...help member firm clients make smarter, faster choices,” the author uses a variety of writing works to deliver his/her messages about Deloitte’s professionalism and clients’ benefit. I have analyzed the article into three parts: rhetorical situations, rhetorical appeals, and rhetorical strategies. By identifying elements of the rhetorical situation, I can learn how to set up the circumstances that both an author and audience effectively communicate and exchange information. I can also find out how the author uses three elements of rhetorical appeals to make his/her arguments more persuasive. I am going to discuss how to each of them plays individual roles and has influenced the audience perspectives. I will talk about exemplification and description as well and analyze how the author uses to illustrate different ideas. I would like to evaluate how each strategy effectively drives the entire message, and why the author applies it to the article. Rhetorical Situation The document I selected to analysis is titled “Cognitive computing capabilities can help member firm clients make smarter, faster choices,” which is a three-pages-length online article talking about real results of artificial intelligence applying to the accounting systems. This article was written by Deloitte Global Brand and Communications published on the Deloitte's official website in 2015. The author's purpose is to inform the readers that Deloitte is a qualified professional advisor for financial consulting...
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...but in this context we will focus on the description of species diversity. Species play essential roles in ecosystems, so local and global species losses could threaten the stability of the ecosystem services on which humans depend (McCann 2000). For example, plant species harness the energy of the sun to fix carbon through photosynthesis, and this essential biological process provides the base of the food chain for myriad animal consumers. At the ecosystem level, the total growth of all plant species is termed primary production, and — as we'll see in this article — communities composed of different numbers and combinations of plant species can have very different rates of primary production. This fundamental metric of ecosystem function has relevance for global food supply and for rates of climate change because primary production reflects the rate at which carbon dioxide (a greenhouse gas) is removed from the atmosphere. There is currently great concern about the stability of both natural and human-managed ecosystems, particularly given the myriad global changes already occurring. Stability can be defined in several ways, but the most intuitive definition of a stable system is one having low variability (i.e., little deviation from its average state) despite shifting environmental conditions. This is often termed the resistance of a system. Resilience is a somewhat different aspect of stability indicating the ability of an ecosystem to return to its original state following...
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...1. An area of land in which there is little or no human development is referred to as a A. tract development. B. reserve. C. wilderness. D. multiple land use. 2. Environmental science is an interdisciplinary area of study that deals with all of the following except A. politics. B. economics. C. ethics. D. All of these are correct. 3. An ecosystem is A. the transition zone between grassland and desert. B. a group of interactive species and their environment. C. a body of freshwater. D. the lowland area on either side of a river. 4. The major benefit of the Greater Yellowstone Ecosystem Management Plan is A. the creation of large regions of wilderness for animals such as bison and grizzly. B. the increase of cattle grazing on park land. C. the increase of mining and old-growth logging on park land. D. None of these are correct. 5. In the wilderness North much of the land A. is owned by individuals. B. has little economic value. C. is characterized by a long growing season. D. is owned by the government. 6. In which region has the original, natural ecosystem been replaced by agriculture? A. the Middle U.S. B. Northeastern Canada C. the Southwest U.S. D. the Pacific Northwest 7. Before 1993, the U.S. Forest Service sold timber-cutting rights A. only to foreign investors. B. at below cost. C. at a high profit. D. only in old-growth forests. 8. One of the major resources of the Great Lakes and...
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...Name Class Date 3.4 Cycles of Matter Lesson Objectives Describe how matter cycles among the living and nonliving parts of an ecosystem. Describe how water cycles through the biosphere. Explain why nutrients are important in living systems. Describe how the availability of nutrients affects the productivity of ecosystems. Lesson Summary Recycling in the Biosphere Matter, unlike energy, is recycled within and between ecosystems. Elements pass from one organism to another and from one part of the biosphere to another through biogeochemical cycles, which are closed loops powered by the flow of energy. The Water Cycle Water moves between the ocean, the atmosphere, and land. Evaporation is the process in which water changes from a liquid to a gas. Transpiration is the process in which water evaporates from the leaves of plants. Nutrient Cycles The chemical substances that an organism needs to survive are called nutrients. Like water, nutrients pass through organisms and the environment. Carbon Cycle: Carbon is a key ingredient of all organic compounds. Processes involved in the carbon cycle include photosynthesis and human activities such as burning. Nitrogen Cycle: Nitrogen is needed by all organisms to build proteins. Processes involved in the nitrogen cycle include nitrogen fixation and denitrification. • In nitrogen fixation, certain bacteria convert nitrogen gas into ammonia. • In denitrification, other soil bacteria convert nitrogen...
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...Axia College Material Appendix E Water Resource Challenges |Freshwater Resource Challenge |Description | |Too Much Water |Too much water can cause flooding. This can lead to | | |property damage. | |Poor Quality Water |Poor water quality can be cause by too much precipitation. | |Not enough Water |Many farmers and other people don't have enough water to | | |take care of their land and crops. | |Ocean Water Resource Challenge |Description | |Overfishing |Certain fisheries are being over fished for human | | |consumption. The decrease in population is causing damage | | |to the ecosystem. | |Coastal Development |Coastal development causes areas to become overpopulated, | | ...
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...Task: A. Create a multimedia presentation (e.g. PowerPoint, Keynote) (suggested length of 6–8 slides) that introduces and describes your chosen ecosystem, analyzes the impact of human activity on the ecosystem, and provides guidelines to help preserve your chosen ecosystem. Do the following in your presentation: 1. Describe the specific ecosystem that you have selected by doing the following: a. Identify the specific geographic location of the ecosystem. Note: You can use maps, written description of location, and latitude/longitude to provide the location of the ecosystem. b. Explain the major biotic and abiotic components of the ecosystem. 2. Discuss the impact that humans currently have on the specified ecosystem. 3. Predict the effect of future human impact on the specified ecosystem. 4. Provide guidelines regarding human activities that will aid in preserving the specified ecosystem. B. If you choose to use outside sources, include all in-text citations and references in APA format. for Reference: Map of Chernobyl retrived from http://www.greenfacts.org/en/chernobyl/figtableboxes/map-chernobyl.htm The novel emphasizes that the "dead zone" around Chernobyl is actually rich in plant- and wildlife (which have tolerance levels for radiation different than humans). In this area, wild animals such as wolves have not only flourished in the absence of human activity, but have no fear of the humans they do encounter. http://www.nrc.gov/reading-rm/doc-collections/fact-sheets/chernobyl-bg...
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...A single ecosystem holds all the food chain and this is called a food web. Every living creature in the ecosystem is a component of multiplex food chains. Every food chain is a possible pathway that nutrients, and energy could take on while they travel throughout an ecosystem. Each and every one of the overlapping, and organized food chains in the same ecosystem create a food web. "A food web is a graphical description of feeding relationships among species in an ecological community, that is, of who eats whom"( J. Duffy, 2013 ). Trophic levels consist of a group of organisms in the food webs. Also, this trophic levels are divided into three levels and this levels are decomposers, consumers, and producers. The first trophic level is known as Producers. Also, they create their food and they don't turn to other organism, and they also called autotrophs. Normally autotrophs create food using a process known as photosynthesis, and that create a nutrient known as glucose, and these consist of water , carbon dioxide, and sunlight. There are different types of autotroph but plants are the most known type. One larger plant that's known as seaweed is a autotroph. Also, tiny organisms living in the deep-sea called Phytoplankton, are also autotrophs. There are various bacteria that are autotrophs. Example, in a lively volcanoes exist bacteria and they use sulfur to put together its own food. This procedure is known as chemosynthesis. The following trophic levels consist of organism...
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...Microorganisms Lab Observation: Different types of organisms live in different ecosystems. Question (Problem): What types of microorganisms are found in pond water in a North Carolina pond? Hypothesis: If samples from a pond ecosystem are examined under a microscope, then ______________________________________________________________________ ______________________________________________________________________ Materials: (List the materials used in this experiment here.) Procedure: 1. Collect a few drops of water from the bottom of your water sample using an eye dropper. 2. Place a drop on the center of the microscope slide. 3. Cover the slide with a cover slip by lowering the cover slip at an angle over the water drop in a manner that spreads out the water drop, but does not trap air bubbles. 4. Observe the prepared slide under the microscope. 5. Use the picture ID sheet to identify the organisms observed. 6. Draw a picture in a data table of each organism observed. 7. Write the name of the organism under the picture, if the organism can be identified. 8. Describe each organism using qualitative (adjectives) and quantitative (measurements and counts) terms. 9. Repeat steps 1 to 8 until enough organisms are found. Results: (Describe what you observed. List the different types of organisms found and how many of each type of organism was found. Write a description of each organism (step 8).) Hint: A data table with a title and headings in each...
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...Microorganisms Lab Observation: Different types of organisms live in different ecosystems. Question (Problem): What types of microorganisms are found in pond water in a North Carolina pond? Hypothesis: If samples from a pond ecosystem are examined under a microscope, then ______________________________________________________________________ ______________________________________________________________________ Materials: (List the materials used in this experiment here.) Procedure: 1. Collect a few drops of water from the bottom of your water sample using an eye dropper. 2. Place a drop on the center of the microscope slide. 3. Cover the slide with a cover slip by lowering the cover slip at an angle over the water drop in a manner that spreads out the water drop, but does not trap air bubbles. 4. Observe the prepared slide under the microscope. 5. Use the picture ID sheet to identify the organisms observed. 6. Draw a picture in a data table of each organism observed. 7. Write the name of the organism under the picture, if the organism can be identified. 8. Describe each organism using qualitative (adjectives) and quantitative (measurements and counts) terms. 9. Repeat steps 1 to 8 until enough organisms are found. Results: (Describe what you observed. List the different types of organisms found and how many of each type of organism was found. Write a description of each organism (step 8).) Hint: A data table with a title and headings in each...
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...right-hand scoring columns alone; the instructor will complete those during grading. NOTE: As your answers grow longer, the next item may scroll off the page. Make certain to continue until you reach the clearly marked “End of Exam” box. REQUIRED QUESTIONS: |Content |Points |Points | | |Earned |Available | |1. |Describe the hydrologic cycle. How does the hydrologic cycle help make oceans more acidic? What | |4.0 | | |role does pH play in the health of ocean ecosystems? | | | |Your Response to Q1: | |Hydrologic cycle is a continuous cycle in which water evaporates and travels into the air and becomes part of the clouds, falls down to | |earth as precipitation and then it...
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...diminishing the use of land for its natural resources, society becomes crippled. By using the Four Steps of Risk Assessment, I will demonstrate why using nature’s resources in an environmentally friendly way will ultimately allow for the expansion of our culture. Step one of the Four Steps of Risk Assessment is Hazard Identification. This is determining whether a substance can cause adverse health reactions when exposed. Using natural resources creates little to no health effects. Step two is a Dose-response assessment. This evaluates the relationship between the amount of exposure and the severity of the health effects. Conserving natural resources in a low measure creates little to no effect, while high measures could completely destroy an ecosystem. Step three is an Exposure assessment. The length of time that an environment would be subject to conservation would more than likely be for months to years. It is difficult to develop a time frame when discussing natural resource conservation. The final step is Risk characterization. The aforementioned steps are all analyzed...
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...|[pic] |Course Syllabus | | |College of Natural Sciences | | |SCI/230 Version 7 | | |Introduction to Life Science | Copyright © 2012, 2009, 2008, 2007, 2006, 2005 by University of Phoenix. All rights reserved. Course Description This course applies a broad, conceptual understanding of biology. Students are introduced to scientific ideologies and concepts that not only shape our biological world, but also shape us as humans. Students examine the scientific method, evolution and biodiversity, the biology of cells, energy systems, the dynamics of inheritance, and the effect humans have on the environment. The text emphasizes methods and the theoretical foundations of ideas, while minimizing isolated facts. It stresses the integration of ideas, making connections that form our understanding of the living world. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies:...
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...well distributed throughout the year; precipitation ranges from 40 to 60 in per year. Mild rainforest is run of the mill in this region. The broad beach front bogs and inside bogs are overwhelmed by gum and cypress. Soils are chiefly Ultisols, and Entisols. Estuaries are home to exceptional plant and creature groups that have adjusted to salty water. Container Bay backings and holds a wide assortment of untamed life and species. Container Bay is one of three locales which makes up the Chesapeake Bay estuary. These tributaries are a critical part of the general wellbeing of the Chesapeake Bay biological system. The essential point of this trek was to examine the natural life found in the Jug Bay region and record information about it. Description of Methods/Procedure: Though out the day we went and investigated two different plots and explored the wetlands. In the two plots we went to, we had to research the wildlife to decide if the plot was a young forest, a mature forest, or a climax forest. We used a number of tools to measure out a 10 by 10, square plot, and then we proceeded to measure and count the number of trees in the plot. I specifically was in charge of using a tape measurer to measure the width of the trees in one plot, and in the other I was in charge of lining up the compass to set the edges of the plot. I learned how wetlands are home a...
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...OF CONTENTS 1. THE RATIONALE FOR SITUATION ANALYSIS IN IUCN ............................................ 5 2. THE BASIC STEPS INVOLVED IN SITUATION ANALYSIS ......................................... 6 3. GUIDING PRINCIPLES FOR GOOD PRACTICE............................................................. 7 PARTICIPATORY ........................................................................................................................... 7 OUTWARD LOOKING..................................................................................................................... 7 LEARNING FROM OTHERS ............................................................................................................. 7 USING THE FRAMEWORK OF PEOPLE AND ECOSYSTEMS ................................................................ 7 DATA BASED NOT ANECDOTAL..................................................................................................... 7 4. BASIC OR COMPREHENSIVE SITUATION ANALYSIS?.............................................. 8 5. UNDERTAKING A BASIC SITUATION ANALYSIS ........................................................ 8 STEP 1: STEP 2: STEP 3: STEP 4: STEP 5: STEP 6: STEP 7: STEP 8: DEFINE THE BOUNDARIES OF THE AREA TO BE INCLUDED IN THE ANALYSIS ............. 8 RESEARCH AND DESCRIBE THE STATE AND CONDITION OF PEOPLE...
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...area. The sites addressed are the San Nicolas degraded wetlands, Campus Point, the coastal sage scrub, Manzanita Village and the bioswales. Overall, each of the sites have finished going through extensive restoration, with techniques such as solarization and re-introduction of native species. Most of the ecosystems are now returned to their pre-disturbed state, but continued efforts are needed to preserve the locations. 1.0 Introduction: The term “ecological restoration” is generally defined as “the return of an ecosystem to a close approximation of its condition prior to disturbance” (NRC Report, 1992). Although this term is often oversimplified, it includes a complex web of cultural, social and political aspects as well as environmental aspects. Due to its complexity, and in many cases, the many competing jurisdictions involved, it is often hard to make and complete ecological restoration goals. Ecological restoration projects have different goals and objectives depending on the limitations of the projects and the targeted ecosystem. Many restoration projects aim to establish ecosystems by re-introducing native species, while others aim to create or recreate ecosystem services that benefit society such as pollution and erosion...
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