5560 me 以下是转发的邮件： 主题: MESF 5560 Study Paper Dear Students, 1) We

Lab #5 Food limitation and intraspecific competition in Slackwater Elimia Background Intraspecific

Lab #5

Food limitation and intraspecific competition in Slackwater Elimia

Background

Intraspecific competition can not only influence population size, but it can also influence many other aspects of populations. Density-dependent factors such as predator avoidance, resource acquisition, disease, etc., influence individuals and can result in overall changes in individuals. For example, high levels of intraspecific competition for food or space resources may lead to decreases in individual size.

To investigate this idea, we will examine a population of Slackwater Elimia (Elimia clenchi), a species of gill-breathing snail in the family Pleuroceridae, in an unnamed tributary in the Pike County Pocosin. Pleurocerdids are found in rivers and streams and are abundant and speciose in the southeast US, particularly in Alabama. The Slackwater Elimia is endemic to Gulf Coast drainage of Alabama and Florida, notably the Chipola, Choctawhatchee, and Conecuh. Very little is known about this species; however the genus Elimia in general is reasonably well known. They commonly inhabit well-oxygenated, permanent streams generally associated with rocky areas (like the Cahaba or Coosa River) but also can be found on firm sand. Substrate complexity has been shown to be an important factor in pleurocerid assemblages. They are generally considered to be ‘herbivorous’ algae-eaters, but more accurately classified as ‘grazers’ that scrape organic material (periphyton, detritus) from benthic substrates. However in many headwater streams, sunlight that reaches the stream bottom is limited, thus periphyton growth can be limited. This sets up a potential limiting resource for benthic grazers.

Objective

We will examine the hypothesis that snails undergo density-dependent intraspecific competition because of food limitation through an in situ experiment using enclosures. Using flow-thru plastic containers deployed in the stream, we will measures mean snail growth over time under various population densities. We will also provide evidence for a limiting food resource by measuring the benthic organic matter content on substrates under the different snail population densities.

Procedure

Each group will set up, maintain, measure, and break down one block of a replicated field experiment. The treatments will be 1) 0 snails, 2) ambient density, 3) 2x ambient density, 4) 4x ambient density. To determine ambient density, we will take several measurements with a Surber sampler prior to deploying the experiment. When setting up the experiment, care will be taken to ensure that each experimental block (1 set of all treatments) is under the ‘near-exact’ conditions, and subsequent blocks are as similar as possible to each other. Once conditions are quantified and block locations are determined, experimental units (plastic containers) will be partially filled with stream sand and a Masonite tile and allowed to colonize for 1 week. After colonization period, the appropriate number of snails will be weighed and measured and added to each container. After 4 weeks, snails will be removed, weighed and measured again from each container, and benthic organic matter will be quantified.

Measurements

The appropriate snail density will be determined with benthic sampling. Surber samplers quantify an area of 0.30 m x 0.30 m (0.09 m2). The experimental units are 0.32 m x 0.08 m (0.0256 m2). Thus Surbers are ~3.5x bigger than experimental units (0.09 / 0.0256 = 3.52). Although mean Surber values can be converted to #/m2, ambient density in the experimental units = average number per Surber / 3.5.

When adding snails to experimental units, measure length and wet weight for each individual.

Experimental units need to be inspected 1-2x per week for the next 4 weeks. This is to be managed by the class as a whole. When inspecting each unit, make sure that the screens are not clogged and that the unit is not buried. Clean screens and reposition, with as minimal disturbance, as necessary.

After 4 weeks, re-measure length and weight for each snail.

Remove Masonite tile and any associated organic matter from each experimental unit and carefully place in a whirlpak to determine % BPOM via ash-free dry mass in the lab.

Analysis

Use collated class data for analysis. This is a classic randomized block design experiment. It can be analyzed with a 2-way ANOVA, with block and treatment as the 2 factors. Separate ANOVAs can be used for each response variable (length change, weight change, AFDM), thus three 2-way ANOVAs should be run. Graph the treatment average (+ standard deviation) of each response variable using bar graphs. Also graph the relationship between snail weight and length for each treatment using scatterplots and trendlines, thus 3 scatterplots (1x, 2x, 4x ambient).

Write up

Standard procedure (intro, methods, results, discussion). Provide at least 3 outside, peer-reviewed references.[supanova_question]

Assignment 3 Deadline: 25/11/2021 @ 23:59 Course Name: Organization Design & Development

Assignment 3

Deadline: 25/11/2021 @ 23:59

Course Name: Organization Design & Development

Student’s Name:

Course Code: MGT404

Student’s ID Number:

Semester: I

CRN:

Academic Year: 1443/1444 H

For Instructor’s Use only

Instructor’s Name:

Students’ Grade:

Level of Marks:

Instructions – PLEASE READ THEM CAREFULLY

The Assignment must be submitted on Blackboard (WORD format only) via allocated folder.

Assignments submitted through email will not be accepted.

Students are advised to make their work clear and well presented, marks may be reduced for poor presentation. This includes filling your information on the cover page.

Students must mention question number clearly in their answer.

Late submission will NOT be accepted.

Avoid plagiarism, the work should be in your own words, copying from students or other resources without proper referencing will result in ZERO marks. No exceptions.

All answered must be typed using Times New Roman (size 12, double-spaced) font. No pictures containing text will be accepted and will be considered plagiarism).

Submissions without this cover page will NOT be accepted.

Department of Business Administration

Organization Design and Development- MGT 404

Assignment 3

Marks: 5

Course Learning Outcomes:

Analyse the human, structural and strategic dimensions of the organizational development.

Assignment Instructions:

Login to Saudi Digital Library (SDL).

Search for the case study entitled as ‘Reorganizing the finance department: Managing change and transitions’ by Anderson, D. (2018). In SAGE Business Cases. SAGE Publications, Ltd.

Read the case thoroughly and make a summary alongside reading Chapter 12 in your textbook before answering the questions of the assignment.

Assignment Question(s):

Part 1 (3 marks):

1. What are the key reasons behind the reorganizing of the finance department in this foods company? (Words 150-200)

2. What do you think the major concerns will be of employees and managers in the new design? (Words 150-200)

3. What are the advantages and disadvantages of a gradual versus a rapid transition? (Words 150-200)

Part 2 (2 marks):

4. Please refer to table 12.5 in Chapter 12 in p.352 of your textbook. Then, choose an example of an organization that uses a product-centric structure. Please justify and explain your answer. (Words 250-300)

Answers:

A.1…

A.2…

A.3…

A.4…[supanova_question]

Assignment You are measuring the amount of synapses engulfed in microglial lysosomes.

Writing Assignment Help Assignment

You are measuring the amount of synapses engulfed in microglial lysosomes. Microglia, microglial lysosomes, and synaptic markers stained using green, red, and far-red fluorescent antibodies.

1. The size of synaptic boutons is about 1.5um. The available objectives are 20x NA 1.0 water objective, 40x NA 1.3 oil objective, 40x NA 1.5 oil objective, and 60x NA 1.3 oil objective. Which objective and what settings would you use on the confocal microscope in terms of pixel size (xy) and step size (z)?

Tip: Use the Resolution App!

2. After acquisition of the images, every microglia cell seems to have engulfed synapses inside lysosomes – what would you check to ensure the signal is real? Name as many possible reasons as you can think of why this would occur if the signal is not real.

Tip: Look at the pitfalls slide and check acquisition settings!

3. To measure the amount of synapses inside microglia, would you use volume or signal intensity measures? What are the advantages / disadvantages of each considering the biological question you are asking?

Tip: Think about how lysosomes work – they degrade proteins [supanova_question]

Student ID 000000 Lastname Business Capstone Business plan Version page 9 Name

Student ID 000000 Lastname Business Capstone Business plan Version page 9

Name of Company Business Plan

Firstname I. Lastname

Your Title

Name of Company Business Plan

Firstname I. Lastname

Your Title

A. Executive Summary 4

A1. Company Identification 4

A2. Mission of the Company 4

A3. Business Goals 4

A4. Keys to Success 4

B. Company Summary 5

B1. Industry History 5

B2. Legal Form of Ownership 5

B3. Location and Facilities 5

B4. Management Structure 5

B5. Products and Services 5

C. Market Analysis 6

C1. Target Market 6

C2. Industry Analysis 6

C3. SWOT Analysis 7

D. Market Strategy 8

D1. 4Ps 8

D2. Price List 8

D3. Promotional Strategy 8

D4. Sales Forecast 8

E. Implementation Strategy 9

E1. Overall Strategy 9

E2. Monitoring Plan 9

F. Financial Statements and Projections 10

F1. Forecasted Profit and Loss Statement 10

F2. Forecasted Balance Sheet 10

G. Financial Report 11

G1. Financial Projections 11

G2. Financial Position 11

G3. Estimated Capital/Investment Needs 11

H. References 12

Executive Summary

Suggested length of 1–2 pages

A1. Company Identification: Identify the company’s name and location.

A2. Mission of the Company: Describe the mission of the company.

A3. Business Goals: Discuss two business goals in support of the company’s mission.

A4. Keys to Success: Discuss three keys to success for the company.

Company Summary

Suggested length of 4–6 pages

B1. Industry History: Describe the history of the industry in which the company will operate.

B2. Legal Form of Ownership: Identify the legal form that the company will take.

B3. Location and Facilities: Describe the location and type of facilities needed for the company.

B4. Management Structure: Describe the management structure, including key positions and specific responsibilities.

B5. Products and Services: Describe the products and services offered by the company.

Market Analysis

Suggested length of 3–5 pages

C1. Target Market: Describe the target market for the company’s products and services, including the specific location, demographics, etc.

C2. Industry Analysis: Complete an industry analysis for the company, including current trends and statistics.

C3. SWOT Analysis: Complete a four-square SWOT analysis for the company in which you do the following:

a. Identify three strengths, three weaknesses, three opportunities, and three threats.

b. Explain each of the identified strengths, weaknesses, opportunities, and threats.

S (Strengths)

1.

2.

3.

W (Weaknesses)

1.

2.

3.

O (Opportunities)

1.

2.

3.

T (Threats)

1.

2.

3.

D. Market Strategy

Suggested length of 3–6 pages

D1. 4Ps: Discuss each of the four Ps of marketing as they relate to the company’s products and services.

D2. Price List: Develop a price list for the company’s products and services.

D3. Promotional Strategy: Develop a promotional strategy including specific tasks, target dates, and responsible parties.

D4. Sales Forecast: Develop a monthly sales forecast for the first year of operations, including a discussion of expected market conditions.

Note: The sales forecast will be used as the basis for your revenue in your financial statements.

E. Implementation Strategy

Suggested length of 1–2 pages

E1. Overall Strategy: Summarize the overall strategy that will be utilized to launch your business, including target dates and goals for implementation.

E2. Monitoring Plan: Develop a post-launch monitoring plan (e.g., financial impact, quality control, customer satisfaction, monitoring schedule) to evaluate the success of the company in meeting milestones.

F. Financial Statements and Projections

Note: Develop projected financial statements for the first year of business. You are required to use the Business Plan Financials Template. The only information entered in section F of this report should be “See attached spreadsheets”.

F1. Forecasted Profit and Loss Statement: Develop a month-by-month forecasted profit and loss statement using an estimate of revenues and operating costs based on the sales forecast.

F2. Forecasted Balance Sheet: Develop a forecasted balance sheet for the end of year one.

G. Financial Report

Suggested length of 1–2 pages

G1. Financial Projections: Summarize the financial projections and the assumptions used in estimating the financial statements.

G2. Financial Position: Describe the company’s financial position at the end of the first year.

G3. Estimated Capital/Investment Needs: Describe the company’s initial and future estimated capital/investment needs.

H. References[supanova_question]

Level 5 Associate Diploma Level 5 Associate Diploma Level 5 Associate Diploma

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Level 5 Associate Diploma

5CO03

Professional behaviours and valuing people

Learner Assessment Brief

Version 2021. 1 February 2021

Level 5 Associate Diploma in

People Management

Organisational Learning and Development

5CO03

Professional behaviours and valuing people

This unit focuses on how applying core professional behaviours such as ethical practice, courage and inclusivity can build positive working relationships and support employee voice and well-being. It considers how developing and mastering new professional behaviours and practice can impact performance.

insight

Rotten apples, bad barrels and sticky situations: unethical workplace behaviour (April 2019)

Workplace ethics has been an increasing focus for businesses, policy makers and regulatory bodies in recent years. In the wake of corporate scandal, talk often turns to how organisations can change their culture and manage unethical behaviour. But, to make a much-needed change, we need to understand why unethical behaviour occurs in the first place. With this knowledge, business leaders and people professionals can take meaningful action to tackle it.

This report Rotten apples, bad barrels and sticky situations: a review of unethical workplace behaviour, provides evidence-based, practical lessons that people professionals and leaders can use to minimise the likelihood of unethical behaviour in their workplace.

https://www.cipd.co.uk/knowledge/culture/ethics/ethical-behaviour

Gifford, J., Green, M. and Barends, E. (2019) Rotten apples, bad barrels and sticky situations: an evidence review of unethical workplace behaviour [online]. Research report. London: CIPD.

Diversity and inclusion in the workplace (May 2020)

Understand what diversity and inclusion mean in the workplace and how an effective D&I strategy can support business. Promoting and supporting diversity in the workplace is an important aspect of good people management – uing everyone in the organisation as an individual.

where everyone feels able to participate and achieve their potential. While UK legislation – covering age, disability, race, religion, gender and sexual orientation among others – sets minimum standards, an effective diversity and inclusion strategy goes beyond legal compliance and seeks to add value to an organisation, contributing to employee well-being and engagement.

https://www.cipd.co.uk/knowledge/fundamentals/relations/diversity/factsheet

Miller, J. and Green, M. (2020) Diversity and inclusion in the workplace [online]. Factsheet. London: CIPD.

Case study

You are currently you are working in the People Practice Team and are working on your CIPD qualification. Your Line Manager is running a break-out session at one of the CIPD Conferences, showcasing the work of various organisations. The focus of the presentation is on how personal and ethical values can be applied, including the key role of people practice professionals in contributing to (if not driving) discussions to influence others with confidence and conviction. The presentation also aims to explore issues around the human and business benefits of inclusive behaviours ensuring that people are fairly treated at work. In addition, the presentation is designed to highlight examples of how this can build positive working relationships and lead to performance improvement.

Preparation for the Tasks:

At the start of your assignment you are encouraged to plan your assessment work with your Assessor and where appropriate agree milestones so that they can help you monitor your progress.

Refer to the indicative content in the unit to guide and support your evidence.

Pay attention to how your evidence is presented, remember you are working in the People Practice Team.

Ensure that the evidence generated for this assessment remains your own work.

You will also benefit from:

Completing and acting on formative feedback from your Assessor.

Reflecting on your own experiences of learning opportunities and continuous professional development.

Reading the CIPD Insight, Fact Sheets and related online material on these topics.

Task One Conference Presentation on ethical practice in business

Your manager has asked you to prepare a presentation in readiness for delivery to colleagues on the importance of ethical practice and the business case for such people practices. Your Presentation Pack must include presentation slides, the evidence you have gathered, and presenter notes. It is expected that your presentation pack is aimed at the appropriate audience and is of business format.

You should ensure that your presentation includes a review of the various influences on ethical practice as well as details of a robust business case for the ethical people practices. You also need to provide a Briefing paper as a handout for delegates covering the main points of the presentation in an accessible, easy to read way.

Your presentation should include the following and should refer to the CIPD Profession Map wherever appropriate:

Define the term professional and explain the requirements of a people professional. (1.1)

To help explain what is meant by ethical values, give at least three examples of your own personal values and how this affects how you work and develop working relationships. (1.2)

Drawing upon work or personal examples, analyse how you could/have

Contributed to discussions to ensure people practices are applied.

How you can effectively communicate to engage and influence others.

How you might raise issues with situations such as organisational policies or the approach to leadership that conflict with legislation or ethical values. (1.3, 1.5)

Drawing on relevant theory provide a robust argument that includes both the business and human benefits of people at work feeling included, valued and that they are being treated fairly (2.1)

Identify a people practice initiative that has been put in place in response to some form of internal or external feedback, set out the purpose of this initiative and explain how you would evaluate the impact of this initiative paying particular attention to levels of engagement within the organisation. (2.2, 2.3)

Your evidence must consist of:

Briefing document (approximately 1,000 words, refer to CIPD word count policy) Presentation pack (approximately 1,250 words, refer to CIPD word count policy)

Slide deck

Presenter notes

Your evidence must consist of:

Briefing document (approximately 1,000 words, refer to CIPD word count policy) Presentation pack (approximately 1,250 words, refer to CIPD word count policy)

Slide deck

Presenter notes

Task Two CPD portfolio

The purpose of this task is to evidence your approach to Continuous professional development as a people practice professional in conjunction with the CIPD Profession Map. The task combines a number of activities which should be presented as a CPD portfolio.

As an introduction to your portfolio it is important to set the scene to your personal learning journey.

Activity 1 The Context of Professional Development (3.1)

Explain the following;

How the role of a people professional is changing? What impact are these changes having on our CPD?

What are the key characteristics of a good-practice CPD?

Activity 2 Self Assessment

where you want to be.

Using the Standards from the CIPD Professional Map, carry out a self-assessment of your competency against the core behaviours identified, a suggested format is provided. this can be in any format, but evidence is required to support this activity took place (an example template is provided in Appendix 1).

From this Self-assessment, plus other forms of feedback identify your strengths and weaknesses setting personal development objectives to be included within a Professional Development Plan (3.2).

You now need to consider how you can meet these development objectives, to complete your PDP. Consider the range of learning opportunities available to you and for each development objectives decide on the most appropriate initiative to support your learning journey. (3.3)

Activity 3 Reflective practice

A key element of our PD is reflecting on our everyday experiences to learn from these, capturing what went well or mot so well and how we can learn from such situations.

Your reflections should focus on the following scenarios.

Identify times when you have taken responsibility for your work/actions, paying particular attention to recognising any mistakes you might have made, how you rectified these mistakes and what you believe you learnt from these experiences. (1.4).

Identify at least two examples that highlight your approach to working inclusively, plus how you have built positive working relationships with others. Your reflections need to focus on what you did, and the skills and behaviours demonstrated. (2.4)

Activity 4 assessing the impact of your learning and CPD.

The final part of our CPD is to measure the overall impact of our learning. To achieve this, you need to think about and capture the impacts, covering positive as well as negative. What was the impact on you, your team, your colleagues, your customers, your stakeholders, the organisation or your

department? To support this assessment, you will need to complete a record of your learning for the last 12 months (3.4).

Your evidence must consist of:

A CPD portfolio including a Personal Development plan and record of your learning. (approximately 1,000 words refer to CIPD work count policy).

Your evidence must consist of:

A CPD portfolio including a Personal Development plan and record of your learning. (approximately 1,000 words refer to CIPD work count policy).

Appendix 1

Task 1 Self-Assessment against Profession map standard.

Profession Map Standard

Perform well Score 30

Perform satisfactorily Score 20

Requires further development Score 10

Reason for judgement

1

Make responsible choices about your work, applying professional principles and values

2

Consider the purpose and implications of actions, decisions and people practices for all stakeholders

3

Raise concerns about people practices and policies which are not consistent with values or legislation

4

Provide explanations and reasons for the choices you make and the advice you provide

5

Demonstrate professionalism and consistency in what you say and do in order to build trust

Assessment Criteria Evidence Checklist

Use this as a checklist to make sure that you have included the required evidence to meet the task. Please enter the evidence title and where it can be referred to. An example has been provided for you.

Task 1 Conference Presentation on ethical

practice in business Evidenced Evidence reference Assessment criteria Y/N

1.1 Appraise what it means to be a people professional.

Y

Presentation deck slide? Briefing note (Section ?)

1.2 Recognise how personal and ethical values can be applied in the context of people practice.

1.3 Contribute confidently to discussions in a clear, engaging and informed way to influence others.

1.5 Recognise when and how you would raise matters which conflict with ethical values or legislation.

2.1 Argue the human and business benefits of people feeling included, valued, and fairly treated at work linking to related theory.

2.2 Design an impactful solution based on feedback and engagement with others.

2.3 Evaluate the impact of the solution to influence and engage people within an organisation.

Task 2 CPD Portfolio

Evidenced

Assessment criteria Y/N Evidence reference

3.1 Explore how the role of a people professional is evolving and the implications this has for the continuing professional development

CIPD Portfolio

3.2 Assess your strengths, weaknesses and development areas based on self- assessment and feedback from others.

3.3 Formulate a range of formal and/or informal continuing professional development (CPD) activities to support your learning journey.

1.4 Reflect how you have taken responsibility for your work/actions, including recognising and rectifying mistakes.

2.4 Reflect on your own approach to working inclusively and building positive working relationships with others.

3.4 Reflect on the impact of your continuing professional development activities on own behaviour and performance.

5CO03

Professional behaviours and valuing people

Assessment Criteria marking descriptors.

Assessors will mark in line with the following assessment criteria (AC) marking descriptors, and will indicate where the learner sits within the marking band range for each AC.

Assessors must provide a mark from 1 to 4 for each assessment criteria within the unit. Assessors should use the mark descriptor grid as guidance so they can provide comprehensive feedback that is developmental for learners. Please be aware that not all the mark descriptors will be present in every assessment criterion, so assessors must use their discretion in making grading decisions.

The grid below shows the range for each unit assessment result based on total number of marks awarded across all assessment criteria.

To pass the unit assessment learners must achieve a 2 (Low Pass) or above for each of the assessment criteria.

The overall result achieved will dictate the outcome the learner receives for the unit, provided

NONE of the assessment criteria have been failed or referred.

Please note that learners will receive a Pass or Fail result from the CIPD at unit level. Referral

grades can be used internally by the centre.

Overall mark

Unit result

0 to 25

Fail

26 to 33

Low Pass

34 to 42

Pass

43 to 52

High Pass

Marking Descriptors

Mark Range

Descriptor

1 Fail

Insufficient demonstration of knowledge, understanding or skills (as appropriate) required to meet the AC.

Insufficient examples included, where required, to support answers.

Presentation and structure of assignment is not appropriate and does not meet the assessment brief.

2

Low Pass

Demonstrates an acceptable level of knowledge, understanding or skills (as appropriate) required to meet the AC.

Sufficient and acceptable examples included, where required, to support answers.

Required format adopted but some improvement required to the structure and presentation of the assignment.

Answers are acceptable but could be clearer in responding to the task and presented in a more coherent way.

3

Pass

Demonstrates good knowledge, understanding or skills (as appropriate) required to meet the AC.

Includes confident use of examples, where required, to support each answer.

Presentation and structure of assignment is appropriate for the assessment brief.

Answers are clear and well expressed.

4

High Pass

Demonstrates a wide range and confident level of knowledge, understanding or skill (as appropriate).

Includes strong examples that illustrate the point being made, that link and support the answer well.

Answers are applied to the case organisation or an alternative organisation.

Answers are clear, concise and well argued, directly respond to what has been asked.

The presentation of the assignment is well structured, coherent and focusses on the need of the questions.

Includes clear evidence of the use of references to wider reading to help inform answer.

Marking grid

Task 1 Assessment criteria Mark 1 – 4

1.1 Appraise what it means to be a people professional.

1.2 Recognise how personal and ethical values can be applied in the context of people practice.

1.3 Contribute confidently to discussions in a clear, engaging and informed way to influence others.

1.5 Recognise when and how you would raise matters which conflict with ethical values or legislation.

2.1 Argue the human and business benefits of people feeling included, valued, and fairly treated at work linking to related theory.

2.2 Design an impactful solution based on feedback and engagement with others.

2.3 Evaluate the impact of the solution to influence and engage people within an organisation.

Total for this task

Task two: Assessment criteria Mark 1- 4

3.1 Explore how the role of a people professional is evolving and the implications this has for the continuing professional development

3.2 Assess your strengths, weaknesses and development areas based on self- assessment and feedback from others.

3.3 Formulate a range of formal and/or informal continuing professional development (CPD) activities to support your learning journey.

1.4 Reflect how you have taken responsibility for your work/actions, including recognising and rectifying mistakes.

2.4 Reflect on your own approach to working inclusively and building positive working relationships with others.

3.4 Reflect on the impact of your continuing professional development activities on own behaviour and performance.

Total for this task

Total marks for unit

11

11

7

7

6

6

4

4

3

3

5

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