2. What fluvial landform is A?

The landform marked with A is an ox-bow lake.

Explanation:

In the image, we can see a river and another fluvial landform right next to it. The river is meandering, moving through the plain in a zig-zag manner. The landform next to it has a half-circular shape, and it seems as it has been attached to the river until recently. In fact, the landform next to the river has been a part of the river until recently, but because of moving too far away from the base it became detached.

The landform in question is an ox-bow lake. This is a lake that has a short lifespan, and it usually has a half-circular shape, being just a few meters away from the river from which it formed. Initially, the ox-bow lake was actually part of the river and its meandering, but as the erosion was moving the water further and further away from the base of the river bed, the water was moving harder and harder, so naturally, the water moves in a direction where it is easier to do so. Little by little, the river starts to move in another direction, closer to its base, and the part of the meander that went too far away gets detached, thus forming an ox-bow lake.

it has to be understood that the sea water contains a huge amount of sodium and chlorine ions and if they enter the cell of the atlantic cod fish, the cell will shrivel and the fish will die. to avoid such a condition, the fish uses active transport for the purpose of removing the ions against the gradient.

explanation:

the atlantic cod is not a maritime osmoconformer. its native application of salts is less than that of the seawater it lives in. it is continually falling water from the gills to the ocean via osmosis.

countering that, the fish is going to be swallowing seawater. but since its internal collection of salts is lower than seawater, the fish will want to go free of excess salt, and since that's going upon a gradient, then active transport, requiring energy, must be used to pump out the salt. much marine fish use the organs to filter out the salt and these fish discharge very straight urine.

picture a world where computers are building made-to-order personalized robotic arms and synthetic organs, drones are circulating above mars! due to the rapid growth of technology, the future has never been more unpredictable, and it presents a huge challenge in education: we are teaching students how to work in a future that we have never been unsure of. it is widely predicted that in eight years’ time, there will be more jobs in the fields of science, mathematics, technology and engineering than in any other discipline. and, as the technology continues to develop, it will soon become clear that addressing social problems will involve more innovative thinking, and analytical and technical knowledge than ever before. undeniably, there are no subjects that encourage innovative and creative thinking, deep thought, problem solving and independence more than the stem subjects. while it is widely commented on that there is a need to reimagine the ways stem subjects are taught in schools by embracing a more interactive and innovative approach to appeal to more students, it should come as no surprise that some of the most reputable educational organizations in the world are already implementing changes to embrace stem. harvard, for example, announced in 2014 that they were increasing their computer science faculty by over 50% and has since introduced computer science as a core subject for all freshmen. the urgency of supporting stem subjects at a young age is becoming more relevant than ever, as adopting a keen interest in the curricula needs to happen early. however, beyond the age issue is one of gender.

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