Research Paper 19th Century Art Paper Assignment: Throughout this course, we explore

Research Paper 19th Century Art

Paper Assignment:

Throughout this course, we explore specific topics that reoccur in the art of the nineteenth century. For your paper, you are to select one theme in which you are interested and examine it through the work of two artists studied in class who are engaged with it in diverse (very different) ways. Please choose from among the following themes:

– gender identity

– race

– urbanism and/or industrialism

– social (in)justice (this can include various social classes as well as rural or urban poverty)

– political engagement (revolution, protest, anarchism)

– religious belief

– nature (science, national identity…)

– modern life

You will need to precisely define the focus of your theme, identity the artists, and provide a thesis statement (what you intend to prove) in the introductory paragraph of your paper.

Paper proposals briefly explaining your topic and the selected artists, together with preliminary bibliography (around four sources), must be emailed as Word Documents to me by October 5. Papers are due by November 23.

All papers should be five pages in length (1500 words) double-spaced, 12 font

Research:

It is important that some of your readings include recent literature published in the past two decades. You can locate this by searching for books (monographs, exhibition catalogs, or articles) on the artist in library catalogs – such as the New York Public Library or at Pratt – according to publication dates. Relevant chapters and articles can be requested through the Pratt library services for scanning. If the books are not in the Pratt library, you can request scans from the librarians through Interlibrary Loans.

You should begin by looking at the bibliographies provided on the website associated with your Facos textbook. A good source for writings by artists and critics is the anthology Harrison and Wood, Art in Theory 1815-1900, (Oxford: Blackwell, 1998). The Met’s Heilbrunn Timeline of Art History also provides useful general information. You can also find important material in articles which can be searched through JSTOR, available through the Pratt library website (the link is “Databases”).

***Non-academic Internet sources, general surveys, and encyclopedias are not acceptable.

All papers must quote from the researched sources (primary and secondary) and use the correct endnote format (see below). Additionally, you must include a bibliography organized alphabetically by the last name of the author (see below).

General Guidelines for citations of sources (endnotes and bibliographies);

In Word documents, endnotes are created by placing your cursor at the end of the sentence where you want the endnote number to be located. Click on “Insert” (upper toolbar) then “Footnote” where you can select “endnote” and the numerical style (i.e. not Roman numerals).

In acknowledging sources there are a few rules to remember. In scholarship of any kind a distinction is made between common knowledge (facts) and ideas developed by different authors. Common knowledge does not have to be noted. However, when you are influenced by an interpretation of those facts, or an idea, you must reference the author and the book with an endnote. This is done by copying the original statement and placing quotation marks at the beginning and end of the passage cited, followed by a number. Under no circumstances may you copy even a descriptive phrase from a book or article without referencing the source! Plagiarism will result in a failing grade.

At the end of your paper you should have a bibliography. A bibliography is a list of all books and articles which you have consulted, even if you didn’t use some of their ideas directly. Organize your bibliography alphabetically according to the last names of the authors. In a bibliography you write the author’s surname first, then his or her first name, the title of the book, the place publication, the publisher, and the date of publication.

Do not forget – endnotes MUST include PAGE NUMBERS!

*** Once you have cited a source in full in your endnotes, the subsequent citations just need the last name of the author and the page number.

Sample endnote for a book: Robert Rosenblum, Modern Painting and the Northern Romantic Tradition: Friedrich to Rothko (New York: Harper & Row, 1975), p. 173.

Sample endnote for an exhibition catalog: Impressionism, Fashion, and Modernity, ed. Gloria Groom (Chicago: The Art Institute of Chicago, 2013), p.77.

For citations from individual essays in a catalog: Birgit Haase, “Fashion en Plein Air,” in Impressionism, Fashion, and Modernity, ed. Gloria Groom (Chicago: The Art Institute of Chicago, 2013), p. 89.

Sample endnote for an article in a journal: Steve Edwards, “Photography, Allegory, and Labor,” Art Journal, Summer 1996, Vol. 55, No. 2, pp. 38-44.

Sample endnote for an article in an anthology: – Tipton, Frank (2003) “Government and the Economy in the Nineteenth Century,” in Sheilagh Ogilvie and Richard Overy (ed.) Germany: A New Social and Economic History, Vol. 3, New York and London: Arnold and St. Martin’s Press, pp. 106-151.

Sample bibliography entry: Rosenblum, Robert, Modern Painting and the Northern Romantic Tradition: Friedrich to Rothko, New York: Harper & Row, 1975. [no pages necessary]. When citing an article in a bibliography, the format is the same as the endnote, except that the author is listed last name first.

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Assignment 3

Deadline: 04/12/2021 @ 23:59

Course Name: Organizational Behavior

Student’s Name:

Course Code: MGT301

Student’s ID Number:

Semester: 1st

CRN:

Academic Year: 2021/2022 G

For Instructor’s Use only

Instructor’s Name: Malak Alghamdi

Students’ Grade: 00/ 05

Level of Marks: High/Middle/Low

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.

Course Learning Outcomes-Covered

Define the impact of company’s culture, structure and design can have on its organizational behavior. (CLO3)

Assignment 3

Reference Source:

Textbook:-

Colquitt, J. A., LePine, J. A., & Wesson, M. J. (2019). Organizational behaviour: Improving performance and commitment in the workplace (6th ed). Burr Ridge, IL: McGraw-Hill Irwin.

Case Study: –

Case: Delta / United

Please read the case “Delta / United” from Chapter 16 “ORGANIZATIONAL CULTURE” Page: – 533 given in your textbook – Organizational behaviour: Improving performance and commitment in the workplace (6th ed). by Colquitt, J. A., LePine, J. A., & Wesson, M. J. (2019) and Answer the following Questions:

Assignment Question(s):

1. Why is an organization’s culture perhaps the most evident during crisis situations? (1.25 Marks ) (Min words 150-200)

2. What causes companies like Delta and United to become so different in regard to organizational culture? (1.25 Marks ) (Min words 150-200)

3. What will it take for United to overcome its culture that has been built up over such a long period of time? (1.25 Marks ) (Min words 200)

Part:-2

Discussion questions: – Please read Chapter 16 “ORGANIZATIONAL CULTURE” Carefully and then give your answers based on your understanding.

4. Have you or a family member worked for an organization that you would consider to have a strong culture? If so, what made the culture strong? Did you or they enjoy working there? What do you think led to that conclusion? (1.25 Marks ) (Min words 200-300)

Important Note: – Support your submission with course material concepts, principles, and theories from the textbook and at least two scholarly, peer-reviewed journal articles.

Due date for the submission of Assignment:- 3

Assignment-3 should posted in the Black Board by end of Week-11.

The due date for the submission of Assignment-3 is end of Week-13.

Answer:

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College of Administrative and Financial Sciences

Assignment-3

MGT402 – Entrepreneurship and Small Business

Deadline: 04/12/2021 @ 23:59

Course Name: Entrepreneurship and Small Business

Student’s Name:

Course Code: – MGT 402

Student’s ID Number:

Semester: I

CRN:

Academic Year: 1443/1444 H

For Instructor’s Use only

Instructor’s Name:

Students’ Grade: Marks Obtained/Out of

Level of Marks: High/Middle/Low

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.

Read carefully Grading Rubric below for specific criteria: 0-5 Marks

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.

Assignment – 3

Entrepreneurship and Small Business

Submission Date by students: Before the end of Week- 13th

Place of Submission: Students Grade Centre

Weight: 05 Marks

Course Learning Outcome:

Demonstrate a solid understanding of the potential of entrepreneur in today’s competitive business world. (Lo 1.2).

Design a solid projected financial Plan and conduct a breakeven analysis for a small company. (Lo 2.5).

Demonstrate a thorough understanding regarding the importance of cash management for the success of a small business. (Lo 2.8).

Assignment Workload:

This assignment is an individual assignment.

Case Study

Students are supposed to read the attached Case 2- Able Planet. Based on your understanding of the case and basic concepts of Entrepreneurship.

Answer the following question:

1. Experts say that entrepreneurs who need between $100,000 and $3 million often face the greatest obstacles when raising capital for their businesses. Why? (1.5 marks)

2. How should Kevin Semcken raise the $1.5 million in capital that Able Planet needs? Be sure to consider sources of both debt and equity financing. (1.5 marks)

3. Write a short memo to Kevin Semcken explaining what he should do before he approaches potential lenders and investors to maximize his chances of getting the capital that Able Planet needs. (2 marks)

The Answer must follow the outline points below:

Each answer should be within 200 to 500 range of word counts.

Reference

Note: You can support your answer by the course book.

You can use secondary source available on internet.

Answer:

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College of Administrative and Financial Sciences Assignment 3 Decision Making & Problem

Writing Assignment Help College of Administrative and Financial Sciences

Assignment 3

Decision Making & Problem Solving (MGT312)

Deadline for students: End of Week 13 (4/12/[email protected] 23:59)

(To be posted/released to students on BB anytime in Week 11)

Course Name:

Student’s Name:

Course Code: MGT312

Student’s ID Number:

Semester: 1st

CRN:

Academic Year: 1442/1443 H, First Semester

For Instructor’s Use only

Instructor’s Name: Dr. Asif Hasan

Students’ Grade:

Level of Marks:

Instructions – PLEASE READ THEM CAREFULLY

This assignment is an individual assignment.

Due date for Assignment 3 is by the end of Week 13 (04/12/2021).

The Assignment must be submitted only in WORD format via allocated folder.

Assignments submitted through email will not be accepted.

Students are advised to make their work clear and well presented. This also includes filling your information on the cover page.

Students must mention question number clearly in their answer.

Late submitted assignments will NOT be entertained.

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.

Course Learning Outcomes-Covered

Define different perspectives and concepts of problem solving in diverse contexts and business situations. (C.L.O :2)

Demonstrate decision tools and employ appropriate analytical business models to break down complex issues. (C.L.O :4)

Demonstrate effective leadership skills and teamwork capacity for efficient decision making with the problem owners and other stakeholders as either a team member or a team leader. (C.L.O :5)

Assignment Instructions:

On first page of SDL, choose “English Databases”

From the list find and click on EBSCO database.

In the search bar of EBSCO find the following article:

Title: “How to Make Better Decisions with Less Data”

Author: Tanya Menon and Leigh Thompson

Date of Publication: November 07, 2016

Published: Harvard Business Review

Assignment Questions: (Marks 05)

Read the attached article titled as “How to Make Better Decisions with Less Data” by Tanya Menon and Leigh Thompson, published in Harvard Business Review, and answer the following Questions:

Summarize the article and explain the main issues discussed in the article. (In 500-600 words) (Marks 2)

Discuss in relations to what you have learnt in the course about the four steps of intentional thought to help convert data into knowledge and wisdom? Use additional reference to support your argument. (In 200-400 words) (Marks 1.5)

Critical Thinking Question

If you collect too much information for analyzing a decision, you can suffer from analysis paralysis, where you spend too much time thinking about a decision rather than making one. Recall a major financial decision you made recently, such as of a car or housing purchase or rental. Describe your process for making the decision. How could analysis paralysis have affected this process? (In 200-400 words) (Marks 1.5) [supanova_question]

Acct 2028 – Communications assignment Marking Rubric Fall 2021 Area Potential Marks

Acct 2028 – Communications assignment

Marking Rubric

Fall 2021

Area

Potential Marks

Mark awarded

Analysis of Tax Issue ( 25 marks total)

Student effectively used facts from the case in their analysis

Analysis indicated a thorough understanding of the key tax issue

Conclusion provided to the client was aligned/consistent with the analysis. Tax Implications were accurate

Professional Communication

Memo was grammatically correct and free from spelling errors

Sentences were understandable and coherent to the client

Tone of memo was appropriate for a client with low level of tax sophistication

TOTAL GRADE[supanova_question]

The effect of geographical factors and environmental on Atlantic Puffins (Fratercula arctica)

The effect of geographical factors and environmental on Atlantic Puffins (Fratercula arctica) breeding success.

Word Count: 2391 Words

Abstract (191 words)

There are myriad factors that influence the breeding success of Atlantic Puffins, including but not limited to environmental and geographical factors alongside competition. This study seeks to investigate the effect that geographical factors, and the environment have on the Atlantic Puffins (Fratercula arctica) breeding success. This is noteworthy that the success of seabird nesting varies wildly among populations and years. The fact that the breeding locations are different with their unique environmental factors as well means that some locations could support successful breeding while others cannot. The experiment will be conducted using geolocators that will be attached to 20-30 Atlantic Puffins from two breeding locations to test the migration flow of puffins. Then, to determine whether location one or two is best for breeding success, researchers have to count the number of puffins at both locations. The outcome of the study will show that the Newfoundland location will have a higher rate of success than the Cape Cod location. The implication of this study is that the factors influencing the breeding success of Atlantic Puffins will be identified for possible habitat modification so that the probability of extinction is significantly minimized.

Introduction (902)

Atlantic puffins (Fratercula artica) are species of sea creature birds that found mostly in the North Atlantic Ocean. The birds are only found in the sea, on coastal beaches and outlying islands of Northern Canada and the Greenland (Nettleship et al. 2014). Puffins have a crucial environmental contribution as hunters that eat creatures that exist in the oceans (Stirling 2020). As such, puffins can be considered to be ecological indicators of the health of marine life or rather ocean health. Since birds feed on fish, puffins are good indicators of overfishing by the quantity of fish puffins bring for their chicks on the sea shore. If seabirds bring less fish, means that the fish is depleted hence fishing practices must be revisited. Atlantic puffins sometimes have to move from location to the other to search for food in the sea (Bittel, 2016). For the past several decades, the puffins of Maine leave for the water in August and not return until April of the next year (Bittel, 2016). No one knows what happened to the birds when puffins left the beach (Bittel, 2021). The Puffins tend to migrate in two locations, first heading to the east coast to the fish-rich ocean of Gull Island, then migrating southeastern and spend a large part of the winter on the Atlantic Ocean around 200 miles off the coast of Cape Cod. This research paper delves into effect that the geographical factors, environmental factors have on the chances of breeding success of these species.

The geographical factors have a large impact on the breeding success of Atlantic Puffins. Puffins nest in populations that located at the coast of the Gull Island (Liebig et al. 2018). The success of seabird nesting varies wildly among populations and years (Liebig et al. 2018). Changes in the physical and social aspects of nest locations, on the other hand, might cause diversity within a colony. This means that the movement of species from one location to another could promote crossbreeding which will eventually result in diverse species in a colony. When the number of appropriate or ideal nesting places within a colony is restricted, some individuals are compelled to nest in less desirable areas or not at all (Buckley and Buckley 2010). While certain breeding locations are greater than others, and the effectiveness of puffins breeding at different locations can sometimes vary in a predictable way, some variance in breeding efficiency within the population can be related to features of the puffins rather than the breeding locations (Buckley and Buckley 2010). Previous research was performed by Rodway et al. (1996) to re-estimate the puffins’ relationship at the Gull Island (Newfoundland) location which is the largest ocean in North America (Rodway et al. 1996). At Gull Island, the researchers investigated the impact climate as a factor or indicator of birds breeding performance.

The impacts of environmental factors on breeding success have historically been the most well shown. The population of Atlantic puffin decrease when the sea temperatures rise quality (Durant et al. 2013). This species is incredibly vulnerable to the threat of climate change, including those of rising water temperatures and resulting changes in predator distribution, quantity, and quality (Durant et al. 2013). As such, is difficult for the puffins to breed during unfavorable climates when puffins find that this is challenging to get food. Another influence of climate comes in when puffin move from certain unfavorable locations in search of better environmental conditions leading to an imbalance in the habitat hence fewer breeding chances. Breeding problems are commonly attributed to a lack of food, however increasing temperatures can result in conflicts between plankton blooms, food availability peaks, and birds breeding periods, resulting in lower offspring growth, shorter nesting times, and reduced bird success. Sandvik et al. (2011) found that as sea temperature rises, the survival of puffins and other seabirds in the North Atlantic decreases.

A recent study on Atlantic puffin shows that the competition in the winter for food affects breeding success (Fayet et al. 2021). Seabirds are major competitors of individuals, eggs, and younger birds at the nesting colonies, and birds may even kleptoparasitize nutrition individuals (Finney et al. 2001). Kleptoparasitize is a type of feeding in which one animal eats prey or other food that has been captured, collected, or prepared by another species, including food that has been kept (Finney et al. 2001). Additionally, birds frequently interact with other ground-nesting seabirds for nesting locations (Fayet et al. 2021). The existence of birds, who function as both prey and competitors, is thought to have a substantial impact on the nesting population of other seabirds (Rodway et al. 1996). Since other seabirds and Atlantic Puffins do not compete for breeding sites directly, seabirds frequently consume small puffins and kleptoparasitize adult birds as birds come back to the nest with food. This is a clear indicator of the negative impact that competition has on the breeding process among puffins in terms of limiting hence resulting in a lower population.

Breeding success is an essential environmental strategy that has an impact on the population trends of organisms and the development of new appropriate habitats. The purpose of this research is to figure out how the geographical factors and the environment effect the Atlantic Puffin breeding success. The hypothesis for this research is that Gull Island (Newfoundland) location will have an increase in the breeding success compared to Cape Cod peninsula location.

Methods (476)

The research will take place at two locations. The first location will be the Cape Cod which is a popular peninsula in the southeast coast of Massachusetts. The other location will be the Gull Island. This location is in Newfoundland, Canada (Calvert et al. 2011). There are rocks surrounded the Island on both sides west and south (Breton & Diamond, 2014). However, the Cape Cod location surrounded with warm water. Over the next three years, 7-9 volunteers will gather information from the winter migratory season until the spring nesting periods.

Atlantic Puffins will be collected using a triangle trap connected to a long rod, then place to sleep using the bird calmer called midazolam drug (Le Net et al. 2019). Puffins will be transported to the laboratory to be tagged, and then released the seabirds back into the original retrieval area. Tagging will be done using ecotone GPS remote-download tags which are specifically relevant during the breeding season in Newfoundland. The tracker that will be used called “geolocators.” Geolocators will then be attached to 20-30 Atlantic Puffins. Specifically, will be attached to the backs of the birds and later, each bird will be sprayed with a dye in a unique shape to make the puffins more identifiable. After the breeding cycle in Newfoundland, the attaching operation will be performed (Harris et al. 2010). The methodologies will follow instructions indicated in order to make sure that the seabirds can tolerate the heaviness of the geolocators therefore all birds tagged come to the breeding location after migration during the first year of the experiment (Guilford et al. 2010).

The quantity of Atlantic puffins in the chosen population will be collected at both locations throughout the next two years, and the growth in puffins within the group will be documented. The devices that were tagged will determine the newborn puffins from the original group of puffins (Jessopp et al. 2013). The independent variable going to be the two locations that puffins will be tested on throughout the spring season. The dependent variable going to be the population’s growth or decline of Atlantic puffins. The geolocators will be used at this step to trach the puffins during the day.

The techniques will be based on the procedure described by Harris et al. (2010). Multitrace Jensen Software System will be used after collecting the data from the geolocators to calculate the length and width every day (Harris et al. 2010). The data will be collected from the geolocators that will be attached to the puffins (20-30 puffins) after the study being conducted. P ? 0.05 will be calculated using the linear regression test as well as the significance level. The number of recently born puffins at the two locations will be used in the linear regression formula to indicate the level of collaboration between the breeding rate of puffins and temperature.

Method Diagram: Figure 1. This figure shows how the entire experiment will flow.

2. Using drug to calm the birds

1. Fishing Puffins

3. Attach GPS to track the puffins’ route.

5. Track puffins using MultiTrace software.

4. Let puffins fly again.

6. Record the number of birds at the two locations.

Budget

Table 1. Below table shows the budget Categories, description, unit cost, number of units and total amount of money requested to conduct the project.

Budget Category

Description

Unit Cost (USD)

Number of Units

Total Requested

Travel

$32,620.00

Airfare

Round-trip ticket from Newfoundland to Cape Cod, Massachusetts.

$2,350.00

$30,550.00

Rent a Van

Need 2 van to be able to move freely between locations. 2 days at each location.

$925.00

$1,850.00

Gas

Gas needed everyday, for 4 days total.

$55.00

$220.00

Living Expenses

$10,140.00

Money Spend daily

food, drink daily for 4 days. Each day is $85 per person.

$340.00

$4,420.00

Hotel

Sleep in a hotel for 2 days at each location.

$440.00

$5,720.00

Field Supplies

$6,781.00

Net

Nets are needed to catch the puffins easly. Each person will have one.

$37.00

$481.00

Sedative

Will need 50 dosage for all puffins.

$45.00

$1,350.00

Geolocator

Will attach one to each puffin.

$165.00

$4,950.00

Lab Supplies

$9,485.00

Laptop

record all info needed for the research.

$1,800.00

$5,400.00

Injections

To give the drug to the puffins.

$15.00

$900.00

Microscope

Each undergraduate students will have one.

$245.00

$3,185.00

Personnel

$105,000.00

Undergraduate Students

To help conduct the experiment in the field.

$5,500.00

$55,000.00

Lab Technician

Help with the laboratory work.

$25,000.00

$50,000.00

Data Analysis/Software

$1,225.00

Multitrace Jensen Software System

To record data.

$1,225.00

TOTAL

$165,251.00

Budget Justification (145)

The total amount needed is $165,252.00. Most of the money needed will be spent on around-trip ticket from Newfoundland to Cape Cod, Massachusetts. Each unit costs $2,350.00 and13 people needed which becomes $30,550.00. This round trip is needed to ensure the study will be successful because majority of puffins are located at the two locations. The second big category is having 10 undergraduate students, each will get $5,500 and a total of $55,000. Also, two lab technicians are required to help with the laboratory work. Each will be paid $25,000 over the next two years, that makes $50,000. Undergraduate students and lab technicians are important to help conduct the experiment correctly. Lastly, lab supplies overall will be $9,485 for 3 laptops, 60 injections for the two locations and 13 microscopes. Injections will used to give the medications to puffins, and laptops to record data on.

Expected results (163)

The expected results will show that the Gull Island (Newfoundland) location will have an increase in the breeding success compared to Cape Cod peninsula location. The lab technicians will be using the geolocators that were attached to the puffins to download the data to find the latitude and longitude per day using a software system called Multitrace Jensen (Guilford et al. 2011). This system will illustrate the flow that the Atlantic puffins (Fratercula artica) will take between the two locations. The data will be obtained by the volunteers will indicate a higher breeding success in the population of seabirds in the Newfoundland location compared to the Cape Cod location which will indicate a zero-breeding success (Harris et al. 2010). Linear regression will be used to compare the correlation of the breeding success at both locations. The results indicated a strong fit for the model given that R square values were above 90%. As such, the location has a significant effect on breeding success.

Figure 2. Figure shows the increase of breeding success in the Newfoundland location vs. the decrease of breeding success in Cape Cod location.

Table 2. This table shows the number of breeding success vs. time at two breeding locations.

Discussion (514)

The hypothesis of this research is that Gull Island (Newfoundland) location will have an increase in the breeding success compared to Cape Cod peninsula location. The purpose of this research is to figure out how the geographical and environmental factors affect the Atlantic Puffins breeding success. At each location, breeding success will be measured from 20-30 Atlantic puffins using Multitrace Jensen Software Systems. This process will be performed once a year (from April to August), for a total of two years in a row throughout the study period. A study conducted by Durant et al. (2003) about the offspring’s nutritional requirements and food sources established a significant relationship with Atlantic puffins’ breeding success. This concept concluded that successful recruitment will be significant if recruitment production at a particular nutritional level matched food availability. The puffins’ population’s breeding rate would suffer as a result of such a discrepancy between feeding requirements and prey availability. This is important because lack of food necessitates migration to other locations that negatively impacts their breeding process.

This research will shed new light on the feeding ecology of nesting rate in Atlantic puffins within the bird’s range and will identify critical foraging locations for seabirds at large nesting sites, which is crucial information for survival (Anker et al. 2006). Furthermore, using a multi-population strategy helps people to learn more about the factors that cause low breeding rate in Atlantic puffins, which has resulted in population decreases and the species’ extinction in Europe (Anker et al. 2006). These findings have far-reaching implications for other related seabirds that rely on similar species, highlighting the importance of multi-population research (Anker et al. 2006).

Atlantic puffins benefit the ecosystem because in the places where puffins reside, puffins are major eaters of both fish and marine creatures. The number of fish brought to the sea by puffins for the babies indicates the enormous number of fish (Guilford et al. 2010). If overfishing reduces fish populations, Atlantic Puffins will bring home very few fish. This is a problem since people rely on seafood (Guilford et al. 2010). This grant proposal will give a lot of chances for people in the USA and Canada to Volunteer due to the communion that will perform at both locations.

As stated previously, Durant et al, (2006) study was done using geolocators to track puffins that means that the current research should be funded to achieve a successful result as past conducted studies (Durant et al, 2006). The total amount needed is $165,252.00 to cover all the expenses throughout the next two years. The abundance of puffin burrows was inversely associated to distance from the cliff edge and significantly related to slope angle. These regressions are ecologically significant since breeding success was much higher on steeper slopes than on level habitat. Both habitats were occupied at the same time in the spring, and nest-site tenacity was similarly strong in both. The result of this research can be compared to the past because the population of Atlantic puffin decrease when the sea temperature rise, and this was similar to Bittel (2021) study.

Literature Cited

Anker-Nilssen, T., & Aarvak, T. (2006). Long-term studies of seabirds in the municipality of Røst, Nordland. Results with focus on 2004 and 2005. NINA Report, 133, Norwegian Institute for Nature Research.

Bittel, J. 2021, May 4. Adorable puffins are tougher than they look. National Geographic. https://www.nationalgeographic.org/animals/article/150218-atlantic-puffin-winter-migration-mystery.

Bradshaw, R. H., Parrott, R. F., Goode, J. A., Lloyd, D. M., Rodway, R. G., & Broom, D. M. (1996). Behavioural and hormonal responses of pigs during transport: effect of mixing and duration of journey. Animal Science, 62(3), 547-554.

Breton, A.R., and Diamond, A.W. 2014. Annual survival of adult Atlantic Puffins Fratercula arctica is positively correlated with Herring Clupea harengus availability. Ibis 156(1): 35-47.

Buckley, F. G. and P.A. Buckley, 2010. Habitat selection and marine birds. Pages 69-112 in Behavior of Marine Animals Volume 4 (J. Burger, B. I. Olla and H. E. Winn, Eds). Plenum Press, New York.

Calvert, A. M., and G. J. Robertson. 2002. Using multiple abundance estimators to infer population trends in Atlantic puffins. Canadian Journal of Zoology; Ottawa 80:1014–1021.

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Name: G Number:

Please include this rubric at the end of your paper when you turn it in.

Rubric for Final Grant Proposal Project

This assignment fulfills part of the Writing Intensive Requirements for BIOL 308. You may go over the maximum word count if necessary for your specific project, but you must meet the minimum word count for the entire paper.

Points Possible:

Criteria

Points Off:

Format

(10 points)

Double-spaced, Font 12pt, Times New Roman.

Must have 1” margins throughout the entire paper.

Paper title and cover page correct, entire word count on title page (maximum 2500).

Use of correct sections with titles that all have the same format and justification.

Scientific names formatted correctly in entire paper.

Grammar and Sentence Structure

(10 points)

No personal pronouns are used in the entire paper.

Sentence structure is correct and concise. No extra words or fluff.

Paragraph structure is correct (One topic/paragraph).

Correct grammar with formal, scientific language (no slang/colloquialism).

Use of appropriate grammatical tense (usually future) and past tense when describing published papers.

Abstract

(10 points)

Highlight main points and conclusions of the entire paper.

Abstract is not alone on a page. Introduction follows on the same page with one blank line between all sections.

Introduction (10 points)

Includes general background knowledge, and topic sentences.

All in-text citations appear in the Literature Cited section.

Concluding paragraph contains the purpose and hypothesis of the paper.

Methods

(10 points)

Uses correct method for describing with the appropriate catalog numbers and company citation {Ex. (Model; Manufacturer, City, State)}.

Includes materials required for replicating the experiment. Does not include unnecessary materials (paper/pencil for recording).

Formatted in paragraph style (no lists).

Contains a description of the data analysis to be used.

Methods Diagram

(10 points)

A professional diagram that represents the entire experiment.

A correct caption is present below the figure.

Figure is comprehensive enough to demonstrate the entire experiment.

Figures in paper numbered sequentially starting from 1.

Budget and Justification

(10 points)

Includes table with a break-down of project costs.

Justification includes a short description of why expensive items are required.

A correct caption is present above the table.

Tables in paper numbered sequentially from 1.

Expected Results

(10 points)

Clear and concise description of expected results.

Includes plan for statistical analysis.

Does not contain fictitious or made-up data. Just a description of what is expected.

Does not contain figures and tables from published literature.

Discussion

(10 points)

Broadly introduces expectation of results. Mentions large-scale impacts of study.

Includes a critical analysis of the benefits of the study.

Integrates your expected results and uses outside sources.

Includes a statement/paragraph that attempts to convince the funding agency that this study is worth funding.

Literature Cited

(10 points)

Format as described in class (Ecology style)

Fifteen citations minimum; citations are all peer-reviewed journal articles.

All entries have been cited in the paper.

Hanging indent, alphabetized by first author.

Final Grade:

Failure to apply instructor edits will result in increased point deductions. Final paper should be free of all editing marks and comments.[supanova_question]