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"Myths in Neolithic Cultures Around the Globe" Please respond to the following, using sources under the Explore heading as the basis of your response : Describe the functions of ancient myths, using examples from two (2) different neolithic cultures, and comment on whether myth is inherently fictional. Using modern examples, discuss ways modern belief systems, secular or religious, function for modern cultures in a similar fashion. Explore Neolithic societies and myths Chapter 1 (pp. 6-8. 18-23, 29), myths in prehistory and early cultures Ancient myths in regions around the globe at http://www.windows2universe.org/mythology/worldmap_new.html and http://www.pantheon.org/areas/mythology/ . just one half or two paragraph , have to finish in 3 hours!!!! ...

"Myths in Neolithic Cultures Around the Globe"
Please respond to the following,
using sources under the Explore heading as the basis of your
response
:
Describe the functions of ancient myths, using examples from
two (2) different neolithic cultures, and comment on whether
myth is inherently fictional. Using modern examples, discuss
ways modern belief systems, secular or religious, function for
modern cultures in a similar fashion.
Explore
Neolithic societies and myths
Chapter 1 (pp. 6-8. 18-23, 29), myths in prehistory and early
cultures
Ancient myths in regions around the globe at
http://www.windows2universe.org/mythology/worldmap_new.ht
ml
and
http://www.pantheon.org/areas/mythology/
.
just one half or two paragraph , have to finish in 3 hours!!!!

Myths in Neolithic Cultures Around the Globe Please respond to t.docx

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Below are the characteristics of Realism--pick one piece of literature. Then, pick three of the characteristics below and explain how the piece of literature you chose is a good example of them. This response should be (at least) 250-300 words in length. Definitions Broadly defined as "the faithful representation of reality" or "verisimilitude," realism is a literary technique practiced by many schools of writing. Although strictly speaking, realism is a technique, it also denotes a particular kind of subject matter, especially the representation of middle-class life. A reaction against romanticism, an interest in scientific method, the systematizing of the study of documentary history, and the influence of rational philosophy all affected the rise of realism. According to William Harmon and Hugh Holman, "Where romanticists transcend the immediate to find the ideal, and naturalists plumb the actual or superficial to find the scientific laws that control its actions, realists center their attention to a remarkable degree on the immediate, the here and now, the specific action, and the verifiable consequence" ( A Handbook to Literature 428). Many critics have suggested that there is no clear distinction between realism and its related late nineteenth-century movement, naturalism . As Donald Pizer notes in his introduction to The Cambridge Companion to American Realism and Naturalism: Howells to London , the term "realism" is difficult to define, in part because it is used differently in European contexts than in American literature. Pizer suggests that "whatever was being produced in fiction during the 1870s and 1880s that was new, interesting, and roughly similar in a number of ways can be designated as realism , and that an equally new, interesting, and roughly similar body of writing produced at the turn of the century can be designated as naturalism " (5). Put rather too simplistically, one rough distinction made by critics is that realism espousing a deterministic philosophy and focusing on the lower classes is considered naturalism. In American literature, the term "realism" encompasses the period of time from the Civil War to the turn of the century during which William Dean Howells, Rebecca Harding Davis, Henry James, Mark Twain, and others wrote fiction devoted to accurate representation and an exploration of American lives in various contexts. As the United States grew rapidly after the Civil War, the increasing rates of democracy and literacy, the rapid growth in industrialism and urbanization, an expanding population base due to immigration, and a relative rise in middle-class affluence provided a fertile literary environment for readers interested in understanding these rapid shifts in culture. In drawing attention to this connection, Amy Kaplan has called realism a "strategy for imagining and managing the threats of social change" ( Social Construction of American Realism ix). .

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Below are questions based on the links provided. These are the only sources for the answer. For John Dewey, what should we pay attention to if we want to understand the aesthetic value of a work of art, and how is that aesthetic value conveyed? For Dewey, what is the connection between “art” to everyday life? For Dewey, what is the value of “high art” or “fine art” compared with popular art? For Dewey, how is art related to the imagination? For Dewey, what makes something an act of “artistic expression?” For Dewey, what factors should be considered in trying to understand an art object? What does Achebe mean when he claims Africa is often thought of as a “foil” for Europe? For Achebe, how is the “humanity” of Africans portrayed in Heart of Darkness? For Achebe, why is Conrad’s Heart of Darkness disqualified as “art?” https://plato.stanford.edu/entries/dewey-aesthetics/ https://en.wikipedia.org/wiki/Art_as_Experience .

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Below are discussion questions that my fellow classmates wrote. Could you please respond to my classmates. There are a total of 4 discussion questions bellow and I need it to be no less than 150 words. Thanks. Student 1. Ethical Organizational Communication Rachel Danner 12/3/2013 4:33:25 PM The three governing principles of ethical communication are honesty, equity and avoiding harm (Kreps, 2011). All three are very important in ensuring that communication through advertising and marketing. Honesty means that there is truth in the information given out during interorganizational communication. This means there is no intentional deception in the information that is being given to the customers, regulators or competitors. It is very important for companies to be honest in their advertising so that customers get what they are expecting. Advertisements draw in customers, but if they get there and find there experience is different than what was advertised, they are likely to lose trust in the company and may never use them again. An organization must also be equitable to be ethical. This means that the company practices fair and impartial practices (Kreps, 2011). Companies that are equitable do not exhibit unfair trade practices or create monopolies. This is important in interorganizational communication because it ensures that companies are fair in advertising and marketing. This means that in an ideal world there would be no unfair advertising that blames or puts down another company. Personally if I see a company that advertises unfairly like this I avoid using their products and their company as much as possible. If a company use fair advertising I use their products and promote them by word of mouth and through my social media connections. The last ethical principle of communication is avoiding harm. This means that it is a businesses responsibility to ensure that they do as little harm to the environment and the public as possible (Kreps, 2011). This is important, especially in today’s world because of the threats of global warming and climate change. A company has a responsibility to promote environmentally friendly products and reduce the spread of harmful chemicals that may be used in manufacturing. This is important in ensuring the long-term health of the people and the planet. Reference: Kreps, G.L. (2011). Communication in organizations . San Diego, CA: Bridgepoint Education, Inc. Student 2 Week 5 Discussion 2 Matthew Morganfield 12/3/2013 8:46:29 PM The three principles of ethical organizational deal with honesty, equity, and avoiding harm (Kreps, 2011). When you look at these three principles their nothing that wasn't taught to you as a young kid within your culture. Honesty requires you to be truthful and be morally sound. Equity asks for you to be fair and impartial in your decision making. Lastly, avoiding harm ask you to validate the processes you are responsible for are not harming or hurting others. How can th.

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Bellevue Hospital Marketing and Communication Plan Veronica Horne IHP 510 Southern New Hampshire University May 3, 2020 Introduction NYC Health + Hospitals/ Bellevue is one of the leading health facilities that offer competitive care in the New York City area and offers a wide array of mental and health programs for the city residents. Services offered cater to patients of all ages, to those not insured, or insured through state Medicaid plans or employer funded health care plans. Bellevue Hospital promotes through services through a variety of ways. These are through social media sites such as Facebook, Instagram, and Twitter, and of course through their own personal website. Mission/Vision Statements Bellevue Hospital’s mission is to offer highest levels of care to the entire population of New York While embracing compassion, cultural sensitivity, and dignity (NYC Health+Hospitals, 2018). This mission is extended to each and every patient, regardless of their ability to pay. So lack of medical insurance or money will not restrict a patient from being seen and properly treated. In addition to this, Bellevue Hospital mission includes to promote and protect, and be an advocate for the health, welfare, and safety of the people of the City of New York. The vision statement for Bellevue Hospital “is to be a fully integrated health system that enables New Yorkers to live their healthiest lives” (NYC Health+Hospitals, 2018). In conjunction with these statements, Bellevue Hospital has incorporated into their strategic goals the ICARE standards for all of their staff. It breakdowns as follows: Integrity, to keep each and everyone safe. Compassion, to keep the well-being of patients first and foremost. Respect, to work together and respect one another. Excellence, tp pursue excellence and to keep learning. .

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Bellevue College | Chemistry 162 1 Empirical Gas Laws (Parts 1 and 2) Pressure-volume and pressure-temperature relationships in gases Some of the earliest experiments in chemistry and physics involved the study of gases. The invention of the barometer and improved thermometers in the 17th century permitted the measurement of macroscopic properties such as temperature, pressure, and volume. Scientific laws were developed to describe the relationships between these properties. These laws allowed the prediction of how gases behave under certain conditions, but an explanation or model of how gases operate on a microscopic level was yet to be discovered. After Dalton’s atomic theory was proposed in the early 1800’s (that matter was composed of atoms) a framework for visualizing the motion of these particles followed. The kinetic molecular theory, developed by Maxwell and Boltzmann in the mid 19th century, describes gas molecules in constant random motion. Molecules collide resulting in changes in their velocities. These collisions exert pressure against the container walls. The frequency of collisions and the speed distribution of these molecules depend on the temperature and volume of the container. Hence, the pressure of a gas is affected by changes in temperature and volume. You may already think that the relationships between pressure, volume, temperature, and number of gas molecules are intuitive, based on your ability to visualize molecular motion and a basic understanding of the kinetic theory. The simple experiments that follow will allow you the opportunity to confirm these relationships empirically, in a qualitative and quantitative manner. In essence, you will play the role of a 17th century scientist (with some 21st century tools!) and discover the laws for yourself—laws and constants that are still in use today. In this experiment, you will:  Determine the relationship between the volume of a gas and its pressure (Part 1).  Determine the relationship between the temperature of a gas and its pressure (Part 2). Figure 1. The Kinetic Theory considers gas molecules as particles that collide in random motion. Bellevue College | Chemistry 162 2 Note: If you are doing Part 3 to determine the value of the Universal Gas Constant, R in the same period as Parts 1 and 2, you should get Part 3 started first. Part 1: Pressure-Volume Relationship of Gases In Part 1 you will use a gas pressure sensor and a gas syringe to measure the pressure of an air sample at several different volumes to determine the relationship between the pressure and volume of air at constant temperature. Figure 2 Procedure 1. a. Plug the gas pressure sensor into channel 1 of the computer interface. b. With the 20 mL syringe disconnected from the gas pressure sensor, move the piston of the syringe until the front edge of the inside black ring (indic.

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Being able to use research and apply findings to programming is the .docx

Being able to use research and apply findings to programming is the .docx

Being competitive is very different than achieving sustainable competitive advantage. Achieving competitive advantage needs to be a core part of strategy and instilled within the management philosophy so that the organization will continually be innovative and entrepreneurial and this strategy is the foundation of the organizational culture. Competitive advantage requires organizations to do the following: · Adapt to external environmental changes · Be customer driven and focused · Have flexible strategies and processes that can meet the needs and diverse requirements of customers, suppliers, distributors, regulators, and stakeholders · Be able to quickly respond to the fast pace of change in the environment by recognizing and taking advantage of opportunities that emerge · Proactively meet and exceed the needs of customers in light of existing competition · Actively engage in R & D to continuously prioritize the development of new products, services, processes, markets, and technologies Organizations that are more adaptable, focused, flexible, responsive, proactive, and engaged in R & D are in a more favorable position not only to adapt to the complex, dynamic external environment but to generate change within that environment and sustain competiveness. Innovation and entrepreneurship are the key sources of sustainable competitive advantage as evident from leading entrepreneurs such as Richard Branson (Virgin Group), Bill Gates (Microsoft), Pierre Omidyar (eBay), and Mark Zuckerberg (Facebook). Continuous innovation, entrepreneurial activity, and an ability to bring about positive changes are the key success factors (KSFs) that define corporate performance in the dynamic, complex, knowledge economy of the 21st century. The Role of Innovation, Entrepreneurship, and Strategy in Achieving Sustainable Competitive Advantage Innovative and entrepreneurial organizations develop a strategy that can effectively lead to the commercialization of the new and novel products or services in the marketplace with a sustainable competitive advantage. Strategic management and entrepreneurship are dynamic processes that are intended to enhance organizational performance (Kuratko & Audretsch, 2009). Strategic management focuses on how competitive positioning can create advantages for organizations that, in turn, enhance performance (Porter, 1980, 1996) and achieve sustained competitive advantage. Strategic planning requires top management to focus beyond the current external environment and envisage the organization's market position in the short, medium, and long term. It necessitates the ability to evaluate the resources and core competencies in terms of how they can be utilized to create new sources of value. Innovation and entrepreneurship are the key to successfully developing competitive advantages. The challenge is to develop innovation and entrepreneurship as a core competence of the organization. In a global competitive economy, the most successf.

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Being enrolled in the MS in Child and Adolescent Developmental Psychology program has truly added to my personal and professional growth. First of all, the program has allowed me to virtually meet many colleagues within the educational/psychology field. I have learned a lot from reading my colleagues discussions and opinions. The program has allowed me to organize my time better and become more responsible. For example, many personal plans were cancelled due to studying (which I have learned to appreciate). As an elementary teacher, I normally used to refer Special Educational Needs students to the school’s SEN department. There is only so much you can do as a teacher! However, this program has helped me understand learning disabilities, developmental pathways, psychological disorders and much more. I’ve found the course material to be very useful when it comes to interventions and helping children. Now, I can hopefully utilize my new knowledge in the classroom. Most importantly, this program has taught me to become more sensitive towards the unique needs of children/adults. Being an advocate of social change is important. “In many societies around the world, teachers are looked upon as the individuals who can help to bring about positive changes in the lives of people.” (Bourn, 2016, p. 63). Learning, global education and education development are closely related to personal and social change elements (Bourn, 2016). Studies suggest that teachers need to look beyond raising awareness of specific issues; they needs to encourage students to have their own voice, take action and promote their own unique skills to make a difference (Bourn, 2016). The MS program has taught me to create my own mission of social change to inspire children (students) to act in positive manners. I will try my best to be a social change agent within my classroom by fighting harmful stereotypes, applying theory/ evidence based information to practice, creating an anti-bias environment and educating ‘the whole child’, focusing on their social-emotional development in addition to their learning experiences. To contribute to social change, I must be knowledgeable about specific problems and the reasons contributing to those problems. To contribute to social change, I will try to allow students to practice how to think, instead of what to think. Finally, one person who has truly offered their support during the entire program is my husband, Karim. Karim has offered much emotional support and encouragement during these 2 years, he also offered help and advice. These 2 years have passed by very quickly! He was truly patient and understanding while listening to many of my psychological analyses (many of them could be wrong I presume :D) . I dedicate my degree to him and ofcourse to all my colleagues and professors in the program who were supportive. Reference Bourn, D. (2016). Teachers as agents of social change. International Journal of Development Education.

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"Being of a particular ethnicity or gender had a great impact on your ability to make a living as a musician during the Swing Era (and beyond). What do you think it says about the character of these musicians who faced constant discrimination and earned very little playing jazz on the road? Why did they persist and what life lessons could we take away from their example and dedication to jazz music? Do you think the value of the music increases because of this?" .

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Being of a particular ethnicity or gender had a great impact on you.docx

Being of a particular ethnicity or gender had a great impact on you.docx

Being culturally sensitive by respecting your clients' spirituality and religious traditions, in general, is an important professional competence (Furness & Gilligan, 2010). Applying your spiritual awareness to a specific client case, however, may require even greater skill. In this assignment, you consider how you might address a client's crisis that includes a spiritual or religious component. To prepare for this Assignment, review this week's media about Eboni Logan's visit with her school social worker. By Day 7 Submit a 2- to 4-page paper that answers the following questions: As Eboni's social worker, would you include spirituality and religion in your initial assessment? Why or why not? What strategies can you use to ensure that your personal values will not influence your practice with Eboni? How would you address the crisis that Eboni is experiencing? Support your Assignment with specific references to the resources. Be sure to provide full APA citations for your references. Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA: Cengage Learning. Chapter 3, Section "Relate Human Diversity to Psychological Theories” (pp. 130-132) Chapter 7, Sections "Review Fowler’s Theory of Faith Development," "Critical Thinking: Evaluation of Fowler's Theory," and "Social Work Practice and Empowerment Through Spiritual Development" (pp. 350-354) Chapter 15, Section "Spotlight on Diversity 15.2: Spirituality and Religion" (pp. 694-696) Plummer, S.-B., Makris, S., Brocksen S. (Eds.). (2014). Sessions: Case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader]. "The Logan Family" (pp. 9-10) The Case on Eboni: E boni Logan is a 16-year-old biracial African American/Caucasian female in 11th grade. She is an honors student, has been taking Advanced Placement courses, and runs track. Eboni plans to go to college and major in nursing. She is also active in choir and is a member of the National Honor Society and the student council. For the last 6 months, Eboni has been working 10 hours a week at a fast food restaurant. She recently passed her driver’s test and has received her license. Eboni states that she believes in God, but she and her mother do not belong to any organized religion. Her father attends a Catholic church regularly and takes Eboni with him on the weekends that she visits him. Eboni does not smoke and denies any regular alcohol or drug usage. She does admit to occasionally drinking when she is at parties with her friends, but denies ever being drunk. There is no criminal history. She has had no major health problems. Eboni has been dating Darian for the past 4 months. He is a 17-year-old African American male. According to Eboni, Darian is also on the track team and does well in school. He is a B student and would like to go to college, possibly for something computer related. Darian works at a .

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Being an Effective Agile Project LeaderYou have been asked b.docx

Being an Effective Agile Project LeaderYou have been asked b.docx

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Behaviorism versus The Cognitive Revolution Resources Discussion and Participation Scoring Guide . In his article "The Origins of Cognitive Thought," B. F. Skinner makes the following derisive comment about the rise of cognitive psychology and cognitive science beginning in the 1950s: The battle cry of the cognitive revolution is 'Mind is back!' A 'great new science of mind' is born. Behaviorism nearly destroyed our concern for it, but behaviorism has been overthrown, and we can take up again where philosophers and early psychologists left off (p. 17). Have advances in cognitive psychology and cognitive science truly overthrown behaviorism? What applications are there today for behaviorism? What evidence do you have to support your position? Please answer the discussion question by completing the following: Refer to and integrate ideas presented in the text and any supplemental readings. Cite outside resources if necessary to make your point. Follow APA style guidelines for citations and references. You will be evaluated on how well you can demonstrate that you understand the ideas presented throughout the unit, including assigned readings, discussions, and independent investigations. You will also be evaluated on the quality of your work: its academic rigor, how well it shows your ability to think critically, and how completely it covers the questions asked. .

Behaviorism versus The Cognitive RevolutionResourcesDiscussion.docx

Behaviorism versus The Cognitive RevolutionResourcesDiscussion.docx

Behaviorism versus The Cognitive RevolutionResourcesDiscussion.docx

Behavioral Public Choice: The Behavioral Paradox of Government Policy W. Kip Viscusf & Ted Gayer” I. Overview W hat are the economic justifications for governm ent inter vention in the economy? In a m arket economy, prices coordi nate the activities of buyers and sellers and convey inform ation about the strength of consum er dem and for a good and the costs of supplying it. Because trade is voluntary, buyers and sellers only m ake exchanges w hen both parties benefit. Under ideal m arket conditions, this process leads to an efficient alloca tion of goods w ithout governm ent intervention. However, economics has long recognized instances in which markets can fail to lead to an efficient outcome. The long-standing view is that either market power or the nonexistence of markets causes market failures. Market power is present w hen some indi viduals or firms are price makers (for example, monopolists) ra ther than participants in a perfectly competitive environment. Such situations typically lead to the production of a less than effi cient quantity of goods. The problem of market power is the pur view of industrial organization economics and antitrust policy. * 1 The nonexistence of markets, or the failure of a robust market to arise, can occur for a num ber of reasons, such as asymmetric in formation (when one party in a transaction has information that is not available to another) and public goods (when a good is non rival and nonexcludable in consumption and thus likely to be un- * University Distinguished Professor of Law, Economics, and Management, Vanderbilt Law School, 131 21st Ave. South, Nashville, TN 37203. [email protected] vanderbilt.edu. We are grateful to the Mercatus Center for their support. **Vice President and Director, Economic Studies, Brookings Institution, 1775 Massachusetts Ave. NW, Washington, DC 20036. [email protected] 1. H arvey S. Rosen & Ted Gayer, Public Fin a n c e 46-48 (10th ed. 2013). mailto:[email protected] 974 Harvard Journal of Law & Public Policy [Vol. 38 dersupplied by the market). Another cause for the nonexistence of markets is externalities, which occur when transactions impose costs or benefits on a third party that are not considered in the market exchange. A classic example is when a factory produces and sells a good to a consumer to their m utual advantage, but the pollution generated by the production of the good has a negative impact on the health of nearby residents. A market for the clean air in the affected area would not emerge if high transaction costs of organizing the pollution victims prevented the parties from negotiating.2 The market system will fail to internalize the health costs imposed by the factory's operations and lead to inefficiently high production and health consequences. For about a century, economists have argued that policymakers should rely, when possible, on market-based principles in design ing regulations to address thes.

Behavioral Public Choice The Behavioral Paradox of Gove.docx

Behavioral Public Choice The Behavioral Paradox of Gove.docx

Behavioral Public Choice The Behavioral Paradox of Gove.docx

Being a critical consumer of messages is more important than ever in the increasingly mediated society that we live in. This means being able to analyze all messages for purpose, audience, intended message, and effectiveness. The skills learned from analyzing media messages can also be used in analyzing all messages – whether the messages are from the mass media, computer mediated communication (CMC), coworkers, our children, other family members, friends, or other sources. Therefore, you will need to analyze messages for purpose, audience and intended message. First, view five advertisements (commercials). Any medium is acceptable; i.e. television, the Internet, etcetera. Your five advertisements should be relatively new (from the last 6 months) and from different products or services. Then, analyze each of the advertisements and explain your thoughts on the following questions. Provide specific examples and information from the class material to support your analysis. Use the Unit 10 Assignment template to explain each of the five advertisements. Include these elements per advertisement: What is the product/ service of the advertisement? Where did you see the advertisement? Medium, time, day and other information (TV or Internet site, etc.) Note: If from an Internet site – needs to be an ad with both visual and audio elements (not just a written ad). Who do you think is the intended audience? Does the advertisement seem to adhere to basic ethical standards of persuasion in terms of forthrightness, completeness and honesty? Or does it use manipulation? In general, is the advertisement ethical or not. Explain with specific examples. Do the visual message and the nonverbal codes match the verbal message? Explain why or why not with specific examples from the advertisement. What is the goal of the advertisement? Is it successful? Explain with specific examples from the advertisement. What are the strengths of the advertisement? What are the weaknesses of the advertisement? Identify and explain any faulty reasoning with the messaging in the advertisement. Explain the role media has had in shaping our culture and society. Explain the importance of being a critical receiver of mass media messaging. .

Being a critical consumer of messages is more important than ever in.docx

Being a critical consumer of messages is more important than ever in.docx

Being a critical consumer of messages is more important than ever in.docx

Behavioral responses to annual temperature variation alter the dominant energy pathway, growth, and condition of a cold-water predator Matthew M. Guzzoa,1, Paul J. Blanchfielda,b, and Michael D. Renniea,c,d aDepartment of Biological Sciences, University of Manitoba, Winnipeg, MB R3T 2N2, Canada; bFreshwater Institute, Fisheries and Oceans Canada, Winnipeg, MB R3T 2N6, Canada; cDepartment of Biology, Lakehead University, Thunder Bay, ON P7B 5E1, Canada; and dIISD Experimental Lakes Area Inc., Winnipeg, MB R3B 0T4, Canada Edited by Mary E. Power, University of California, Berkeley, CA, and approved July 11, 2017 (received for review February 17, 2017) There is a pressing need to understand how ecosystems will respond to climate change. To date, no long-term empirical studies have confirmed that fish populations exhibit adaptive foraging behavior in response to temperature variation and the potential implications this has on fitness. Here, we use an unparalleled 11-y acoustic telemetry, stable isotope, and mark–recapture dataset to test if a population of lake trout (Salvelinus namaycush), a cold- water stenotherm, adjusted its use of habitat and energy sources in response to annual variations in lake temperatures during the open-water season and how these changes translated to the growth and condition of individual fish. We found that climate influenced access to littoral regions in spring (data from telemetry), which in turn influenced energy acquisition (data from iso- topes), and growth (mark–recapture data). In more stressful years, those with shorter springs and longer summers, lake trout had reduced access to littoral habitat and assimilated less littoral energy, resulting in reduced growth and condition. Annual variation in prey abundance influenced lake trout foraging tactics (i.e., the balance of the number and duration of forays) but not the overall time spent in littoral regions. Lake trout greatly reduced their use of littoral habitat and occupied deep pelagic waters during the summer. Together, our results provide clear evidence that climate-mediated behavior can influence the dominant energy pathways of top predators, with implications ranging from individual fitness to food web stability. food web | climate change | habitat coupling | lake trout | north-temperate lake There is growing urgency to understand how ecosystems areresponding to climate change (1, 2). Recent work, using latitudinal gradients as proxies to warming, has argued that the behavioral responses of mobile top predators to changing temperatures can drive fundamental shifts in aquatic food webs by altering the coupling of major energy pathways (3, 4). Although this work is intriguing, no one has yet examined long-term empirical data that have explicitly tested if populations of top predators can shift their foraging behavior in response to annual changes in temperature or has evaluated what implications this might have for individual fitness. Tempor.

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Behavioral discussion Due Tuesday1.What are examples of the .docx

Behavioral discussion Due Tuesday1.What are examples of the .docx

Behavioral discussion Due Tuesday1.What are examples of the .docx

Behavioral economists examine choices that consumers make that are not economically rational. Economists generally assume that people are rational; that is, they weigh the benefits and costs of an action and choose an action only if the benefits outweigh the costs. Why do consumers not act rationally when the result is that they make themselves worse off? Provide a personal example when you did not act rationally. What were some of the economic reasons behind your behavior? .

Behavioral economists examine choices that consumers make that are n.docx

Behavioral economists examine choices that consumers make that are n.docx

Behavioral economists examine choices that consumers make that are n.docx

Behavior Resource Presentation Instructions Candidates seeking the M.Ed, Ed.S, or Ed.D, who completed the Behavior Resource list will create and deliver a 15-minute PowerPoint presentation related to the central theme of the resource list. MAT candidates will complete the Lesson Plan Presentation. During this presentation you will provide a brief overview of the topic and share some of the resources included on the Behavior Resource list. You must approach this presentation from the perspective of an administrator providing professional development during a faculty meeting. You must film yourself giving the presentation. Narrated PowerPoint presentations are not allowed for this assignment. You will upload your presentation to YouTube and then submit the link to the presentation video and the PowerPoint presentation to the submission link provided in Blackboard. Submit this assignment by 11:59 p.m. (ET) on Sunday of Module/Week 6. .

Behavior Resource Presentation InstructionsCandidates seekin.docx

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Behavior therapy for Tourette's disorder: Utilization in a community sample... Authors: Source: NLM Title Abbreviation: Publisher: Other Publishers: ISSN: Language: Keywords: Abstract: Visual–motor integration functioning in children with Tourette syndrome. Schultz, Robert T.. Yale U, School of Medicine, Child Study Ctr, New Haven, CT, US Carter, Alice S., ORCID 0000-0001-9861-1560 Gladstone, Marshall Scahill, Lawrence, ORCID 0000-0001-5073-1707 Leckman, James F. Peterson, Bradley S. Zhang, Heping Cohen, Donald J. Pauls, David Neuropsychology, Vol 12(1), Jan, 1998. pp. 134-145. Neuropsychology US : American Psychological Association US : Educational Publishing Foundation US : Philadelphia Clinical Neuropsychology Group United Kingdom : Taylor & Francis 0894-4105 (Print) 1931-1559 (Electronic) English neuropsychological test of visual–motor integration skill, children with Tourette syndrome A neuropsychological model of visual–motor integration skill was proposed and tested in 50 children with Tourette syndrome (TS) and 23 unaffected control children matched for age. Children with TS performed significantly worse than control children on the Beery Visual–Motor Integration (VMI) Test. Consistent with the proposed model, visuoperceptual and fine-motor coordination subprocesses were significant predictors of VMI scores. However, the subprocesses did not fully account for the diagnostic group difference on the VMI. These results suggest that the integration of visual inputs and organized motor output is a specific area of neuropsychological weakness among individuals with TS. (PsycINFO Database javascript:__doLinkPostBack('','ss~~AR%20%22Schultz%2C%20Robert%20T.%22%7C%7Csl~~rl',''); javascript:__doLinkPostBack('','ss~~AR%20%22Carter%2C%20Alice%20S.%22%7C%7Csl~~rl',''); http://orcid.org/0000-0001-9861-1560 javascript:__doLinkPostBack('','ss~~AR%20%22Gladstone%2C%20Marshall%22%7C%7Csl~~rl',''); javascript:__doLinkPostBack('','ss~~AR%20%22Scahill%2C%20Lawrence%22%7C%7Csl~~rl',''); http://orcid.org/0000-0001-5073-1707 javascript:__doLinkPostBack('','ss~~AR%20%22Leckman%2C%20James%20F.%22%7C%7Csl~~rl',''); javascript:__doLinkPostBack('','ss~~AR%20%22Peterson%2C%20Bradley%20S.%22%7C%7Csl~~rl',''); javascript:__doLinkPostBack('','ss~~AR%20%22Zhang%2C%20Heping%22%7C%7Csl~~rl',''); javascript:__doLinkPostBack('','ss~~AR%20%22Cohen%2C%20Donald%20J.%22%7C%7Csl~~rl',''); javascript:__doLinkPostBack('','ss~~AR%20%22Pauls%2C%20David%22%7C%7Csl~~rl',''); javascript:__doLinkPostBack('','mdb~~pdh%7C%7Cjdb~~pdhjnh%7C%7Css~~Neuropsychology%7C%7Csl~~jh',''); Document Type: Subjects: Medical Subject Headings (MeSH): PsycINFO Classification: Population: Age Group: Methodology: Format Covered: Publication Type: Publication History: Release Date: Correction Date: Copyright: Digital Object Identifier: PMID: PsycARTICLES Identifier: Accession Number: Number of Citations in Source: Record (c) 2019 APA, all rights reserved) Journ.

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