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BBA 2026 Unit III Article Review 04/14/2020
Instructions
Locate an article in the CSU Online Library that focuses on managing conflict in an organization through communication. The article must be clearly related to the course content and have the potential to contribute significant analysis and substantial engagement with the course topic.
For this assignment, you will need to accurately identify the article’s premise, significant points in support of the premise, and the significance of those points to the course and/or the field. You need to present an insightful and thorough analysis of the article with strong arguments and evidence. Your interpretation will need to be both reasonable and compelling. You will need to apply course concepts in your analysis.
As you write the review, be certain to analyze the type of conflict discussed in the article. Use the classifications discussed in the Unit III Lesson (Rahim’s functional outcomes and Rahim’s dysfunctional outcomes) in your analysis. Be certain to suggest communication techniques to manage functional conflict or, alternately, communication techniques to resolve dysfunctional conflict.
Along with the article being reviewed, you will need to reference at least two peer-reviewed sources. Use the standard five-paragraph format (introduction/body/conclusion). APA format should be used. The critical review should be a minimum of two pages in length. Content, organization, and grammar/mechanics will be evaluated.
BIO 1302 Unit III Homework 04/14/2020
Instructions
Introduction
In the Unit III Lesson, you learned about the overfishing and decline of the Atlantic Cod off the coast of Nova Scotia. Other populations of fish around the world have been affected in much the same way. This activity will help you explore which species are imperiled by current fishing practices and which are, for now, a relatively sustainable choice for the table.
Materials
For this assignment, you will need a computer with Internet access.
Part I
Click the following link: http://www.seafoodwatch.org
Under “Ocean Issues,” click “Wild Seafood.”
Read each tab (i.e., Wild Seafood Home, Overfishing, Illegal Fishing, Bycatch, Habitat Damage, and Management).
Part II
Click the following link: http://www.seafoodwatch.org/ocean-issues/aquacultu…
Read each tab under Aquaculture (i.e., Aquaculture Home, Wild Fish, Pollution & Disease, Escapes, Habitat Damage, and Management).
Part III
Click the following link: http://www.seafoodwatch.org/ocean-issues/fishing-a…
Watch the videos and/or read the captions to learn about the different ways in which seafood is harvested. For some methods, there will be a video; for others, there will just be an image and a caption.
QUESTION 21
- Consider at least three seafood items that you, members of your family, or perhaps your friends commonly eat that appear on the Seafood Watch guides. What are they? Are they “best choices”, “good alternatives”, or ones to “avoid”? Do they perhaps fall into more than one category? If so, why?
Choose the guide for your state or use the national guide: https://www.seafoodwatch.org/seafood-recommendatio…
[Note: If you, your family and friends do not eat seafood, pretend that you do and respond to the question accordingly.]
Your response should 75 words in length.
BIO 1302 Unit IV Homework
This activity can be completed in your backyard, in your office yard, a nearby park, an urban green space, or anywhere you can get a little bit of nature under your feet!
Now that you have learned about food webs and biodiversity, you will explore the environment “in your own backyard.” It may be easiest to print out this sheet and take it with you to complete the assignment. You can always record your answers on a separate piece of paper while outside and then bring them back to your computer to type in your responses afterward.
Scientists are trained to take very detailed notes when they head out into the field. This is because all of the information you can collect could be important to analyzing your data in the future. It is important to be descriptive and even use drawings if you need to make sure your data is as complete as possible.
Part I (4 points each = 28 points)
The first thing scientists record when out in the field is general data. You will practice this by filling in the information below.
Date:
Location (City, State, Country):
Time of day:
Temperature outside (estimate if you don’t have a phone with capabilities or a thermometer around):
Weather (e.g., rainy, humid, dry, cloudy, sunny, overcast):
Number of people around:
Describe the space/habitat (Is it a prairie? Does it have tall grasses, are there a lot of trees, or is it near water or a city?):
Part II (20 points)
Now, let’s do some exploring and observing. Sit down on the soil, and take a closer look. Do you see small insects? Do you notice different types of grasses, weeds, and small flowers?
Take a few minutes to identify everything you can in the area. (Set a maximum time to about 15 minutes). Record what you find in the table below, and remember to be as descriptive as possible.
In the section “Label of what you found,” identify as best you can what it is you are looking at. Is it a plant (grass, weed, tree, flower), reptile, amphibian, insect, arachnid (spider), mammal, or bird? Do you know what species it is? You can use resources to help you identify what you find. If you are in the United States, download the iNaturalist app, and you can use field guides on the app to help identify what you see. If you are at a park, at the visitor center, there may be field guide pamphlets or online pamphlets to help with identifications. You can also try finding field guides for your area online. (Type the following terms into Google: “field guide to plants, butterflies, or whatever you’re looking at in [insert the place you are]”). Be as specific as possible.
In the description column, describe what it is. How tall is it? What distinguishing features does it have? Does it have a scent? Does it have a color?
In the last column, count how many of that species you see in the area.
You are filling in the table with what you find. Your grade is based on the quality of filling in the details of the table (label, description, and how many found). You will need to include at least five species.
Label of what you found |
Description |
How many found |
Part III (2 points each = 16 points)
You will now build two food chains using what you found. You may not find all parts of the food chain as seeing top trophic levels are more rare than seeing primary producers. In that case, think about what would live in this habitat, look for signs of these animals (e.g., tracks, burrows, nests), and fill in the chart with what you think would be there.
Primary Producer |
Primary Consumer |
Secondary Consumer |
Tertiary Consumer |
|
Example |
oak tree |
inchworm |
field mouse |
hawk |
1 |
||||
2 |
Questions (36 pts)
1. In this unit, we looked at threats to biodiversity. Describe what is affecting the biodiversity in the area you are in? What natural or man-made disturbances have happened in the area? How could the biodiversity increase in the area? Your response should be 200 words in length.
BBA 2026 Unit IV Essay
Instructions
For this assignment, compare and contrast two communication techniques that can be used to improve employee trust and engagement. Feel free to use the channels or techniques discussed in “Communication Provides Foundation for Being a Best Place to Work” by Kathleen Skidmore-Williams—an article that is located in the Unit IV Required Reading section—or feel free to research your own.
Your assignment should include the components below:
- Explain why communication is essential in an organization.
- Explain the ways that effective communication improves employee trust and engagement. Focus on comparing/contrasting two types of channels or techniques (e.g., on-site meetings, employee surveys, workshops).
- Explain the types of situations where each channel or technique would be most effective. Provide examples and facts for your audience. Avoid simply offering an opinion; rely on valid, academic research.
APA format should be used. The assignment should be a minimum of three pages in length. Content, organization, and grammar/mechanics will be evaluated.