If there are N philosophers, there are
// N chopsticks. That's the whole problem. There's not enough chopsticks
// for all of them to be eating at the same time. If they all cooperate,
// everyone can eat. If they don't... or don't know how.... well....
// philosophers are going to starve.
pthread_mutex_t chopstick[PHILOSOPHER_COUNT];
// The arbitrator solution adds a "waiter" that ensures that only pairs of
// chopsticks are grabbed. Here is the mutex for the waiter ;)
pthread_mutex_t waiter;
void *philosopher_program(int philosopher_number)
{ // In this version of the "philosopher program", the philosopher
// will think and eat forever.
while (1)
{ // Philosophers always think before they eat. They need to
// build up a bit of hunger....
//printf ("Philosopher %d is thinking\n", philosopher_number);
usleep(1);
// That was a lot of thinking.... now hungry... this
// philosopher (who knows his own number) grabs the chopsticks
// to her/his right and left. The chopstick to the left of
// philosopher N is chopstick N. The chopstick to the right
// of philosopher N is chopstick N+1
//printf ("Philosopher %d wants chopsticks\n",philosopher_number);
pthread_mutex_lock(&waiter);
pthread_mutex_lock(&chopstick[philosopher_number]);
pthread_mutex_lock(&chopstick[(philosopher_number+1)%PHILOSOPHER_COUNT]);
pthread_mutex_unlock(&waiter);
// Hurray, if I got this far I'm eating
printf ("Philosopher %d is eating\n",philosopher_number);
//usleep(1); // I spend twice as much time eating as thinking...
// typical....
// I'm done eating. Now put the chopsticks back on the table
//printf ("Philosopher %d finished eating\n",philosopher_number);
pthread_mutex_unlock(&chopstick[philosopher_number]);
pthread_mutex_unlock(&chopstick[(philosopher_number+1)%PHILOSOPHER_COUNT]);
//printf("Philosopher %d has placed chopsticks on the table\n", philosopher_number);
}
return(NULL);
}
int main()
{ int i;
srand(time(NULL));
for(i=0;i<PHILOSOPHER_COUNT;i++)
pthread_mutex_init(&chopstick[i],NULL);
pthread_mutex_init(&waiter,NULL);
for(i=0;i<PH.
#Assessment BriefDiploma of Business Eco.docxAASTHA76
#
Assessment BriefDiploma of Business Economics for Business
Credit points : 6 Prerequisites : None Co-requisites :
Subject Coordinator : Harriet Scott
Deadline : Sunday at the end of week 10 (Turnitin via CANVAS submission). Reflection due week 11 in tutorials.
ASSESSMENT TASK #3: FINAL CASE STUDY REPORT 25%
TASK DESCRIPTION
This assessment is a formal business report on a case study. Case studies will be assigned to students in the Academic and Business Communication subject. Readings on the case study are available on Canvas, in the Economics for Business subject. Students will also write a reflection on learning in tutorial classes in week 11.
LEARNING OUTCOMES
· Demonstrates understanding of microeconomic and macroeconomic concepts
· Applies economic concepts to contemporary issues and events
· Evaluates possible solutions for contemporary economic and business problems
· Communicates economic information in a business report format
INSEARCH CRICOS provider code: 00859D I UTS CRICOS provider code: 00099F INSEARCH Limited is a controlled entity of the University of Technology, Sydney (UTS), a registered non-self accrediting higher education institution and a pathway provider to UTS.
1. Refer to the case study you are working on for your presentation in Academic and Business Communication. Read the news stories for your case study, found on Canvas.
2. Individually, write a business report that includes the following information:
· Description of the main issue/problem and causes
· Description of the impact on stakeholders
· Analysis of economic concepts relevant to the case study (3-5 concepts)
· Recommendations for alternate solutions to the issue/problem
3. In your week 11 tutorial, write your responses to the reflection questions provided by your tutor, describing your learning experience in this assessment.
Other Requirements Format: Business Report
· Use the Business Report format as taught in BABC001 (refer to CANVAS Help for more information)
· Write TEEL paragraphs (refer to CANVAS Help for more information)
· All work submitted must be written in your own words, using paraphrasing techniques taught in BABC001
· Check Canvas — BECO — Assessments — Final Report page and ‘Writing a report' flyer for more information
Report Presentation: You need to include:
· Cover page as taught in BABC001
· Table of contents - list headings, subheadings and page numbers
· Reference list - all paraphrased/summarised/quoted evidence should include citations; all citations should be detailed in the Reference List
Please ensure your assignment is presented professionally. Suggested structure:
· Cover page
· Table of contents (bold, font size 18)
· Executive summary (bold, font size 18)
· 1.0 Introduction (bold, font size 16)
· 2.0 Main issue (bold, font size 16)
o 2.1 Causes (italics, font size 14)
· 3.0 Stakeholders (bold, font size 16)
o 3.1 Stakeholder 1 (italics, font size 14) o 3.2 Stakeholder 2 (italics, font size 14) o 3.3 Stakeholde.
#include <stdio.h>
#include <stdint.h>
#include <stdbool.h>
// Prototype of FOUR functions, each for a STATE.
// The func in State 1 performs addition of "unsigned numbers" x0 and x1.
int s1_add_uintN(int x0, int x1, bool *c_flg);
// The func in State 2 performs addition of "signed numbers" x0 and x1.
int s2_add_intN(int x0, int x1, bool *v_flg);
// The func in State 3 performs subtraction of "unsigned numbers" x0 and x1.
int s3_sub_uintN(int x0, int x1, bool *c_flg);
// The func in State 3 performs subtraction of "signed numbers" x0 and x1.
int s4_sub_intN(int x0, int x1, bool *v_flg);
// We define the number of bits and the related limits of unsigned and
// and signed numbers.
#define N 5 // number of bits
#define MIN_U 0 // minimum value of unsigned N-bit number
#define MAX_U ((1 << N) - 1) // maximum value of unsigned N-bit number
#define MIN_I (-(1 << (N-1)) ) // minimum value of signed N-bit number
#define MAX_I ((1 << (N-1)) - 1) // maximum value of signed N-bit number
// We use the following three pointers to access data, which can be changed
// when the program pauses. We need to make sure to have the RAM set up
// for these addresses.
int *pIn = (int *)0x20010000U; // the value of In should be -1, 0, or 1.
int *pX0 = (int *)0x20010004U; // X0 and X1 should be N-bit integers.
int *pX1 = (int *)0x20010008U;
int main(void) {
enum progState{State1 = 1, State2, State3, State4};
enum progState cState = State1; // Current State
bool dataReady = false;
bool cFlg, vFlg;
int result;
while (1) {
dataReady = false;
// Check if the data are legitimate
while (!dataReady) {
printf("Halt program here to provide correct update of data\n");
printf("In should be -1, 0, and 1 and ");
printf("X0 and X1 should be N-bit SIGNED integers\n");
if (((-1 <= *pIn) && (*pIn <= 1)) &&
((MIN_I <= *pX0) && (*pX0 <= MAX_I)) &&
((MIN_I <= *pX1) && (*pX1 <= MAX_I))) {
dataReady = true;
}
}
printf("Your input: In = %d, X0 = %d, X1 = %d \n", *pIn, *pX0, *pX1);
switch (cState) {
case State1:
result = s1_add_uintN(*pX0, *pX1, &cFlg);
printf("State = %d, rslt = %d, Cflg = %d\n", cState, result, cFlg);
cState += *pIn;
if (cState < State1) cState += State4;
break;
case State2:
result = s2_add_intN(*pX0, *pX1, &vFlg);
printf("State = %d, rslt = %d, Vflg = %d\n", cState, result, vFlg);
cState += *pIn;
break;
case State3:
case State4:
default:
printf("Error with the program state\n");
}
}
}
int s1_add_uintN(int x0, int x1, bool *c_flg) {
if (x0 < 0) x0 = x0 + MAX_U + 1;
if.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
SCIN130 - Introduction to Biology with LabAnnotated Bibliog.docx
1. SCIN130 - Introduction to Biology with Lab
Annotated Bibliography
Name:
Course Number: SCIN130
Presentation Topic: Lynx's
Source #1
Citation
(in APA format)
Williams, G. C. (2018). Adaptation and natural selection: A
critique of some current evolutionary thought (Vol. 61).
Princeton university press.
Summary
The author critique some current evolutionary ideas and
clarifies certain issues in the study of adaptation. Additionally,
the author clarifies the fundamental evolutionary processes. The
2. author covers natural selection, adaptation, and progress
explicitly making the book relevant to understand the concepts
of evolution.
Evaluation
The source is a book accessible from the internet in pdf format (
https://brandvainlab.files.wordpress.com/2014/11/williams-
1966.pdf ). The book is directed to advanced students and
biologists. The book credibility is unquestionable having been
written by a forthcoming biologist. The author has covered the
subject in details with comprehensible terminologies.
Source #2
Citation
(in APA format)
Lenski, R. E. (2017). What is adaptation by natural selection?
Perspectives of an experimental microbiologist. PLoS genetics,
13(4), e1006668.
Summary
3. First, the author of the article acknowledges that ever since
Darwin, natural selection has led to adaptive changes in
microbial populations. The article simply offers perspectives of
experimental biologists to understand the current role of natural
selection The author, therefore, covers the subject from an
experimental point of view to generate fascinating answers.
Evaluation
The author is an experienced microbiologist and is aware of his
experiential research tactics and more importantly reflects on
these issues in the study. The source is a peer-reviewed journal.
Also, the author is forthcoming about his methods and
supplements his experiences with scholarly research on
evolution, adaptation, and genetics. The source is accessible all
in approved libraries websites.
Source #3
Citation
4. (in APA format)
McFadden, K. A., Huang, J., Chu, X., Jiang, G., Kaufman, A. J.,
Zhou, C. ... & Xiao, S. (2008). Pulsed oxidation and biological
evolution in the Ediacaran Doushantuo Formation. Proceedings
of the National Academy of Sciences, 105(9), 3197-3202
Summary
The journal attempts to understand the logic behind pulsed
oxidation as well as biological evolution. The article seems to
target scientists and advanced students in the field of science
and biology. To some extent, the content in the article is not
easily comprehensible by anyone. From a broader perspective,
the authors tested various evolution processes and created
connections between redox change and biological evolution.
Evaluation
The source is a peer-reviewed article. The information in the
article is reliable because it was supported by recognized
5. National Science Foundations, and Institutes of Technologies
from across the world. The article is easily accessible from the
various universities libraries portals.
American Public University SystemMay 2018
DO NOT COPY
Use this sample as a guide to help you format your outline.
SCIN130: Introduction to Biology with Lab - The Outline
Student Name and Section Number
Assignment 2 Outline: APUS oak (Americanus quercus)
I. Introduction
A. Common and scientific names
1. Common names: APUS oak tree, APUS oak.
2. Scientific Name: Americanus quercus (Arbor Day
Foundation, 2016).
B. Observed where?
1. This tree is commonly found in Charles Town, West Virginia
where I
currently reside.
2. I have observed this organism at the local park, growing
6. along
roadsides and in the yards of personal residences near my home.
3. The geographic range extends across northeastern North
America,
Canada and into West Virginia.
4. It can be found as far west and north as Idaho.
C. Why I chose this organism?
1. This tree makes a beautiful canopy.
2. It is considered an ornamental tree which people choose to
plant in
their residential yards for shade, aesthetics and longevity.
Choose a
species you
can observe
in person.
Include your
in-text
citations.
Use
7. alphanumeric
sequencing.
3. It is also a source of lumber since it is a hardwood and
sought after
due to its durability.
4. I moved to this location recently and wanted to learn more
about the
local flora.
5. I’m considering landscaping options so learning more about
the APUS
oak may help me to decide if this tree is a good choice to plant
in my
yard.
D. Image
Oak Leaf and Acorns
(Image credit: Pixabay, Acorn Oak Leaf, 2019)
II. Body
A. Physical Description
1. Leaves: 2-6” long, 5 to 11 lobes with interspersed sinuses.
8. 2. Twigs: Red to white with rounded buds.
3. Fruit: 0.5 to 1” acorns which are green to dark brown and
bitter-
tasting.
4. Bark: Young trees will have a dark colored bark.
a. as tree ages, bark may tinge red.
Make sure to
title and cite the
source of the
image you use.
b. fully mature tree will develop bark fissures (20-20 Site,
2012).
5. Flowers: Female and male flowers form on separate branches
a. female 3-lobed stigma forms on the oak twig.
b. male catkins or aments, form as yellow, sting-like structures
(Oak Flowers, n.d.).
6. Size: Can reach up to 100 feet in height with a canopy of
150 feet in
9. diameter.
B. Life Cycle and Reproduction
1. Life Cycle
a. Follows the life cycle of a hardwood tree.
b. The acorn prefers cold, wet conditions for germination.
1) optimum temperature is 34º F for 90% acorn
germination.
c. The seedling can grow in shade but grows best in full sun.
d. The sapling stage exhibits steady growth until full canopy is
achieved (Godman and Mattson, 1980).
e. Sexual maturity arrives when the ability to produce flowers
occurs at approximately 25 years.
f. Can live between 200 to 400 years.
2. Reproduction
a. Flowers bloom between March to May.
b. Trees are monoecious.
Use credible
and scholarly
10. sources to
support your
outline.
1) The female and male flowers are present on the
same tree but located on different parts of branches.
c. Pollination of the female flowers occurs primarily by wind.
3. Acorns mature late in summer and fall from trees (Oak
Flowers, n.d.).
C. The leaf structure and function
1. Anatomy
a. The leaves may have from 5 to 11 lobes.
b. Leaves have a primary midrib and radial veins.
c. The base of the leaf (margin) follows up to the first lobe
interspersed with sinuses.
d. The petiole attaches the leaf to the branch.
e. APUS oak leaves attach alternate on branches.
2. Physiology
11. a. Leaves function to produce food for the tree.
b. Leaves convert energy from sunlight into complex
molecules via photosynthesis.
c. Chlorophyll present in leaves captures photons.
d. A series of reactions inside plant cell chloroplasts produces
water, oxygen and carbohydrates (Bassow and Bazzaz,
1998).
D. Energy Ecology
1. Photosynthesis
Think about how
your organism
obtains its
energy.
Address the
anatomy and
physiology.
a. APUS oak is a primary producer.
b. It obtains its energy via photosynthesis.
12. c. Chloroplasts inside plant cell leaves conduct photosynthesis
to produce carbohydrates, a form of stored energy.
2. APUS oak circulates nutrients via the conductive xylem and
phloem.
a. The xylem conducts water upwards from the roots.
3. The phloem uses turgor pressure to transport sugar
molecules to plant
tissues (Archer & Barber, 2004; Photosynthesis, 2018).
E. Habitat
1. Abiotic
a. The natural environment of the APUS oak is outdoors in
temperate climates.
b. Additional abiotic factors include:
1) Well drained soils.
2) Sandy loam and nutrient rich.
3) Full-sun.
4) Stable, neutral pH.
2. Biotic
a. Some common pests of the APUS oak include defoliators,
13. caterpillars and oakworms.
b. Major leaf diseases are the result of fungi.
1) Oak Mildew can cause significant damage.
2) Occurs in high humidity conditions.
Address the
abiotic and biotic
factors of your
organism’s
habitat.
3) Generally, oak mildew is not an issue in healthy oak
trees (Imperial College, 2016).
III. Conclusions
A. The APUS oak tree (Americanus quercus) is commonly
found in Charles Town,
WV but can also be found across much of North American and
into Canada.
B. APUS oak is a hardwood tree that matures in 25 years, can
grow 100 feet tall and
14. live for hundreds of years.
C. The leaves of the APUS oak tree are multi-lobed, attach
alternate to branches and
as primary producers, conduct photosynthesis.
D. Acorns are produced in the late fall from mature APUS oak
trees that flower
between March to May that are primarily wind pollinated.
E. The APUS oak tree leaves conduct photosynthesis which
produces the trees
energy.
F. The APUS oak tree prefers a temperate climate, sandy loam,
neutral pH and well-
drained soil for optimal growth and health.
G. The APUS oak tree is one of the largest trees, a hardwood
and can live hundreds
of years which make it a unique organism.
Ensure that all
internal citation
15. references are listed
on the Reference
page, and vice versa.
Check your
spelling,
grammar, and
punctuation.
References
20-20 Site. (2012). See It Clearly. Oak Tree. Retrieved from:
http://www.2020site.org/trees/oak-
tree.html
Arbor Day Foundation. (2016). Oak Trees- There’s an Oak Tree
Where You Live. The Oak Tree
Family. Types of Oak Trees. Retrieved from:
https://shop.arborday.org/content.aspx?page=tree-oak
Archer, M., & Barber, J. (2004). Molecular to global
photosynthesis. River Edge, NJ: Imperial
College Press.
16. Bassow, S.L., and Bazzaz, F.A. (1998). “How Environmental
Conditions Affect Canopy Leaf-
Level Photosynthesis in Four Deciduous Tree Species.” Ecology
79.8 (1998): 2660–
2675. Web.
Common Trees of Pennsylvania. (n.d.). Department of
Conservation and Natural Resources
Bureau of Forestry. Retrieved from:
http://www.docs.dcnr.pa.gov/cs/groups/public/documents/docu
ment/dcnr_20029752.pdf
Godman, R. M. and Mattson, G.A. (1980). Low Temperatures
Optimum For Field Germination
of Northern Red Oak. USDA. Tree Planters Notes. [pdf].
Retrieved from: https://rnfr.net
Imperial College. (2016). Oak Pests and Disease. Oak Mildew.
Retrieved from:
https://www.opalexplorenature.org/oak-pests-diseases#/0
Use a minimum of
five credible and
scholarly references
and list in APA
format.
17. Oak Flowers. (n.d.). Backyard Nature Home. Oak Flowers.
Retrieved from:
http://backyardnature.net/fl_bloak.htm
Photosynthesis and Respiration. (2018). University of
California. Retrieved from:
http://fruitandnuteducation.ucdavis.edu/generaltopics/Tree_Gro
wth_Structure/Photosynth
esis_Respiration/
Pixabay. (2019). Acorn Oak Leaf, Image File. Retrieved from:
https://pixabay.com/en/acorn-
oak-tree-fruit-nature-3632517/
http://fruitandnuteducation.ucdavis.edu/generaltopics/Tree_Gro
wth_Structure/Photosynthesis_Respiration/
http://fruitandnuteducation.ucdavis.edu/generaltopics/Tree_Gro
wth_Structure/Photosynthesis_Respiration/
