DQ fuel-efficient and environmentally friendly fuel.

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let’s begin by looking at measures the United States and other Western countries can take to produce more fuel-efficient and environmentally friendly fuel.

2

Given the current state of energy use, which continues to grow exponentially in such countries

as China and India, what measures can the United States and other Western countries take to produce more fuel-efficient and environmentally friendly fuels? What other sources of energy could be developed to solve the energy crisis? What can the individual do to alleviate this crisis? 

3

Before we decide what to do about the environment globally, let’s see what we can do locally. What environmental problems are you aware of in the area where you live? What solutions, from among those proposed by the authors of the essays, do you think would be the most appropriate to solve these problems? 

 

4

Thinking locally: what environmental problems are you aware of in the area where you live?

 

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A scientist

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Name: Marsha.Hmiel

 

Date: 06/02/2013

 

Instructor’s Name: Robert Carter

 

Assignment: SCIE207 Phase 5 Lab Report

 

Title: Taxonomy Lab to Show Organism Relationships

 

Instructions: You will need to fill out the data table and answer a set of questions.

 

When your lab report is complete, post it in Submitted Assignment files.

 

Part 1: Using the lab animation, fill in the following data tables to help you answer the questions that follow:

 

 

 

 

Table 1: Samples 1–5

 

Phylum/Division

Sample 1: Chrysophyta

Sample 2: Annelida

Sample 3: Arthropoda

Sample 4: Amphibia

Sample 5: Aves

Common Feature

 

 

 

 

 

Nutrition

How does the organism break down and absorb food?

Autotrophic

Heterotrophic – Earthworms eat their way through dirt, so they are detritivores.

Heterotrophic – Some are vegetarian, some are carnivorous, and some are decomposers.

Heterotrophic – These are usually vegetarian as tadpoles and carnivores as adults.

Heterotrophic

Circulatory System (Transport)

How does the organism get what it needs to cells (open, closed, diffusion only)?

Diffusion only

Closed with 5 aortic arches (hearts)

Open circulatory system with a heart pumping hemolymph

Closed with 3-chambered heart

Closed with 4 – chambered heart

Respiratory System

How does the organism get oxygen and release carbon dioxide?

Diffusion only

Diffusion through skin

Diffusion through tracheal tubes

Diffusion through gills as a tadpole and through lungs and skin (especially) as adults

Diffusion through the lungs

Reproductive System

Does the organism use asexual or sexual reproduction (eggs, seeds, spores, placenta, type of fertilization)?

Asexual

Hermaphrodites: One body has both sexes Sexual:  His special organ called clitellum that moves from the front of the worm to the rear and then falls off, containing the eggs

Sexual: Mostly internal fertilization

Sexual: Mostly external fertilization; must be in water or very moist area

Sexual: Eggs; internal

Excretory System

How does the organism get rid of wastes and maintain an ionic balance of fluids?

Diffusion

Nephridia in each segment; solid waste. Exits through the anus

Malpighian tubeles

Kidneys, intestines, anus

Kidneys, intestines, anus

Growth and Development

Does the organism go through metamorphosis, develop in an egg or uterus, or grow from seeds?

Start as small cells; grow bigger until division

Start out as fertilized eggs, hatch into little worms that continue to grow, and then mature sexually into adults

Complete (egg, larvae, pupae, adult) or incomplete (egg, nymph, adult) metamorphosis

Metamorphosis; Egg, tadpole, adult

Develop in egg

Regulation

How does the organism control body processes (hormones, nervous system)?

The nucleus directs protein synthesis. Euglena have eye spots that can detect light

Tiny anterior brain, ganglia, and the nerve cord runs the length of the body

Tiny anterior brain, nerve cord, ganglia, and extremely well-developed sensory organs

Brain, nervous system, good reflexes

Nervous and endocrine systems

Sample organism

Phytoplankton

Earthworm

Fruitfly

Frog

Bird

 

Table 2: Samples 6–10

 

Phylum/Division

Sample 6: Reptilians

Sample 7: Mammalia

Sample 8: Bryophyta

Sample 9:

Gymnosperm

Sample 10: Angiosperm

Common Feature

 

 

 

 

 

Nutrition

How does the organism break down and absorb food?

Heterotrophic – Covered with scales

Heterotrophic – Nuture their young with milk

Autotrophic – Nonvascular plants

Autotrophic – Have needles and seeds but no flowers

Autotrophic – Have flowers

Circulatory System (Transport)

How does the organism get what it needs to cells (open, closed, diffusion only)?

Closed with 4 – chamber heart

Closed with 4 – chamber heart

Diffusion through cell walls and cell membranes

Xylem and phloem

Xylem and phloem

Respiratory System

How does the organism get oxygen and release carbon dioxide?

Diffusion through the lungs

Diffusion through the lungs

Diffusion through cell membranes

Diffusion through stomata

Diffusion through stomata

Reproductive System

Does the organism use asexual or sexual reproduction (eggs, seeds, spores, placenta, type of fertilization)?

Sexual: Eggs; internal

Sexual: Placental, in-uterus development (internal)

Sexual: Alternation of generations. Must be in a moist area for the sperm to swim to the egg

Sexual: Alternation of generations. Pollen is the male sex cell

Sexual: Alternation of generations. Pollen is the male sex cell

Sexual: Excretory System

How does the organism get rid of wastes and maintain an ionic balance of fluids?

Kidneys, intestines, anus

Kidneys, intestines, anus

None

None

None

Growth and Development

Does the organism go through metamorphosis, develop in an egg or uterus, or grow from seeds?

Develop in eggs

Develop in-uterus

Spores, not seeds

Naked seeds in cones

Seeds protected in pods, shells, fruit, and so forth

Regulation

How does the organism control body processes (hormones, nervous system)?

Nervous and endocrine systems

Big brain; well-developed nervous system and endocrine system

none

Hormones in apical bud, root, and stem

Hormones in apical bud, root, stem, and leaves

Sample organism

Snake

Cat

Moss

Pine Tree

Rose

 

Part 2: Using the completed data table, answer the following questions:

 

    1. What is common among all samples?

 

 

    1. What is common among organisms from samples 1, 9, and 10?

 

 

    1. What is common between the circulatory system of organisms from samples 5, 6, and 7, but different in organisms from sample 4?

 

 

    1. What is common in the respiration system of organisms from samples 2 and 4?

 

 

    1. What gas is delivered to the respiratory system of organisms from samples 1, 9, and 10? Why?

 

 

    1. Which organisms are producers?

 

 

    1. Which organisms are decomposers?

 

 

    1. Look at the surface of your hand. You will see the skin and hair made up of protein called keratin. Which organisms did humans inherit that protein from?

 

 

    1. Which organisms have blood?

 

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Change Management – Nursing Writers Hub

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For Mbitheh Only
 
Organizations, like all cultures, must continue to evolve or they stagnate and eventually become obsolete. Using change management tools can help an organization to stay vibrant and evolve over time to remain competitive. Research change management models, and address the following:
 

Describe 2–3 change management models.
Approximately 500 words APA format

 
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750 words advocating for early childhood students

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(Great English is a must!! No grammar errors!)

(Academic vocabulary only!)

(750, APA Format)

——————————–

Subject of the paper: Advocating for early childhood students

Requirement:

Research a current trend or issue related to a child development theory. Some example issues include, but are not limited to:

  • Behaviorism
  • Behavior rewards/systems in the classroom
  • Montessori approach
  • Maslow’s hierarchy of needs
  • Erickson’s eight developmental stages
  • Vygotsky sociocultural theory

Review current literature on the child development theory you selected and consider its effect on learning environments related to early childhood students.

Assume the role of an early childhood teacher and write a letter of 500‐750 words to your school administrator.

In the letter, take a position on the theory you selected. Your perspective should promote professional practice in early childhood education by advocating for or against the theory for early childhood students.

Include the following in your letter:

  • Description and analysis of the theory, and how it is related to early childhood education
  • Your position advocating for or against the selected child development theory promoting professional practice in early childhood education
  • Evidence‐based research that supports your position
  • How your position upholds ethical standards, professional standards of practice, and/or relevant laws and policies in order to carry out this work within the public arena with compassion, justice and concern for the common good.

Cite 4‐5 scholarly sources that support your research.

Other information: Writing Guidelines:

Double-spaced

One-inch margins on all sides

Numbered pages in upper right corner

Proper Citations Required (You may use footnotes, endnotes, and in-text citations) – only up to date references, no older than 5 years old

Your name, course number, and date on a separate cover sheet.

Separate works cited page

(Response papers that do not meet these guidelines will be penalized)

APA Format, 750 Words,academic vocabulary

Check the rubric for more.

Format:

  • APA Format
  • No plagiarism is accepted

*** The work will be checked for plagiarism through Turnitin by the professor. It is essential for everything to be free of plagiarism otherwise sanctions will be imposed***

——–

Thank you for your support

 

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