Low frequency sounds stress

Low frequency sounds stress

The following describes the Low frequency sounds stress news article that will be used to answer the assignment below:

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Low frequency sounds stress certain species of crustaceans, worms and mussels: with potentially important consequences for marine ecosystems:

Invertebrates such as crustaceans, mussels and worms are ecosystem engineers. They continually modify the sediments in which they live by digging, feeding, aerating and fertilizing with their excrement. These activities are essential to nutrient cycling in the ocean, allowing more carbon to be stored from dead organic matter on the seabed and recycling of nutrients.

Rising temperatures, ocean acidification and pollutants are placing organisms in marine ecosystems under increasing stress. In recent decades, noise caused by human activities has also increasingly contributed to the problem, affecting the behavior, foraging or conversation of marine animals. The sounds of blasting and resource extraction roar across the oceans along with the loud hum of freighters and pleasure boats. A research team from the Alfred Wegener Institute, Helmholtz Center for Polar and Maritime Research (AWI) in Bremerhaven has just shown in a study published in the journal Environmental Air pollution that these sounds stress not only marine mammals, but also invertebrates. “We studied how seafloor crustaceans, mussels, and worms respond to low-frequency noise and how often and how intensely they are able to transform and break down sediment during noise exposure,” says Sheng. V. Wang of the AWI Department of Biosciences. Low frequency noise is sound whose frequencies are between 10 and 500 hertz and in water these sounds can be transmitted over several kilometres.

Despite the steady increase in air pollution caused by human activities, little is known about how noise affects seafloor invertebrates . To help fill this research gap, AWI scientists studied in the lab how Baltic amphipods, earthworms and clams are affected by sound waves with frequencies between 100 and 200 hertz using so-called “noise eggs”. “After six days, we could clearly see that all three species reacted to noise, even though they belong to very different groups of animals that do not have hearing organs,” says ecologist Dr Jan Beermann. ‘AWI. For example, amphipods buried themselves much less and less deeply in the sediments. No clear response was seen for the arenas, but they seemed to behave more inconsistently. Potential strain responses have been noted for Baltic clams that need to be further investigated. The researchers emphasize, however, the urgent need for field research, as experimental setups in laboratory conditions do not encompass the full complexity of mother nature.

This additional noise Anthropogenic could prevent seabed invertebrates from cultivating and restructuring sediments, potentially affecting important functions of marine ecosystems, from nutrient supply to food availability for those higher up in the ocean. food web, such as fish. “Things could get even ‘noisier’ on the seabed due to human activities,” says Beermann. “We are just beginning to understand exactly how noise processes work here. However, understanding this is crucial for the long lasting use of our oceans,” which is why the team plans to continue research in this area. Experiments at other AWI internet sites such as Heligoland and Sylt are also to provide more detailed results as part of a project in collaboration with European partner research institutes. The international platform JPI Oceans finances the project.”

Low frequency sounds stress news

Assignment Description on Low frequency sounds stress

Briefly describe 3 of the 7 perspectives you learned about this week (1-2 sentences each): Ecosystems, functionalist, conflict, rational/social exchange, social constructionist, diversity, and strengths perspectives. (MLO #1)

2. Select two of the seven friends described in Figure 1.2 at the end of Chapter 1. Briefly explain (2-3 sentences) which of the 7 perspectives guides their views of the community. (MLO #1 & #2)

3. How is our economic system being impacted by the coronavirus? How might it be impacted even further if it continues to spread in the U.S. You can use examples as a way to support your response. (MLO #3)

4. Discuss how the US political and economic system deters and promotes individual and community well-being, with particular emphasis on the differential impact on vulnerable populations. (MLO #4)

5. The following issues and trends in the political system were discussed in this week’s reading. Find, share, and briefly describe (3-5 sentences) a recent news article or video that relates to one of these political issues. (MLO #2)

Increasing divisiveness
Political influence
Voters and voter turnout
Voter suppression
Demographics of officeholders
6. We all begin with certain unexamined assumptions and perspectives. Similar to how the 7 friends in the reading had different perspectives about the town, we have different perspectives. Share your reaction one of the statements below. Do you agree or not agree with it? If you have evidence to support your position, please share it, but it’s not required for this prompt. There is no “right” or “wrong” answer. This is to help us understand there are a variety of different perspectives. (MLO #1)

People should stay home as much as possible in our area to prevent the spread of the coronavirus.
People should continue to shop and eat at restaurants as much as it’s safe to do so in our area during the coronavirus to help lessen the impact on businesses.
People are basically good.
An individual’s behavior is determined by internal or external forces beyond his or her control.
In general, people with problems bring them on themselves by making poor choices.
People are naturally competitive.
People are naturally cooperative.

Modern Day Case Study: Students can opt to respond to this case study or to one peer.

The coronavirus is having an impact around the word. It is starting to effect North Carolina and the Charlotte region. Select one or more of the systems below. Discuss how the system(s) is being effected or may be effected including the potential impact on families. You can discuss the impact in Charlotte, the state, the country, or the world. I’m hoping you will be able to see how systems are interconnected and how what goes on in the larger social environment does impact families. Next week you will begin reading more about our social systems.

Systems: Low frequency sounds stress

Political system
Economic system (you can expand on your response to the earlier prompt)
Health care system
Educational system
Criminal justice system
Religious institutions
Media and communications
EXAMPLES/IDEAS: You don’t have to address all of these or even any of these. There are just ideas to help get you thinking about this topic. Regarding the educational system, if K-12 schools close in our area, how will that impact students who rely on free breakfasts and lunches? How will that impact parents with younger children who may still be going physically to their jobs and not have supervision readily available? How is UNC Charlotte already being effected? As another example, how might the health care system be effected? Right now testing is not readily available in our area. What is the impact of that? Regarding the economic impact, consider cancellations related to events and travel. Consider the economic impact to educational institutions, social service agencies, and corporations. How might workers be effected if this virus continues to spread? Are there any sectors that might be impacted more than others? What might be the impact to vulnerable groups like the prison population and also older adults?

Please respond to all of the prompts that follow. R

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