Science Homework Help

UOFT Worldview on Corn and Critical Reading Analytical Review

 

Introduction

This assignment is comprised of two major components. In Part One, you will describe your worldview and how this shapes your approach to the particular article you are assessing. In Part Two you will apply your critical reading skills to a short article.

Part One – Worldview Reflection (about 450 words)

For this section of the assignment, you will need to:

  • Provide a short description of your OWN worldview, based on your response to the first question in the Worldview Exercise (i.e., answer the question: “what is my worldview?”)
  • Identify how your worldview might impact on your appreciation of the article for part two of this assignment (i.e., “what kind of influence does my worldview have on my understanding of this article?”)

Part Two – Critical Reading (about 650 words)

For the critical reading component of the assignment, you will need to download and read the following article, which is also part of your required reading for the course:

Scavia, Donald. 2015. Industrial corn farming is ruining our health and polluting our watersheds. The Conversation https://theconversation.com/industrial-corn-farming-is-ruining-our-health-and-polluting-our-watersheds-39721 (Links to an external site.)

For this part of the assignment, you will need to:

  • Identify the central claims or purpose of the text: what the author is really trying to get across? What the author is trying to convince you of (as opposed to what they are trying to convince you with)?
  • Identify the context of the article you are appraising: where is the article from (and when)? Who is it written by? Who is it written for? What is it intended to do in relation to that context?
  • Discuss the kinds of reasoning and argument the text employs: How are the arguments made? What concepts or theories are used? Is any specific methodology laid out? Can you figure out the author’s underlying ontology/epistemology/axiology based on what they say?
  • Examine the evidence provided: Is there enough evidence to be convincing? Does the evidence come from a reputable, trustworthy source? Are these sources primary or secondary? Is any specific methodology for understanding or interpreting the evidence laid out?
  • Evaluate the overall quality of the article’s argument(s): Does the argument make sense? Are there any obvious errors in reasoning? Does the evidence provided actually support the claim(s)? Is the (type of) evidence appropriate to the point the author is trying to make? Are any obvious counter-arguments or points of view are being ignored? Are any unwarranted assumptions made?

You should then make an overall concluding statement about the quality and strength of the article: is the argument credible? Do you ultimately believe what the author is saying, based on what is presented?

A few additional points: first, you may find that you have too much information to fit into the page limit. In that case, make sure you are focusing your assessment of the article on the key argument(s), and use only your best examples. Similarly, if your worldview assessment is too long, focus down on the key points you would like to make. Second, there is no requirement to draw on any outside material for this assignment, but if you do draw on outside material to support your points (for example, evidence to support or contradict points in the article) it must be appropriately cited. Finally, the assignment will be evaluated on the clarity and flow of your writing (i.e., your writing style) as well as the content, so please pay attention not only to what you say, but how you say it.

Science Homework Help

Vitamins and Minerals Nutrition in Health and Exercise Paper

 

1- Write up a chart with each of the vitamins and minerals. Tell what they are, what foods they are found in, what their roles in the body are, what happens if you don’t get enough of them, and what happens if you eat too much.

2- Is it realistic to get all the protein you need from food and not supplement protein powder? (Question # 2 its for a discussion so does not have to be to long)

Science Homework Help

CSU Global Campus Ball Lightning Meteorological Phenomena Description Essay

 

The study of meteorology includes an array of phenomena with which most of us are unfamiliar, even though many of these weather components and processes affect our daily lives. For this week’s essay, select one of the terms from the list below (or, if you have an idea for a term not listed here, please run it by the instructor first). Your essay should cover a thorough description of what the term means, how it works, and what effect it has upon humans and the environment. Include one or more visuals (diagrams, photos, etc.) that make your term clearer to the reader; be sure to refer to the visual(s) in your paper. The length requirement does not include a title page, references page, or any of the visual elements present.

List of terms to choose from:

backing and veering winds

ball lightning

blizzard

bombogenesis

capped inversion

chinook wind

clipper

cold front

contrails

derecho

dust devil

flash freeze

fog

graupel

haboob

hail

heat burst

heat lightning

heat wave

hoarfrost

ice storm

inflow bands (also called feeder bands)

jet stream

lake effect snowfall

mesocyclone

microburst

nor’easter

polar vortex

St. Elmo’s fire

sleet

squall line

supercell thunderstorm

virga

wall cloud

warm front

volcanic lightning

waterspout

Science Homework Help

Anoka Ramsey Community CRISPR Stands for Clustered Regularly Inter Spaced Lab Report

 

Listen to the Radiolab Podcast, “Antibodies Part 1: CRISPR.” Click on the link in the attached document and answer all the questions on the document.

Science Homework Help

BIO 101 University of Maryland Wk 7 Chinas Population Policy Discussion

 

Week 7 Topic – Population Growth

China has the largest world population. Although China is roughly the same size as the US, it has about 4.6 times as many people. Since 1970, China has made massive efforts to bring its population growth under control. Between 1972 and 1996 China had a sharp decrease in its crude birth rate (from 32 to 17 per 1,000 people. Life expectancy in China is 70 years. China’s per capita income of $530 is higher than that of India. Despite these achievements, its population is projected to reach 1.5 billion by 2025.

To achieve its drop in fertility, China has established a very strict population control program. Couples are strongly urged to postpone the age at which they marry and to have no more than one child. Married couples have easy access to free sterilization, contraceptives and abortion.

Families who pledge to have no more than one child are given extra food, larger pensions, better housing, free medical care, and salary bonuses. Their child will be given free school tuition and preferential treatment in employment. The result is that 81% of married women in China are using modern contraception, compared to 57% in developed countries and only 35% in developing countries.

The United Nations projects that the population of China may reach 1.7 billion before reaching zero population growth, probably around 2100, mostly because 27% of the population was under age 15 in 1996. To slow its growth, the Chinese government is now putting more emphasis on improving the status of women, providing old age security, and improving family planning and health services for mothers and children.

China’s large and still growing population has a tremendous environmental impact. China has 21% of the world’s population, but only 7% of its freshwater and cropland, 3% of its forests, and 2% of its soil. Most of the nation’s rivers (especially in urban areas) are seriously polluted.

What is your opinion regarding China’s population policy? Do you think that you could use it in the United States (or your country of origin?)

Science Homework Help

Average Growth Rate of Blue and Grey Organisms Lab Report Worksheet

 

The Competition simulation explores the competitive exclusion principle using two species that share a food source. This simulation allows for student inquiry.

In this simulation, the user can study the competitive exclusion principle. The population of two species with a shared food source can be studied in a simple ecosystem individually and together. Click the “Introduction” button to read more information about the scenario, then set the variables and click “Run Simulation” to start. Complete the accompanying worksheet (A or B) through a data collection procedure and include follow-up questions about the competitive exclusion principle in a lab setting and in ecosystems. Check out the blog for more discussion of this simulation and the competitive exclusion principle. See file attached.

https://www.biologysimulations.com/competition

Simulation 2.

The Mutation simulation is based on a bacterial mutagenesis lab. Students can study the effect that UV exposure time has on bacteria survival and mutation rates.

Mutation

This activity simulates a bacterial mutagenesis lab. The user can select the UV irradiation time and then plate the bacterial suspension on a control plate and a plate that includes an antibiotic in the growth medium. The control plate will indicate the number of bacteria that survived the UV exposure. The antibiotic plate will produce data indicative of the number of bacteria that have mutations resulting in resistance to the antibiotic.

For more information about the effects of UV exposure and UV-induced mutations, see the mutation simulation blog post. Run the simulation program and complete the worksheet. There is also a Google doc format available. See file attached.

https://www.biologysimulations.com/mutation

Simulation 3.

Population Genetics allows students to test how selection, population size, and mutation rates affect allele frequencies.

Population Genetics

Population genetics is the study of genetic variation in populations. This simulation allows the user to observe the frequencies of two alleles over time. A population that does not experience change over time is said to be in genetic equilibrium, while changes represent evolution. Genetic drift, natural selection, and mutation can be tested using this simulation. The Resources page and Google Drive have a few options for student labs. See the population genetics evolution blog post for additional information about the set-up of the simulation.

Run the simulation and complete the worksheets.

Science Homework Help

CUNY Borough of Manhattan Community College Data in Science Questions

 

I’m working on a biology question and need an explanation and answer to help me learn.

Please write this up as using Rmarkdown. Make sure everything runs. Answer questions in text. Comment with abandon.

  1. Create a vector of 100 randomly distributed numbers between 0 and 100 using runif and save the vector into the variable my_vec. What information does str and summarytell you about my_vec? How do they differ?
  2. Load the readxl and readrlibraries. They are part of tidyverse and you should have them. If not, install.packages() is your friend! Then, load the following data files: https://biol355.github.io/Data/my_data.csv using read.csv and read_csv and https://biol355.github.io/Data/my_data.xlsx using read_excel. Looking at the three objects you loaded in, what are the any differences or similarities between them?
  3. What does the output of str, summary, skimr::skim(), and visdat::vis_dat tell you about the data you loaded? What is different or the same?
  4. Add a column to the mtcars data called Model which uses the row names of mtcars (rownames(mtcars)) as its values. Show me the head of the data frame to see if it’s been done correctly. Note, to add a column to a data frame, we can specify yourdf$new_col_name <- new_vector_we_we_are_adding(note, that’s pseudo-code). Note how we are using the $ notation to add a new column.
  5. Let’s use the bind_rows function in dplyr, as it’s pretty powerful. Let’s say you want to add a new row to mtcars for a new model. Make a new data frame with the following columns: Model = Fizzywig, mpg=31.415, awesomness=11. Now try to make a new data frame where you rbindmtcars and this new data frame. What happens? Don’t do this in a markdown code chunk – just try it, and then report what happens. It might or might not go as planned (and Rmarkdown can choke unless you add the appropriate argument to the code chunk – more on that soon)! Then, make a new data frame here you use dplyr::bind_rows to combine them. Examine the resulting data frame. What do you see? You can try this in a code chunk for your markdown. How do the two methods differ? Look at their help files for some information that might help you.

Science Homework Help

MCC Wk 5 Cellular Structure Discussion

 

I’m working on a Biology question and need guidance to help me study.

Week Five Discussion Board Forum *Muddy Points*

Class,

This week let us use this Discussion Board Forum to review any Muddy Points.

Please share 1 topic over the past four weeks which may have been challenging or any topic which you found most beneficial or resourceful.

Please feel free to post any questions or share anything interesting from the first four weeks of MAST 1201.

Enjoy.

Amy

 cell and its structure