Language/Verbal Communication & Gender:

Language/Verbal Communication & Gender:

Language/Verbal Communication & Gender: Use some of the text constructs of conversational style (or other constructs from this course section) to analyze men’s, women’s and/or LGBTQ communication – what are the expectations and messages about gender and/or sex roles? You may apply the constructs to one person’s verbal behavior, or contrast the behaviors of two people. Give enough detail regarding the situation(s) so that your application of constructs to “real” language use makes sense to someone who wasn’t there! You may compare & contrast gendered language between cultures if you have observed or lived it

Fix the requiredment for my essay

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Ecosystem: A self-sustaining system of plants, animals and their environment (lake, desert)

Ecosystem: A self-sustaining system of plants, animals and their environment (lake, desert)

NATURE’S COMPLEXITY ecological systems & patterns

1

FIBONACCI SEQUENCES (proportional mathematical patterns in nature)

2

Fractals (patterns repeating at different scales)

Fractals

` lEAVES

Snow-melt drainage & lung oxygen pathways

Cyclonic Clouds

Supernova Explosion

Milky Way Galaxy

Water going down a

drainpipe

5

Carbon Atom

Boron Atom

Our Solar System

Nature’s repeated patterns

6

Interplanetary Nebulae (the birthplace of stars)

Human

Eyes

7

Cosmic Zoom Out/Zoom In Video

[youtube https://www.youtube.com/watch?v=jfSNxVqprvM?feature=oembed&w=1200&h=675]

Levels of Life

9

Biosphere

Ecosystem

Community

Habitat

Niche

Levels of Life

Biosphere: Contains all life on Earth

Ecosystem: A self-sustaining system of plants, animals and their environment (lake, desert)

Community/Life zone: Smaller version of ecosystem (a specific elevation, one side of a mountain, a tree canopy,etc.)

Habitat: Environment in which an organism lives

Niche: An animal’s functional role within an ecosystem (food chain, decomposer, pollenation, etc.)

What are some habitats of specific animals or plants? (a redwood tree, a crab, a lion, a buffalo, a polar bear, a New York stock broker, an organic farmer, a college student )

10

Ecosystems rely on a food web

Food web & niches within one

community

Losing even one species can have dramatic effects

11

Evolution of an Ecosystem

Patch Dynamics: countless sections of an ecosystem developing at different rates (parallel to polycentric/organic urban development)

Succession of species: Replacement of one species by another in a specific area due to superior adaptation or environmental event (parallel to succession of racial groups in urban areas/heavyweight boxing champ)

Succession: wipes out former species but creates new opportunities

Primary vs Secondary Succession: (video)

[youtube https://www.youtube.com/watch?v=YxuttSOtqNE?feature=oembed&w=1200&h=675]

How is the climate crisis forcing humans to adapt as a species, or face being replaced?

12

Sounds of the Rainforest

Birds:

Frogs:

Howler Monkeys:

[youtube https://www.youtube.com/watch?v=gwbE-_IYUcU?feature=oembed&w=1200&h=675]

Leaf Cutter Ants:

[youtube https://www.youtube.com/watch?v=usbPBJVG7zg?feature=oembed&w=1200&h=900]

CaraBlanca Monkeys:

[youtube https://www.youtube.com/watch?v=LbYkrHLlS4Y?feature=oembed&w=1200&h=675]

Photosynthesis in plants

Photosynthesis: (making food)

CO2 + water + sunlight =

Sugar(food) + oxygen

During daylight hours/summer

14

Respiration in Plants & Animals

Respiration:

(burning calories)

Sugar + Oxygen =

CO2 + water + heat

During nighttime/winter in plants

accelerated by higher temperatures @ night (global warming)

15

The Carbon Cycle

What ads carbon to our air?

Burning fossil fuels or forest

Respiration in animals & plants

Volcanic activity

What removes carbon from the air?

Photosynthesis

Absorption in ocean (acidification)

What is un-balancing the Carbon Cycle?

Cutting down forest and burning SO MANY fossil fuels.

https://www.youtube.com/watch?v=Sd8D7WyVS6A (video)

16

The Carbon Cycle

17

The Nitrogen Cycle

Chemical fertilizer, sewage, & waste manure

18

Nitrogen (N) is 78% of air

Plants absorb (N) from the air through the roots (by bacteria)

(N) in plants is eaten by animals

(N) in animal waste is released into air (by bacteria)

Nitrogen returns to the atmosphere

The Nitrogen Cycle

What is disrupting the Nitrogen cycle?

IN WATER: Chemical fertilizers pollute waterways, generating “algae blooms.” and “dead zones” in oceans

IN WATER: Concentrated livestock waste has similar effect.

IN AIR: N2O produced from cars/industry and chemical fertilizer

19

The Food Chain

Producers/Autotrophs = Plants

Consumers/heterotrophs = Animals

Detritivores (“death eaters”) = worms, snails, termites

Decomposers = bacteria & fungi (external metabolization)

20

Plants, Animals, Detritivores, & Decomposers

Plants

(producers)

Animals

(consumers)

Detritivores: worms, termites,

snails

Decomposers: Bacteria & Fungi

21

Food/Energy Pyramid

High Energy

Low Energy

Energy content and total amount of food decreases with each step away from the sun

22

Primary Producers

Plants

High energy level and largest supply

Primary Consumers

Cows, chickens

Large decrease in energy vibration and supply

Primary and Secondary consumers

humans

The Sun

Highest energy level

23

END

Effects of Eating Lower Energy Food

Cancer rates rise as meat consumption rises

Meat production concentrates food supply, so millions starve.

Plants have fiber & antioxidants (healing & anti-aging)

Animal products have no fiber and also have free radicals (causing aging & disease by destroying cell structures & DNA)

25

BIODIVERSITY

Definition: Number of species/ecosystems and quantity of each species/ecosystem

Why is biodiversity of food and flora/fauna important?

Resilience/survivability (pathogens & hazard events)

Soil fertility

Pest resistance

Medicines from plants

26

Pace of climate change

Rapid Mass extinctions have happened before, but this is the first anthropogenic extinction.

Thousands of species go extinct every year.

27

birds.wav

Ranas cantando.wav

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Explain how they apply to the scenario and why they are important.

Explain how they apply to the scenario and why they are important.

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Brian Smith is a 4-year-old who resides with his mother, father, and younger brother Luke in a four-bedroom home in a comfortable suburban neighborhood. Brian’s father is a civil engineer and his mother is a dietitian. As a newborn, Brian was described as a “fussy” baby who did not enjoy being held by others, including his parents. As he grew, Brian’s parents coped by minimizing their interactions with him, often encouraging him to play by himself. Although he is able to talk, he prefers to express his needs by grunting and mumbling. His pediatrician has recommended speech therapy to encourage him to use a greater vocabulary on a regular basis, Brian’s parents are hesitant to “label him” as a “special needs child” at this young age and have declined any intervention at this time.

Brian has had four different childcare providers since he was six months old. For the past year, he and Luke have spent weekdays with their childcare provider, Tracy, who cares for three additional children under age seven, two of whom frequently wrestle, throw food and hit each other during the day. Last year, Brian’s parents decided to enroll him in a pre-school program five days per week. Brian attended exactly two weeks before his parents were contacted over concern that he was constantly hitting others and throwing toys. Rather than work with the pre-school, Brian’s mother decided to return him to Tracy’s house, explaining that the pre-school did not understand the energy level of boys. Tracy describes Brian as exasperating but has been reluctant to discuss her concerns with the Smiths, for fear that they will remove Brian and Luke from her care, and she needs the money.

In addition to his preschool classmates, Brian has been aggressive with his now 2-year-old brother Luke since Luke was an infant. For example, he has hit Luke, smashed toys over his head, and recently ran Luke over with his tricycle. Brian’s father has become increasingly frustrated as he struggles to communicate with his son. He responds to Brian by yelling and demanding that Brian speak clearly. Interactions with his father often result in Brian screeching, biting his own arm, or throwing objects. Brian’s mother attributes much of Brian’s behavior to being a “toddler boy.” She disciplines him by attempting to explain the reasons his behavior is “not nice.” Brian’s father has begun implementing time-outs as a means of discipline.

Identify potential protective and risk factors for Brian. Explain how they apply to the scenario and why they are important.

2paragraph

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Identify potential protective and risk factors for Brian.

Identify potential protective and risk factors for Brian.

Brian Smith is a 4-year-old who resides with his mother, father, and younger brother Luke in a four-bedroom home in a comfortable suburban neighborhood. Brian’s father is a civil engineer and his mother is a dietitian. As a newborn, Brian was described as a “fussy” baby who did not enjoy being held by others, including his parents. As he grew, Brian’s parents coped by minimizing their interactions with him, often encouraging him to play by himself. Although he is able to talk, he prefers to express his needs by grunting and mumbling. His pediatrician has recommended speech therapy to encourage him to use a greater vocabulary on a regular basis, Brian’s parents are hesitant to “label him” as a “special needs child” at this young age and have declined any intervention at this time.

Brian has had four different childcare providers since he was six months old. For the past year, he and Luke have spent weekdays with their childcare provider, Tracy, who cares for three additional children under age seven, two of whom frequently wrestle, throw food and hit each other during the day. Last year, Brian’s parents decided to enroll him in a pre-school program five days per week. Brian attended exactly two weeks before his parents were contacted over concern that he was constantly hitting others and throwing toys. Rather than work with the pre-school, Brian’s mother decided to return him to Tracy’s house, explaining that the pre-school did not understand the energy level of boys. Tracy describes Brian as exasperating but has been reluctant to discuss her concerns with the Smiths, for fear that they will remove Brian and Luke from her care, and she needs the money.

In addition to his preschool classmates, Brian has been aggressive with his now 2-year-old brother Luke since Luke was an infant. For example, he has hit Luke, smashed toys over his head, and recently ran Luke over with his tricycle. Brian’s father has become increasingly frustrated as he struggles to communicate with his son. He responds to Brian by yelling and demanding that Brian speak clearly. Interactions with his father often result in Brian screeching, biting his own arm, or throwing objects. Brian’s mother attributes much of Brian’s behavior to being a “toddler boy.” She disciplines him by attempting to explain the reasons his behavior is “not nice.” Brian’s father has begun implementing time-outs as a means of discipline.

Identify potential protective and risk factors for Brian. Explain how they apply to the scenario and why they are important.

2paragraph

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