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Unit 1 – Discussion Board 2
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Type: Discussion Board
Unit: Ecosystem Structure and Function
Due Date: Tue, 6/5/18
Grading Type: Numeric
Points Possible: 40
Points Earned: 0
Deliverable Length: Main post: 200 words (minimum); 2 response posts: 75 words each (minimum)
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• Discussion Board
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The Discussion Board is part of the core of online learning. The purpose of the Discussion Board is to allow you to learn through sharing ideas and experiences as they relate to course content and the Discussion Board question. Classroom discussion in an online environment requires your active participation with classmates and your instructor to create robust interaction and dialogue. Students are highly encouraged to engage on the Discussion Board early and often, as that is the primary way the university tracks class attendance and participation. Because it is not possible to engage in two-way dialogue after a conversation has ended, no posts to the DB will be accepted after the end of each unit.
At a minimum, you will be expected to complete 3 posts during the unit: 1 original response to the Discussion Board question and 2 posts responding to classmates, following these guidelines:
Your original post must be at least 200 words in length. It must reference the text or course learning materials at least once. Please note that even if the question asks for an opinion, you are still expected to support opinions with references to course materials and any other credible academic sources to support your opinions. Do not use Internet sources other than those provided in the course materials. APA format is not necessary for your Discussion Board when citing references, but you are required to acknowledge your resources: In the narrative, describe where information was obtained. For example, “As mentioned in Chapter 2 of the course textbook, prioritizing tasks is…” or “As mentioned in the intellipath lesson for Unit 2…”
Your two response posts must be at least 75 words in length. Responses should contribute to the conversation by being reflective, specific, and engaging. Quick responses (such as “I agree” or “Thank you!”) will not be counted as adequate.
Your first contribution must be posted before midnight CST (Central time) on Friday of each week. You must make 2 additional posts—on separate days between Saturday and Tuesday—before midnight CST. The original response and the peer responses can be completed in any order.
For assistance in supporting your assignment, please use your text and all course materials.
Ecologists group together the living things in an ecosystem by their feeding habits. Producers use photosynthesis to make food by harnessing the energy of sunlight. Consumers eat plants and each other. All organisms produce waste that is recycled by decomposers. The interactions of these organisms create a food web.
Humans often disturb ecosystems for their own benefit, either harvesting ecosystem resources or removing unwanted pests. Examples include logging in a tropical rainforest, hunting sea otters for their fur in Monterey Bay, exterminating prairie dogs in South Dakota or eradicating wolves in Wyoming. These disruptions disturb the food web, and they can have unforeseen consequences to abiotic and biotic components of the ecosystem.
Watch this video to see the change in the Yellowstone National Park with the reintroduction of wolves to the food web: Yellowstone National Park: Wolf Cascade
Recommended: Click on the following links to review materials to enhance your knowledge of ecosystems, disturbance, and recovery:
• Yellowstone Ecosystem Needs Wolves and Willows, Elk and…Beavers?
• The Urchin’s Tale, Part 1
• Soil Erosion Due to Rainforest Deforestation
• To Aid Ferrets, Vaccine Treats Planned for Prairie Dogs
Design an imaginary food web or describe a real one. Include at least 4 living organisms that interact in your ecosystem.
Answer the following questions about the food web you designed/described:
1. Explain what would happen to the other members of the food web within your ecosystem (choose a, b, or c):
a. if a top predator were removed
b. if a key producer disappeared
c. if a primary consumer were exterminated
2. Explain possible effects to the abiotic components that result from the disruption of your ecosystem.
3. How can the damage or change to your ecosystem be repaired?
In your own words, post a response to the Discussion Board, and comment on at least 2 other postings. You will be graded on both level of engagement and the quality of the contribution to the discussion.
Dybas, C. (2013, February 7). Yellowstone ecosystem needs wolves and willows, elk and…beavers? Retrieved from https://www.nsf.gov/discoveries/disc_summ.jsp?cntn_id=126853
Echolls, T. (2017, April 25). Soil erosion due to rainforest deforestation. Retrieved from https://sciencing.com/soil-erosion-due-rainforest-deforestation-23042.html
Gruver, M. (2017, March 19). To aid ferrets, vaccine treats planned for prairie dogs. Retrieved from https://phys.org/news/2017-03-aid-ferrets-vaccine-prairie-dogs.html
Low, N. (2016, November 18). The urchin’s tale, part 1. The Dish on Science. Retrieved from: http://thedishonscience.stanford.edu/posts/urchins-tale-1/
Mike Stratton. (2013, January 26). Yellowstone National Park: Wolf Cascade [Video file]. Retrieved from: https://www.youtube.com/watch?v=oM8XefmSXyY
Assignment Criteria Proficient Descriptor Points
Quality of Initial Response Responds accurately and completely to all parts of the question prompt.
Response is logical and thoughtful and connects to key weekly concepts and readings. /16 pts.
Response to Peers Responds to a minimum of 2 peers, per the stated guidelines.
Analyzes peer responses and advances the discussion by connecting to key concepts, trends, or experiences and presents relevant viewpoints for consideration by peers. /12 pts.
References and Support Original and peer responses are supported by relevant readings and other experiences, as applicable to the needs of the question. /4 pts.
Participation Timeliness All required responses are posted by stated deadlines, providing adequate time for others to read and respond.
Responses to peer posts are distributed throughout the week. /4 pts.
Professional Writing Response is well-organized, objective, and concisely written.
Writing is clear and free of grammatical and mechanical errors.
Responses to peers demonstrate courtesy and respect for others. /4 pts.
Total /40 pts.
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Introduction It isn’t exceptional for agents to approach various leveled change with the mentality they procured from their social-social condition. The drive for minute change isn’t clear in any capacity. Behavioral change does not happen in light of the fact that it is proposed, recommended, or approved by a boss (or some other individual). Change occurs in light of the way that one sees regard and individual favorable position in revealing the change. Along these lines, it is essential that change experts understand the power they apply in attempting to execute definitive change exercises. Change authorities are stimuli for workplace lead modification. They devise motivational plans that trigger the inspiration for delegates to take after master commands. Subsequently, it isn’t adequate for organization gatherings to consider change similar to progressive requirements. Directors who search for the inclination of advance authorities are sharp in this way. 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Eager learning as it has been presented by Goleman (1995) shows the criticalness of empathy and perceiving the sentiments of others. Goleman places that enthusiastic knowledge has more imperative centrality than does insightful limits. Showing sensitivity and empathy is instrumental in laborer commitment shapes (Goleman, 1995). Idris, Dollard, and Tuckey (2015) recommend that affiliations can do much to the extent contributing towards laborer thriving. They recommend that organizations make circumstances supportive for learning openings. Idris et al. (2015) found a strong association between’s shielded psychosocial conditions and occupation satisfaction. Idris et al. (2015) suggest that agents who feel rationally stimulated will likely overflow more grounded intrinsic motivation help. Such lift transforms into the principle force that makes inspiration to partake in the change movement. Change Initiative Communication Plan Presentation Style Nawar (2012) proposes the use of pictures as a kind of “visual guideline” (p. 61) with the goal to pass on a message without vernacular. Nevertheless, the visual segments (photos, chronicles, and pictures) can’t supplant (and should not be used to supplant) the verbal piece of the correspondence system. Visuals used as a piece of conjunction with lingo enhance the gratefulness method. Nawar (2012) proposes that shifting media presentations increase perception of the subject substance. In this way, the organization gathering will add video substance to their presentations. The prescribed theme for the chronicles will be called “Invigorate Your Senses – Go Ahead and Make the Change!” using the Monarch Butterfly as a picture of progress. According to the USDA Forest Services, Monarch butterflies are the principle butterflies to survive the challenges of development twice consistently (Migration, nd). The objective of this approach is to help set the stage for understanding the challenges that go with change (Kotter and Cohen, 2002). Channels Of Communication Berger and Iyengar (2013) suggest that correspondence in cutting edge society is multidimensional because of the diverse modalities used to transmit messages. There are casual group mediums (Facebook, Twitter, Instagram and others). There are various email exchanges (Hotmail, Gmail, Yahoo, and others). There are various email exchanges (Hotmail, Gmail, Yahoo, and others). There are canny frameworks, for instance, Tango and Skype. Finally, there is eye to eye interchanges. Berger and Iyengar (2013) analyzed the distinctive behavior by which one message can be produced using different stages. They found that formed messages gave more important opportunity to upgrade the correspondence method since extra time is required to make than it is to talk. The examinations also exhibited that dialogs added to the affirmation of referrals and recommendations. Given the results of the already specified ask about, it takes after that the ability of laborers intentionally dazzling in behavioral changes increase when boss interface with them in dialogs instead of passing on updates through messages. Medlin and Green (2014) support suitable organization assembles the prospect that laborers will purposely present their chance and insightful resources for the benefit of the affiliation. They drove an examination to recommend that positive organization association with specialists realized improved execution. They found that agents who felt regarded and recognized were both effective and capable. One decide that Medlin and Green (2014) found that additional to extended age was “solidarity of clearness” (p.27). This rule lines up with the channels of correspondence to ensure that fruitful correspondence between the organization gathering and laborers convey comes to fruition. >