web of life

Examples of web of life in the following topics:

• Web, Network, and Ring of Life Models

  • To more accurately describe the phylogenetic relationships of life, web and ring models have been proposed as updates to tree models.
  • This model is often called the "web of life."
  • The "ring of life" is a phylogenetic model where all three domains of life evolved from a pool of primitive prokaryotes .
  • This does not mean a tree, web, or a ring will correlate completely to an accurate description of phylogenetic relationships of life.
  • Describe the web, network, and ring of life models of phylogenetic trees

• History

  • Learning, teaching, identifying educational goals, and thinking are all complicated concepts interwoven in an intricate web.
  • Bloom was arduous, diligent, and patient while seeking to demystify these concepts and untangle this web.
  • He made "the improvement of student learning" (Bloom 1971, Preface) the central focus of his life's work.
  • Discussions during the 1948 Convention of the American Psychological Association led Bloom to spearhead a group of educators who eventually undertook the ambitious task of classifying educational goals and objectives.
  • While Bloom pushed for the use of the term "taxonomy," others in the group resisted because of the unfamiliarity of the term within educational circles.

• WebQuests

  • A WebQuest is a web-based, inquiry-oriented activity through which students examine evidence about a particular topic and then respond to an issue or make a decision from a particular point of view.
  • WebQuests often address problems, but often simply attempt to promote awareness and representation by activities such as producing a variety show that captures the life behind people in the Harlem Renaissance.
  • The WebQuest site designed by Bernie Dodge includes examples of model classroom projects and training materials to aid in the design of instructional materials.
  • This design is intended to support the development of a WebQuest without restricting creativity in the appearance and content of the activity.
  • The web site provides a list of links for exploring diverse Chinese issues.

• Defining Social Media

  • However, with the introduction of Web 2.0 Internet technologies around the turn of the 21st century, social media venues such as blogs began to allow users to interact and collaborate with each other in virtual communities.
  • This more open, communal method of social media dialogue contrasted significantly with the top-down approach that characterized the early years of the web.
  • Users could then share this information, either with a select group of friends or publicly across the web.
  • Web blogs: Some of the oldest and most popular forms of social media are blogs.
  • Second Life).

• Food Chains and Food Webs

  • A food web describes the flow of energy and nutrients through an ecosystem, while a food chain is a linear path through a food web.
  • A single path of energy through a food web is called a food chain.
  • Two general types of food webs are often shown interacting within a single ecosystem.
  • A detrital food web consists of a base of organisms that feed on decaying organic matter (dead organisms), called decomposers or detritivores.
  • Distinguish between food chains and food webs as models of energy flow in ecosystems

• Strategies for Acquiring Energy

  • All living things require energy in one form or another since energy is required by most, complex, metabolic pathways (often in the form of ATP); life itself is an energy-driven process.
  • It is important to understand how organisms acquire energy and how that energy is passed from one organism to another through food webs and their constituent food chains.
  • Food webs illustrate how energy flows directionally through ecosystems, including how efficiently organisms acquire it, use it, and how much remains for use by other organisms of the food web.
  • Without these organisms, energy would not be available to other living organisms and life itself would not be possible.
  • These ecosystems are often described by grazing food webs.

• Organization of Ecosystems

  • Rarely are ecosystems isolated from one another; rather, they should be considered parts of a larger functioning whole that together comprise the biosphere ("the place on Earth's surface where life dwells").
  • All life forms in an ecosystem can be broadly grouped into one of two categories (called trophic levels):
  • As a consequence, the intricate network of intersecting and overlapping food chains for an ecosystem is more commonly represented as a food web.
  • A food web depicts a collection of heterotrophic consumers that network and cycle the flow of energy and nutrients from a productive base of self-feeding autotrophs .
  • This image shows a simplified food web model of energy and mineral nutrient movement in an ecosystem.

• Chicago/Turabian (Author–Date): How to Reference Different Types of Sources

  • In Chicago/Turabian style, there are different formats for citing sources at the end of your paper depending on the type of source.
  • The Memoirs of Sherlock Holmes. 
  • New York: Library of America, 2005.
  • Journal of Pointless Research 11, no. 2 (2001): 123–124.
  • Last modified October 7, 2015. https://www.psychologytoday.com/blog/life-bilingual/201510/bilingual-minds-bilingual-bodies.

• Chicago/Turabian (NB): How to Reference Different Types of Sources

  • The Memoirs of Sherlock Holmes. 
  • New York: Library of America, 2005.
  • "Detroit and Sarnia: Two foes on the brink of destruction."
  • Journal of Pointless Research 11, no. 2 (2001): 123–124.
  • Last modified October 7, 2015. https://www.psychologytoday.com/blog/life-bilingual/201510/bilingual-minds-bilingual-bodies.

• Project-Based Learning in Kayla's situation

  • In the planning stage, learners chose their topics for designing and delivering effective web-based instruction.
  • A web communication technologies group, for example, may decide to list the features of effective communication tools and discover potential situations to implement them.
  • They are aware of the resources available to them; they collaborate to fine-tune their ideas.
  • Such activities increase learner decision-making and initiative throughout the course of the project.
  • In the creation stage, learners built their own web-based instructions.