Have to have 5 slides for three different part of my group work f) When is intraspecific competition most intense in the prey population? (Steven) g) What are some possible effects on other species? (Steven) h) What behavioral data might be inferred from this graph? (Steven) Resources: University of Phoenix Materials: Intraspecific Competition, and Interspecific Competition Create a 12- to 15-slide Microsoft® PowerPoint® presentation that includes the following:  Explain and provide an overview of intraspecific competition and of interspecific competition. How do intraspecific competition and interspecific competition affect populations?  How do intraspecific competition and interspecific competition drive natural selection and evolution? Review the intraspecific competition data in the University of Phoenix Material: Intraspecific Competition.  How is the predator community affected by low numbers of prey? How do high numbers of predators affect the prey community? When is intraspecific competition most intense in the predator population? When is intraspecific competition most intense in the prey population? What are some possible effects on other species?  Review the interspecific competition data in the University of Phoenix Material: Interspecific Competition.  What behavioral data might be inferred from this graph? What factors might be responsible for the success of the older mothers' offspring? Propose a scenario that might explain the data recorded. How might interspecific competition affect the reproductive success of the cats of various maternal ages? Include data in the graphs to support your answers.

1.Pine trees that are too tall or too short do not do as well as pine trees that are average in height. The short trees do not get as much light as tall or average trees. The tall trees are more likely to break off in storms. Tell how this is an example of stabilizing selection. Be sure to define stabilizing selection in your answer.  2.There is a moth in England called the peppered moth. Before Britain's industrial revolution, these moths were usually salt and pepper colored. Because of their coloring, they blended in well with the tree trunks on which they tended to rest. The coloring helped them hide from the birds that ate them. During the British industrial revolution, industry expelled a lot of soot from the burning of coal into the environment. This soot darkened the tree trunks, and it was noted that black-colored moths were becoming predominant. The idea is that with soot in the environment, black-colored moths fared better than light-colored moths. There is some debate as to whether this is actually the case or not, but for the sake of this question, let's assume it is.  In your own words, explain the concepts from the four observations discussed in 12.2 using the moth as an example. In other words, how does the moth illustrate the first observation, the second observation, etc.?  3.Discuss what Darwin observed during his voyage on the Beagle. How did those observations lead to his theory about common descent with modification? Use the scientific method in your discussion. Step 1: What did he observe? Step 2: What was his hypothesis? Step 3: What prediction was made based on his hypothesis? Step 4: How can the prediction be tested using similar observations? Step 5: What was the conclusion?

Week 7: One-Way ANOVAIn Week 6, you gained an understanding of how t tests can assist with determining whether differences exist between samples. The t test has significant utility in hypothesis testing, but its inherent weakness is that it cannot compare more than two groups in one test. As a social researcher, you often have multiple samples/groups to compare. For instance, you might want to test for differences in socioeconomic status across racial identity, determine which educational intervention has the greatest potential across different treatment groups, or determine whether there are differences in disease risk factors across levels of education attainment. These are all examples where you likely have three or more groups that you want to compare. To perform this task, we call upon the one-way ANOVA.In this week, you will examine one-way ANOVA. In your examination, you will construct research questions, evaluate research design, and analyze results related to one-way ANOVA testing.Learning ObjectivesStudents will:Construct research questionsEvaluate research design through research questionsAnalyze one-way ANOVA testingAnalyze measures for one-way ANOVA testingEvaluate significance of one-way ANOVA testingAnalyze results for one-way ANOVA testingAnalyze assumptions of one-way ANOVAAnalyze implications for social changeEvaluate research related to one-way ANOVA testsLearning ResourcesRequired ReadingsFrankfort-Nachmias, C., & Leon-Guerrero, A. (2018). Social statistics for a diverse society (8th ed.). Thousand Oaks, CA: Sage Publications. Chapter 11, “Analysis of Variance” (pp. 303-324)Wagner, III, W. E. (2020). Using IBM® SPSS® statistics for research methods and social science statistics (7th ed.). Thousand Oaks, CA: Sage Publications. Chapter 10, “Analysis of Variance”Chapter 11, “Editing Output” (previously read in Week 2, 3, 4, 5. and 6)Walden University Library. (n.d.). Course Guide and Assignment Help for RSCH 8210. Retrieved from http://academicguides.waldenu.edu/rsch8210For help with this week’s research, see this Course Guide and related weekly assignment resources.Document: Walden University: Research Design Alignment TableDatasetsDocument: Data Set 2014 General Social Survey (dataset file)Use this dataset to complete this week’s Discussion.Note: You will need the SPSS software to open this dataset.Document: Data Set Afrobarometer (dataset file)Use this dataset to complete this week’s Assignment.Note: You will need the SPSS software to open this dataset.Document: High School Longitudinal Study 2009 Dataset (dataset file)Use this dataset to complete this week’s Assignment.Note: You will need the SPSS software to open this dataset.Required MediaLaureate Education (Producer). (2016h). One-way ANOVA demonstration [Video file]. Baltimore, MD: Author. Note: The approximate length of this media piece is 9 minutes.In this media program, Dr. Matt Jones demonstrates one-way ANOVA using the SPSS software. Accessible player --Downloads--Download Video w/CCDownload AudioDownload TranscriptOptional ResourcesKlingenberg, B. (2016). ANOVA: Analysis of variance. Retrieved from https://istats.shinyapps.io/ANOVA/Use the following app/weblink to enter your own data and obtain an interactive visual display.Skill Builder: Interpreting One-Way ANOVA ResultsTo access these Skill Builders, navigate back to your Blackboard Course Home page, and locate “Skill Builders” in the left navigation pane. From there, click on the relevant Skill Builder link for this week.You are encouraged to click through these and all Skill Builders to gain additional practice with these concepts. Doing so will bolster your knowledge of the concepts you’re learning this week and throughout the course.Discussion: Research Design for One-Way ANOVAWhether in a scholarly or practitioner setting, good research and data analysis should have the benefit of peer feedback. For this Discussion, you will perform an article critique on ANOVA testing. Be sure and remember that the goal is to obtain constructive feedback to improve the research and its interpretation, so please view this as an opportunity to learn from one another.To prepare for this Discussion:Review the Learning Resources and the media programs related to ANOVA testing.Search for and select a quantitative article specific to your discipline and related to ANOVA testing. Help with this task may be found in the Course guide and assignment help linked in this week’s Learning Resources. Also, you can use as guide the Research Design Alignment Table located in this week’s Learning Resources.By Day 3Write a 3- to 5-paragraphs critique of the article. In your critique, include responses to the following:Which is the research design used by the authors?Why did the authors use ANOVA test?Do you think it’s the most appropriate choice? Why or why not?Did the authors display the data?Do the results stand alone? Why or why not?Did the authors report effect size? If yes, is this meaningful?Be sure to support your Main Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.Research Design for One-Way ANOVASimilar to the previous week’s Discussion, you will critically evaluate a scholarly article related to ANOVA testing.Whether in a scholarly or practitioner setting, good research and data analysis should have the benefit of peer feedback. The practice of quantitative research not only involves statistical calculations and formulas but also involves the understanding of statistical techniques related to real world applications. You might not become a quantitative researcher nor use statistical methods in your profession, but as a consumer, citizen, and scholar-practitioner, it will be important for you to become a critical consumer of research, which will empower you to read, interpret, and evaluate the strength of claims made in scholarly material and daily news.For this Discussion, you will critically evaluate a scholarly article related to ANOVA testing.To prepare for this Discussion:Search for and select a quantitative article specific to your discipline and related to one-way ANOVA. Help with this task may be found in the Course guide and assignment help linked in this week’s Learning Resources. Also, you can use as guide the Research Design Alignment Table located in this week’s Learning Resources.By Day 3Write a 3- to 5-paragraphs critique of the article. In your critique, include responses to the following:Which is the research design used by the authors?Why did the authors use one-way ANOVA?Do you think it’s the most appropriate choice? Why or why not?Did the authors display the data?Do the results stand alone? Why or why not?Did the authors report effect size? If yes, is this meaningful?