: What major achievements came out of the summit? Do you think they are temporary or lasting? Why?

Two-single-spaced-page essay

Today (On April 27, 2018), you have just witnessed history: the remarkable day-long summit between North Korea’s leader Kim Jung Un and South Korean President Moon Jae-in. This could be a first step to bring to an end of a Cold War relic in East Asia. Please write a two-single-spaced-page essay to address the following questions.

1.Panmunjeom: They met in ‘Peace House’ at Panmunjeom. Why did they choose this place? What happened here in 1953? What countries were represented in 1953?

2.Achievements: What major achievements came out of the summit? Do you think they are temporary or lasting? Why?

3.Responses: How did the United States view this summit? How do Korea’s neighbors, typically, China, Japan and Russia, respond to the summit? Were they positive or negative?

4.Winners or losers: Could there be any winners or losers? If so, what countries / individual leaders could be a winner or a loser? Why? [In other words, who should get the credit for bringing Kim and Moon together? Trump, Xi or anybody else. Please elaborate. Which countries / leaders could be a victim of this reconciliation?]

5.Symbolism is important in political observation. What symbols have you noticed as important in this summit? Why are they important to you?

Citation and Submission Requirements:

1.To avoid plagiarism, use your own words to explain the event.

2.Cite your sources properly. At least 3 sources are required.

3.Use APA style.

.Locate and give the full page of the URL to a video that pertains to one of the topics below. It is not unlike a main discussion post. Summarize the video in detail. If the URL is not given and cannot be verified, points will not be earned.

Explain why this video is important. Tell me why this topic may be important to your future career. How can you apply this topic of anatomy to your career or your community? Give a detailed example for full points. Be specific about this; Do not only say it is important but explain why it is important.

Expectations:

•200+ words minimum.

•Thoughtful, substantial and factual information is required.

•This must be written in your own words.

•Direct quotes must be cited. Demonstrate comprehension of material

Weight Management Meal Planning

Respond to the first part using complete sentences and paragraphs. Show all math. Responses to the second part can be provided as a list.

Note: Use complete sentences, correct spelling and grammar, and well-written and organized paragraphs. You are required to cite your course resources in these discussions to show how you have applied what you have read. Grades will reflect how well you have followed these guidelines. I am eager to see each individual’s creativity in this discussion.

Part 1

· Start by calculating your BMI. Show your math. What is the classification? (Do not include commentary to debate the accuracy of the classification of this value.)

Explain the acronym BMI. What does it stand for? What does it measure? What values are associated with it? Name one advantage to using BMI. Can you see any disadvantages to using BMI? If so, what are they? Name two other methods for assessing body fat or weight status. Provide at least one advantage and one disadvantage of each method.

· Next, calculate your EER (estimated energy requirement). Use the correct equation below (male vs. female)–these formulae were copied from the Week 6, Recommended Readings, “Estimated Energy Requirements”). Show your math.

https://learn.umuc.edu/content/enforced/198579-006326-01-2172-OL4-7991/Female_EER.png?_&d2lSessionVal=eP5TDrC7BrwirdbCRHZE97EPp

https://learn.umuc.edu/content/enforced/198579-006326-01-2172-OL4-7991/Male_EER.png?_&d2lSessionVal=eP5TDrC7BrwirdbCRHZE97EPp

· If your BMI falls into the classification of overweight or obese, the Mifflin St. Jeor equation is the best choice (assuming no other clinical conditions that alter needs are present). The St. Jeor has been determined to be the most accurate estimator of energy needs in the presence of overweight or obesity. Regardless of your BMI, calculate your needs using the Mifflin St. Jeor equation (shown below) for practice. Note that there is one equation for men and one for women.

· Compare the results from the St. Jeor and EER equations (BMR = Basal Metabolic Rate).

BMR (men) = 10 × weight (kg) + 6.25 × height (cm) – 5 × age (years) + 5 BMR (women) = 10 × weight (kg) + 6.25 × height (cm) – 5 × age (years) – 161

· How many calories must be reduced in your diet to have a one-pound weight loss per week? Other than diet restrictions, what else can be done to promote weight loss?

Part 2

Here is a sample one-day menu for Mr. Iwanna Loseweight. His doctor just told him that his BMI is 30.0 and he is at risk for developing some chronic diseases. The doctor has asked Mr. Iwanna Loseweight to meet with a registered dietitian to learn more about healthy eating and how to reduce his caloric intake. Mr. Iwanna Loseweight will meet with the dietitian next week, so in the meantime:

1. Provide him with five suggestions to promote weight loss.

2. Tell him which food you would have him omit and then what you would recommend to replace it. You may also change portion sizes. Highlight (yellow only, please) or bold the item you are changing and then write next to it what changes you have made.

You are being graded on five changes. If you wish to do more than five, you may, but remember that anything extra must also be correct for the directions provided.

Breakfast

8 oz. whole milk 8 oz. orange juice 2 fried eggs 2 slices toast with 1 TBSP butter

Snack

½ peanut butter and jelly sandwich: 1 slice white bread, 1 TBSP Skippy peanut butter, 1 TBSP grape jelly

Lunch

8 oz. cream of tomato soup 1 oz. potato chips 1 sandwich: 2 oz. turkey, 1 oz. salami, 2 slices white bread, 1 TBSP mayonnaise 8 oz. grape juice

Snack

6 oz. fruited yogurt (sweetened, whole milk)

Dinner

5 oz. dark-meat chicken, fried 1 medium baked potato with 1 TBSP butter, 1 TBSP sour cream, and 1 TBSP bacon, chopped ½ cup cooked broccoli with 1 TBSP butter 8 oz. cola 4 oz. whole milk

Snack

½ cup chocolate ice cream

Lab 2 Effect of High Levels of Glucose on Cells

Lab 2 Effect of High Levels of Glucose on Cells

Materials

2, 1 cm thick slices of zucchini or other high water content vegetable

Normal Saline

Petri dish

Paper towels

Honey

Electronic scales

Weighing boats

Procedure

1. Collect the materials.

2. Place a zucchini slice on each half of the petri dish.

3. Place the weighing boat on the scale. Tare the weight.

4. Blot each zucchini slice with a paper towel.

5. Weigh each slice in a weighing boat and record the weight on the data sheet.

6. Place about ¼ tsp of honey on one of the zucchini slices.

7. Place enough normal saline to cover the second zucchini slice.

8. Observe what happens at five minute intervals for 20 minutes

9. Blot the zucchini slices to remove honey/saline.

10. Place in the weighing scale (Don’t forget to tare the weight of the weighing boat.)

11. Record the weight on the data sheet.

Condition

Zucchini with Honey

Zucchini in Normal (Isotonic) Saline

Initial Weight

7.24

7.26

Final Weight

7.78

7.04

Difference

0.54

0.22

% change*

7.45%

-3.03%

% change in weight = (current weight – initial weight) X 100

initial weight

Example: Egg Initial weight of 50g and final weight of 40g

% change in weight = (40 -50)/50 or -10/50 or -.20

-.20 X 100 to convert the decimal amount to % = -20% (minus 20% change)

View the Post-Lab Powerpoint

Graph your data (directions in the post lab Powerpoint).

Analyze your data and interpret your findings. You should refer to your book and the prelab and post lab information to help you answer these questions.

1. Describe what happened to the slice in each solution.

It ]has gotten very stiff to turgor pressure increasing .

2. How does the concept of osmosis explain your finding for both solutions?

3. Why is normal saline considered to be an isotonic solution?

4. What is the tonicity of the honey? Explain your answer.

5. Explain why a symptom of uncontrolled diabetes mellitus causes diuresis.

6. Explain why normal saline is used in IV solutions instead of pure water.

Introduction EMG Montioring Device

you need to write a full one page introduction about EMG montioring device

Background: what is Electromyography and what it measure also define a fatigue muscle, give examples of muscle disorders that can be detected by EMG.

objective of the study : create constant EMG monitoring device, for people with muscular disorders.
proleem to solve with this device: there is no device in the market to consistenly measure EMG for people with muscle disorder.

choose a different organism that you feel strongly about, but please get it approved by me first.

Animal Evolution Paper Due by Email 5/12 2pm

Charles Darwin was one of the most influential scientific figures. For this project, you will create an evolutionary history of a modern day organism. You need to find the organism’s earliest ancestor, and create a timeline of how your organism may have evolved to what it is today. You should also be able to describe certain adaptations your organism acquired and has that allowed and helped its evolution.

Select one of the following organisms:

ElephantBirds

HorseShark

TigerRhinoceros

WhaleGiraffe

CrocodileMan

Dog

Bear

OR you may choose a different organism that you feel strongly about, but please get it approved by me first.

For this paper, you need to use reputable sources (try and stay away from .com websites), and at least three different sources that give you information about your animal. PLEASE CITE THROUGHOUT YOUR PAPER. I will take off several points for improper citations and no works cited/bibliography page.

Format: 4 pages long, double spaced, with a work cited page (5th page). Please use Times New Roman size 12 font, and 1 inch margins on all four sides of the paper. I WILL NOT ACCEPT ANY PAPERS THAT ARE SHORTER THAN FOUR PAGES LONG. This is 10% of your grade and you need to work hard on it- I will not be grading it as easily as the last paper.

Your paper should address the following content (10 points, 10%):

•The earliest ancestor of your organism and the intermediate forms that led to the modern day animal (2 points)

•Compare and contrast modern and intermediate species adaptations (2 points)

•Compare and contrast the environmental conditions that influenced your organisms evolution (i.e. any ice ages etc., 2 points)

•List modern relatives and their adaptations (2 points) i.e. wolves are a modern relative of the dog

•Give a direct timeline of the evolution of your organism’s evolution (2 points) – this can either be a picture that shows all the different organisms your modern day organism evolved from (with dates) or you may write out the timeline in words

a poem or short essay describing how you may interact

a poem or short essay describing how you may interact (intentionally or unintentionally) with insects. This assignment is open ended and there are up to 5 pts to be earned. To earn full credit, (1) you must describe at least two ways in which you have come into contact with insects–they could be specific experiences (such as hiking in the Chiricahua Mountains and having an Arizona Sister Butterfly land on your nose) or more general (such as walking across campus and watching the hummingbirds catch gnats and flies out of the air) [2pts], (2) the topic must be about insects (not spiders or millipedes, etc) [1 pt], and (3) you can earn up to 2 pts for creativity.

HOW DOES NATURAL SELECTION AFFECT ALLELIC FREQUENCIES?

Please note that there is a virtual lab’s site on the PPT and that you may do as extra credit You may turn in four tables with the data collected for all four environments and one starting allele frequency.

You must also answer the six questions you would find in the journal of the activity.

You may turn the results and the questions the date of the exam.

the results should include the data the starting and final allele frequencies, initial and final genotypic and phenotypic frequencies. (initial means before you start the experiment and final means the information obtained after five generations)

PPT:

HOW DOES NATURAL SELECTION AFFECT ALLELIC FREQUENCIES? 5 pt. – extra credit homework, due the day of the EXAM. You have to do the virtual lab using all four environments and two different allele frequencies. Your work must be typed and the results, use also tables correctly labeled. (tables, hypothesis, discussion, etc)

http://www.mhhe.com/biosci/genbio/virtual_labs/BL_12/BL_12.html

This is my assignment due tomorrow.

What do you think are the positive implications of biotechnology?

Please write a 300-350 word essay addressing the following questions. This essay should relate the video to Chapter 13 lecture material. The video is found here: http://ed.ted.com/lessons/how-to-make-a-baby-in-a-lab-nassim-assefi-and-brian-a-levine. Be creative and demonstrate critical thinking skills.

1. What do you think are the positive implications of biotechnology? Provide 2 examples and describe what you mean.

2. What do you think are the negative implications of biotechnology? Provide 2 examples and describe what you mean.

*Note: Of the 4 examples you provide, in vitro fertilization can only be used once.

Points will quickly be deducted for:

1. plagiarism- TurnItIn will be used to determine your originality.

Plagiarism results when you copy direct information and use it as your own. If you use different sources, you need to cite them in your essay and include a reference list at the end of your paper. If you plan to use sources, summarize the main concepts in your own words and include the citation.

2. overuse of quotations (no more than 50 words per essay)

3. not meeting the minimum word count

4. failure to use spellcheck

5. lateness

Primate Communication

http://www.nature.com/scitable/knowledge/library/primate-communication-67560503

Primate Communication

By: Klaus Zuberbuhler (School of Psychology, University of St Andrews and Cognitive Science Centre,

University of Neuchatel) © 2012 Nature Education

Citation: Zuberbuhler, K. (2012) Primate Communication. Nature Education Knowledge 3(10):83

Why Do Primates Communicate?

Like other animals, primates communicate to satisfy their biological and social needs, such as

avoiding predators, interacting with other group members, or maintaining cohesion during travel.

To this end, they use a range of different signals, many of which have directly evolved as

ritualised abbreviations of more basic behavioural or physiological processes. For example,

chimpanzees sometimes react with pilo-erection (bristling of hair) during conflicts, which makes

them appear bigger and more dangerous and conveys their willingness to escalate (van Hooff

1973). Communication signals have thus evolved partly to be psychologically effective on

receivers (Guilford & Dawkins 1991).

Is Primate Communication More Complex Compared

to Other Groups of Animals?

Most primates live in groups in which members know each other individually and maintain

multifaceted social relations; factors which are thought to favour the evolution of advanced

communication skills (McComb & Semple 2005). However, other animals with complex social

behaviour, such as dolphins, also show sophisticated communication skills, suggesting that

complex communication is not limited to primates (Janik 2009).

Do Primates ‘Cry Wolf’?

Monkeys sometimes produce terrestrial predator alarms when competing over food, even though

no predator is around. As a result, other group members run to safety, which then gives the caller

a foraging advantage (Wheeler 2009). In general, however, primates rarely produce such

dishonest signals, or ‘cry wolf’. Why is dishonest signalling not more common? One solution has

been given by Zahavi’s (1975) ‘handicap principle’, which states that receivers will only attend to

signals that are difficult to fake by low-quality or poorly motivated individuals. It has also been

argued that, in primates, individuals know and need each other and thus gain little from

deception (Silk et al. 2000). Moreover, primates can learn to ignore unreliable signallers (Cheney

& Seyfarth 1988), suggesting that ‘reputation’ acts as a further safeguard against dishonest

signalling. Honest signalling prevails because of sceptical receivers.

Channels of Primate Communication

Primate communication takes place in all major modalities. Olfaction is one of the least

researched modalities, partly because it is difficult to measure and manipulate olfactory cues,

especially in the wild. Nevertheless, probably all primates secrete scents that influence others.

An interesting human example is women apparently influencing each other’s ovulation through

odourless cues (Stern & McClintock 1998). Another remarkable example is the ‘stink fights’ of

male ring-tailed lemurs. During conflicts, males rub their tails across their wrist and chest glands

before waving them at each other (Jolly 1966). Generally, olfactory cues play important roles in

stating claims over resources and displaying individual characteristics, such as reproductive state,

social rank, immuno-compatibility, and other genetic traits (Wedekind et al. 1995). One

difficulty with research on olfactory communication is that it is often unclear whether scent-

bearing substances are actively and strategically released into the environment, or whether they

are mere by-products of general metabolic processes. Active scent marking and self-anointment

(applying scent-bearing substances onto a substrate or body) are notable exceptions, but in many

cases it is unclear whether olfactory cues qualify as proper communication signals.

Figure 1: Gestural communication.

Gestural communication in the Sonso chimpanzee community of Budongo Forest,

Uganda. The young infant ‘Cathy’ reaches out to the older infant ‘Zak’, who interprets

and accepts this gesture as a play invitation. ‘Zak’ responds with a ‘play-face’ and both

begin to wrestle. Primate gestures have been defined as ‘discrete, mechanically

ineffective physical movements of the body observed during periods of intentional

communication’ (Hobaiter & Byrne 2011).

© 2012 Nature Education Courtesy of C. Hobaiter. All rights reserved.

http://www.nature.com/scitable
In the visual domain, primates use a range of facial displays and body part movements as

communication signals, sometimes combined with tactile components. Gorilla chest beating and

Rhesus monkeys bared-teeth displays are examples of how different species express social rank

with visual signals. Current research has focused much on gestures, which are interesting

because of their partly flexible, partly species-specific use in a variety of social contexts.

Gestures have been studied mainly in great apes, where considerable variation between

individuals and groups has been found. Whether some of this variation is socially learned and

thus potentially ‘cultural’ is still an unresolved question. A more established finding is that,

during gesturing, apes take into account each other’s attention and deploy their signals

accordingly (Call & Tomasello 2007; Figure 1). Interestingly, however, there is almost no

evidence that primate gestures, or combinations thereof, carry symbolic meaning by referring to

external entities (Cartmill & Byrne 2010). Instead, they appear to function primarily to facilitate

ongoing social interactions, to bond with others, or to persuade others to behave in a desired way.

For many primates, vocalizations are the main channel of communication. Vocal repertoires tend

to be species-specific, indicating that they develop under strong genetic control. Humans also

possess a specific repertoire of such context-specific calls but, in addition, they also possess

extensive control over vocal production, an ability that develops early and is crucial for the

acquisition of speech. Such high degrees of vocal control is not seen in other primates and one

interesting hypothesis is that it is the product of relatively recent genetic changes during human

evolution (Enard et al. 2002). If this is correct then our hominid ancestors must have relied on a

primate-like communication system.

In sum, primates communicate using all major modalities. Olfactory communication is poorly

researched but is probably widespread, mostly inflexible and contextually confined to basic

biological functions. Within the visual modality, gestures are somewhat of an exception because

of their flexibility and socially targeted use. Finally, vocal communication is based on species-

specific repertoires, with some flexibility in use but little in structure.

The Origins of Syntax and Meaning

What are the evolutionary origins of syntax? A persistent claim has been that human languages

are the product of a genetically endowed, universal grammatical deep structure that — amongst

other things — enables children to acquire language without much help (Chomsky 2005).

Although extremely influential, it has been impossible to find convincing empirical support for

this idea, for example by identifying grammatical features that are shared amongst all the world’s

languages (Evans & Levinson 2009). Nevertheless, humans possess the capacity for syntactic

communication, so what are the biological roots of this ability? At a basic level, various primates

produce utterances that consist of combinations of calls that can be meaningful to others. For

example, male putty-nosed monkeys produce series of two basic loud calls to external threats,

such as eagles and leopards. In addition, males sometimes combine the two calls into a unique

sequence, which conveys its own meaning (‘move away’), regardless of the nature of the external

disturbance (Arnold & Zuberbühler 2006; Figure 2). Similarly, adult male Campbell’s monkeys

produce different loud call types, which they combine into structurally unique context-specific

sequences (Ouattara et al. 2009). Meaning at the sequence level has also been found in ape

vocalisations, including gibbons and more recently bonobos (Clay & Zuberbühler 2011),

suggesting that syntactically organised sequences are widespread in primate communication. In

contrast to human language, there is no evidence that primates use such call combinations in a

generative and creative way to ‘make infinite use of finite means’ (von Humboldt 1836).

Figure 2: Putty-nosed monkeys combine two call types.

Putty-nosed monkeys combine two call types (‘pyows’ and ‘hacks’) into meaningful

sequences. Females travelled further after hearing playbacks of ‘pyow-hack’

combinations of their own male (both real and synthetically composed) compared to his

‘pyow’ series (indicating a disturbance on the ground) or ‘hack’ series (indicating the

presence of a crowned eagle).

© 2012 Nature Education Data from Arnold & Zuberbühler (2008). All rights reserved.

Another feature of human communication is that speech acts can be symbolic by referring to

both mental entities and events in the outside world. Furthermore, humans make ample use of

indexical and iconic signals, such as pointing or pantomiming, and from an early age, infants

understand that symbolic and indexical signals complement each other in their capacity to refer

to external objects (Gliga & Csibra 2009). Although laboratory research has shown that great

apes can learn a considerable number of arbitrary symbols and follow indexical signals, there is

little evidence that they use such acquired skills in creative ways or when communicating with

each other (e.g., Savage-Rumbaugh et al. 1986).

http://www.nature.com/scitable
Figure 3: Diana monkeys understand the predator-alarm calls of other monkeys.

Diana monkeys understand the predator-alarm calls of other monkeys, (within and across

species) and perceive them as representations of the corresponding predator class. Top

panel: baseline – eagle alarm calls by female Diana monkeys given in response to

playback of eagle shrieks; intermediate panel: test condition – eagle alarm calls given by

female Diana monkeys in response to a male’s eagle alarm calls followed by eagle

shrieks; bottom panel: control condition – leopard alarm calls given by female Diana

monkeys in response a male’s leopard alarm calls followed by eagle shrieks. Females

only ceased to respond to probe stimuli if they were primed with a semantically

corresponding stimulus (baseline and test conditions).

© 2012 Nature Education Data from Zuberbühler et al. (1999). All rights reserved.

http://www.nature.com/scitable
In sum, although primates sometimes combine different call types into complex utterances that

are meaningful to others, it is still unclear how this behaviour is related to syntax in human

language. One key difference appears to be that human languages, and their grammars, are

socially learned, while there is no such evidence for primate call sequences. The difference

between human and primate communication is less obvious in the domain of call comprehension.

Both human and non-human primates extract meaning by relating arbitrary sound structures to

real-world events and their mental representations.

Do Primates Actively Inform Each Other?

Another contentious issue in the evolution of language debate is whether primates communicate

to actively inform each other. Humans tend to interpret communicative acts as an underlying

intention to be informative (Grice 1969). Thus, meaning does not solely emerge from the speech

signal, but also from the ‘common ground’ shared by the interlocutors. There is currently no

good evidence that primate communication operates this way, although some key abilities seem

to be present. For example, primates can predict the impact of their signals on others (e.g.,

Hopkins et al. 2007). Similarly, both apes and monkeys have demonstrated considerable

audience awareness that suggest that they have some understanding of the effects of their calls

and gestures (e.g., Wich & de Vries 2006, Laporte & Zuberbühler 2010, Genty et al. 2009;

Crockford et al. 2012; Figure 4).

Humans, however, go a step further, with signallers and receivers communicating in relation to

their shared intentions (Tomasello 2008). As a consequence, human communication is bi-

directional, conversational, and based on conventions as to how intentions are to be

communicated. A particularly interesting example is pointing, which emerges early and

universally during human development, with no direct equivalent in primate communication.

Although the pointing gesture has no independent meaning, it is very effective in triggering

shared attention between signallers and receivers in relation to an external referent. Apes also

produce gestures to request objects, but there is no good evidence that they point for others

solely to be informative. The degree to which primates perceive and share each other’s intentions,

and to communicate as part of this cooperative experience, is the object of much ongoing

research. Results are likely to delineate more clearly the relationship between primate

communication and human language. As such they will provide progress towards one of the

most interesting questions in science. What part of our biology is uniquely human and what is

part of our primate heritage?

Figure 4: Female chimpanzees produce copulation calls during sexual interactions

with males.

Call rates are affected by the social rank of the male partner and the composition of the

nearby audience. Both mating with low-ranking males and the presence of large female

audiences tend to inhibit copulation calls in different females.

© 2012 Nature Education Data from Townsend et al. (2008). All rights reserved.

http://www.nature.com/scitable
References and Recommended Reading

Arnold, K. & Zuberbühler, K. Language evolution: Semantic combinations in primate calls.

Nature 441, 303 (2006).

———— Meaningful call combinations in a non-human primate. Current Biology 18, R202-

R203 (2008).

Call, J. & Tomasello, M. eds. The Gestural Communication of Apes and Monkeys. Mahwah, NJ

and London, UK: Lawrence Erlbaum Associates, 2007.

Cartmill, E. A. & Byrne, R. W. Semantics of primate gestures: Intentional meanings of

orangutan gestures. Animal Cognition 13, 793-804 (2010).

Cheney, D. L. & Seyfarth, R. M. Assessment of meaning and the detection of unreliable signals

by vervet monkeys. Animal Behaviour 36, 477-486 (1988).

Chomsky, N. Three factors in language design. Linguistic Inquiry 36, 1-22 (2005).

Clay, Z. & Zuberbühler, K. Bonobos extract meaning from call sequences. PLoS ONE 6, e18786

(2010).

Crockford, C. et al.. Wild chimpanzees inform ignorant group members of danger. Current

Biology 22, 142-146 (2012).

Enard, W. et al. Molecular evolution of FOXP2, a gene involved in speech and language. Nature

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Evans, N. & Levinson, S. C. The myth of language universals: Language diversity and its

importance for cognitive science. Behavioral and Brain Sciences 32, 429-448 (2009).

Genty, E. et al. Gestural communication of the gorilla (Gorilla gorilla): Repertoire, intentionality

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Gliga, T. & Csibra, G. One-year-old infants appreciate the referential nature of deictic gestures

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Stern, K. & McClintock, M. K. Regulation of ovulation by human pheromones. Nature 392, 177-

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Tomasello, M. Origins of Human Communication. Cambridge, MA: MIT Press, 2008.

Townsend, S. W., Deschner, T. & Zuberbühler, K. Female chimpanzees use copulation calls

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van Hooff, J. “A structural analysis of the social behavior of a semi-captive group of

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von Humboldt, K. W. Über die Verschiedenheit des menschlichen Sprachbaues und ihren

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Wedekind, C. et al. MHC-dependent mate preferences in humans. Proceedings of the Royal

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Wheeler, B. C. Monkeys crying wolf? Tufted capuchin monkeys use anti-predator calls to usurp

resources from conspecifics. Proceedings of the Royal Society B: Biological Sciences 276, 3013-

3018 (2009).

Wich, S. A. & de Vries, H. Male monkeys remember which group members have given alarm

calls. Proceedings of the Royal Society B: Biological Sciences 273, 735-740 (2006).

Zahavi, A. Mate selection: A selection for a handicap. Journal of Theoretical Biology 53, 205-

214 (1975).

Zuberbühler, K., Cheney, D. L. & Seyfarth, R. M. Conceptual semantics in a nonhuman primate.

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