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Instructions for Final Animal Behavior Project Design an Ethogram-Based Research Project Using the Scientific Method Objectives: ? ? To understand the process of the Scientific Method. Apply the knowledge of ethograms and animal behavior to design a research project. Develop skills in formulating research questions, designing experiments, and proposing data collection methods using ethograms. To design an observational study on animal behavior using live animal cameras, incorporating an experimental variable, a control variable, and a dependent variable. Task: Design an experiment using the animal you chose for this project (from Lab 3). A. Watch the Lab 8 Power Point Presentation B. Upload a document to the Experimental Design Dropbox with your responses to the following 14 prompts: 1. Select the Study Species: Choose a species that is relevant to your research question and accessible for observation. Give the common name of the animal Give the scientific name of the animal • Genus • species 2. Determine the Observation Setting: a. Identify the appropriate setting for conducting your observations. This could be in the animal's natural habitat, a controlled laboratory environment, or a specific enclosure. b. List the website of the live cameras you would use to conduct the experiment. 3. Select Observation Methods: Determine the most suitable observation methods to collect data on animal behavior. This can include video recordings or the use of live animal cameras. 4. Define the Research Question: Clearly state the research question that you aim to address through your observations. 5. Formulate a hypothesis: Use creative thinking to combine isolated facts into a cohesive whole. It is more than a guess; it is based on existing knowledge. It must be something that can be tested (is falsifiable). The Hypothesis needs to be possible explanation for an observation. Describe what the expected behavior will be and why this behavior is happening. Use the information from your peer-reviewed literature search. 6. Define the Experimental Variable 7. Define the Control Variable. 8. Define additional control variables that will be kept constant across both groups. 9. Define the Dependent Variables: Select dependent variables that will be measured and compared between the experimental and control groups. 10. Develop an Ethogram: Create an ethogram table that lists and defines the behaviors, including the codes for these behaviors. 11. Data Collection: the duration of the observation period number of animals in each group (experimental and control. the frequency of observations any other relevant factors to ensure accurate data collection. 12. Data Analysis: Plan the data analysis methods that align with your research question and the type of data collected. This may include quantitative analysis techniques such as calculating frequencies, durations, or correlations, as well as qualitative analysis for behavioral descriptions. 13. Discussion and Conclusion: a) Reflect on the potential outcomes and their implications for the research question. b) Discuss the limitations of the study and suggest potential areas for further research. 14. Summarize your research study. • Incorporate the information you found in the peer-reviewed literature. • Minimum of 300 words. Examples of Experimental Variables that you can use to design the experiment: 1. Time of Day: The time of day can influence the activity patterns of animals. Different species may exhibit distinct behaviors during morning, afternoon, and evening. 2. Weather Conditions: Environmental factors such as temperature, humidity, and precipitation can affect animal behavior. For instance, animals may seek shelter during rain or become more active on cooler days. 3. Social Interactions: The presence and interactions of conspecifics (members of the same species) can impact animal behavior. Observing social dynamics can reveal dominance hierarchies, affiliative behaviors, and other social interactions. 4. Availability of Food: The presence and abundance of food sources in the animal's habitat can influence their foraging behavior and feeding patterns. Food availability may vary naturally, affecting the animals' activities. 5. Presence of Threats: The presence of potential environmental threats can trigger defensive behaviors and influence the animals' vigilance and movement. 6. Presence of Visitors or External Stimuli: If the animal habitat is accessible to visitors or there are external stimuli (e.g., noise, movement) from the surroundings, animals may react differently in response to human presence or disturbances. 7. Life Stage: Animals may exhibit different behaviors at various life stages, such as during infancy, adolescence, or adulthood. Observing these differences can shed light on how behaviors change as individuals age. 8. Interactions with Other Species: Observing interactions between different species, such as symbiotic relationships, competition for resources, or cooperative behaviors, can highlight the complexities of ecological interactions and species coexistence. 9. Predator-Prey Interactions: The presence of predators and their hunting behaviors, as well as the responses of potential prey species, can reveal intricate predator-prey interactions and survival strategies./n. INSTRUCTIONS ANIMAL USED IN LAB IS RED PANDA Word Limit 500 words For Whole project APA Format

Lab 8 Using your textbook as a reference, answer the following questions: 1. What is a species? A species is often defined as group of organisms thautive capable of interbreeding, producing offspring in natural conditions Coumpbell) (8th Canadian ed. of

1. Review the rubric to make sure you understand the criteria for earning your grade. 2. In your textbook, Physical Examination & Health Assessment , review Chapters 3, 4, and 5. 3. Download and review the file Erikson Developmental Stages. 4. Access an additional resource available to you to help with creating care plans, an ebook from the OCLS collection, Nursing Diagnosis Handbook. There are several editions of this book available, besides the one that is linked. Simply search the title. 5. Prepare to discuss the following prompts: a. Using examples of clients from your experience, and with HIPAA regulations in mind, consider two clients with the same medical diagnosis i.e. asthma, flu, seizure disorder…who were at different levels of physical development and at different stages of Erikson’s developmental stages. b. Provide an example of two nursing diagnoses (one for each of the two developmental stages), two goals (one for each nursing diagnosis), and two interventions for each diagnosis and describe how the plan of care would be implemented differently based on each developmental stage described above. Be descriptive and detailed in your response. 6. Research and select at least two current scholarly sources to support your explanations and insights. OCLS resources are preferred sources and can be accessed through IWU Resources. Wikipedia is not permitted, as it is not a peer-reviewed, scholarly source.

Question 3: Re-read: Munroe & Lambert (2022). If I could change one thing in education: Community- school partnerships would be top priority What is your understanding of how Munroe & Lambert talk about environments? How can you relate their work to ideas about implicit bias and barriers to equity discussed in class and in the course text: Don't Look Away? Provide two examples.

Ch? 311 HW - Coal Mining in Scotland Last year, while on vacation, I visited the National Mining Museum in Scotland. It is a real coal mine that operated from 1895-1981, and now serves as a museum, with guided tours where people can visit various of the mine buildings and actually go down into the mine to learn about its operation and history. It was a fascinating experience, and one that stirred all kinds of engineering amazement and human thoughts in me. So I would like to share some of what I learned, and ask you to analyze various aspects of the process of coal mining. In this particular mine there is just one “lift” (i.e. elevator), consisting of a double-decker "cage" which was used to carry both the miners and the coal. The capacity of the cage is 60 men (no women were allowed, but boys as young as 10 could work there), who rode in it down to a depth of 1500 feet underground (how many New York City blocks is that? Remember that in NYC there are 20 blocks/mile. How long would it take you to walk that far? How tall is the Empire State Building?). Over the course of each day, the miners cut coal from the walls of tunnels they dug underground, emanating out from the lift shaft, and put it in carts that ran on rails back to the lift. The carts were brought to the surface, emptied, and sent back down for more coal. The cage, which is suspended from the end of a steel cable, was raised or lowered by a very large machine called the "winding," shown here https://www.youtube.com/watch?v=1sMHZW9Lquo In this machine the lift cable winds around a large-diameter shaft that is made to turn at a controlled rate using a steam engine. When the mine was active, the steam for the engine was generated by boiling water in boilers. Some photographs of these and other boilers are shown here: https://www.google.com/search?q=coal+furnace+lady+victoria&client=firefox-b-1- d&sxsrf=ALeKk01Po7s00H6SpGVNFOK- h9VxfsBxmQ:1617988040774&tbm=isch&source=iu&ictx=1&fir=jXHVdBC3H9hWaM%252CB- PwLeGQ6uH9vM%252C_&vet=1&usg=AI4_- kQISy_eqXc1jXKMR3jV5BmLzW2d0Q&sa=X&ved=2ahUKEwjg5K6T0_HvAhWHFVkFHTMOAswQ9QF 6BAgNEAE#imgrc=jXHVdBC3H9hWaM The heat for the boilers was generated by burning coal. Discussion and Analysis: 1 - Watch the video of the winding machine. The diameter of the shaft is about 4 feet. Estimate the time it took to raise or lower the cage 1500 feet. Now imagine you're in that cage. In the dark. Twice a day. With 59 other people. 2 Estimate: How much coal did each miner have to remove from the mine each day to ensure that a cage full of men could leave the mine at the end of a shift? How does this compare with his own weight? (I wonder if this is where the expression “pulling his weight” comes from?). Strategy: a) Visualize the system. There are many processes to this operation. Draw a schematic, showing each separate process unit, how they are all connected, and what the inputs and outputs are in terms of mass, energy, and work (please no numbers here yet!). Label all process units and define all variables, with units. b) Analyze. What goes on in each of the process units? Explain in words. Define “efficiency" for each of the process units, and list any factors you think will contribute to that efficiency being <1. c) Numbers. What quantitative information do you need in order to answer the question about the miners? What numbers are known? What numbers will you have to estimate? d) Follow-through. How much electricity is needed to keep the lights on in your house for 6 hours a day? Assuming your electric power comes from coal, how much coal does this require? NOTE - Each part of this problem requires knowledge of ChE processes as well as estimates of some numbers. I would like you to think through all this, and am not expecting an exact answer. However, you should be able to come up with a reasonable order of magnitude estimate for the answers. Some relevant links: The type of boiler used at this mine was the Lancashire boiler. You can read about its development here: https://en.wikipedia.org/wiki/Flued boiler

What is replication? Why do we need replication in an experiment? Present an example that illustrates the differences between replication and repeated measures.

1. Open the student datafile above IL PPT_3_4.pptx, then save it as IL_PPT_3_Reed.pptx. You will work to create the completed presentation as shown in Figure 3-21. Figure 3-21 Basic Investment Information A Question of Funds 1 Year 3 Year 5 Year 10 Year Average Investment Retum Stocks 8.9 10.3 6.6 5.2 A Fund for Everyone The Right Approach Gorod koff/ Shutterstock.com 2. Apply the lon Design Theme, refer to Slide 1 in Figure 3-21 and select the thumbnail in the Design Ideas task pane, then close the task pane. 3. Insert a clustered column chart on Slide 2, then enter the data in Table 3-5 into the worksheet. Bonds 2.7 1.8 1.3 2.5 Invest early and vest often Services and Products Mutual funds 9.3 11.9 6.4 5.7 4. Close the worksheet, format the chart using Style 2, change the color to Colorful Palette 3, then move the chart to the center of the blank area of the slide. 5. Type Annualized Return in the chart title text object, then decrease the font size to 20 point. 6. Open the Reuse Slides pane, open Support PPT_3_Invest.pptx from the student datafiles above, then insert Slides 2, 3, and 4. 7. Close the Reuse Slides pane, open Slide Sorter view, move Slide 5 between Slide 3 and Slide 4, then double-click Slide 3. 8. Insert a WordArt object using the Fill: Gold, Accent color 3; Sharp Bevel style, type Invest early, press ENTER, type and, press ENTER, then type Invest often. 9. Click the Text Effects button, point to Transform, apply the Button text effect from the Follow Path section, then move the WordArt object to a blank area of the slide. 10. Go to Slide 4, change the slide layout to Two Content, then link the video Support PPT_3_Desk.mp4 from the student datafiles above. (Hint: be sure to use the Link to File option when you link the video in this step.) 11. Insert a bookmark at about 00:03.00, rewind the video after playing, then apply the Center Shadow Rectangle video style. 12. Go to slide 2, apply the animation Float In to the chart, apply the By Element in Category effect option, then set the duration to 01.50. 13. Apply the animation Random Bars to the slide title, then reorder the animation to first in the sequence. 14. Add your name and slide number as the footer on all of the slides, view the slide show, then save your work. 15. Save the document IL_PPT_3_Reed.pptx and Support_PPT_3_Desk.mp4 and submit these completed files in Canvas for grading.

Does social media provide unique platforms through which marginalised and underrepresented communities can gain self-representation and control over their own narratives? 1500 words Double spacing APA Formatting No material is provided just research and cite the references.

My research topic: How student learning changed due to covid-19 pandemic.

1. In the graph below are the marginal abatement costs of two firms, A and B, operating under a competitive transferable discharge permit policy. Suppose that the equilibrium price of permits is p*. $ p* Marginal abatement costs for firm A Marginal abatement costs for firm B Emissions Permits a. In the graph indicate each firm's choice of emissions and permits. Label these choices as e, and eg for emissions, and q and q3 for permits. [2 points] b. Use your answer to (a) to explain why a competitive transferable discharge system will be a cost-effective policy tool. [2 points]