Post on Prokaryotes in Society

This is not an opinion assignment; therefore information presented about Prokaryotes in Society must be supported by reliable academic/scientific resources (facts supported by research). [Not citing a specific reliable academic/scientific resource is an automatic 10 point deduction].

Writing a full paragraph (a 150-words minimum) for your initial blog post discussing a specific species of prokaryotic organism and the role it has within society.

· Be sure to describe what the prokaryotic species is.

· Where is it found?

· How does it interact with humans and/or other species (i.e. harmful, beneficial or mutualistic relationship) ?

· What role does it play in the ecosystem?

Also required within the initial blog post is sharing the website (specific URL) and what you have learned from this resource and/or have found particularly helpful when reviewing the website.

Do not copy and paste directly from the website. This blog should be written in your own words.

Topic

There are close to 750 congenital anomalies identified with an ICD-9 code. A non-comprehensive list can be found here: Congenital Anomalies (Links to an external site.). Each person in your group will pick a different anomaly and explore the structure of the body that is affected, the chromosome, and gene to share with the rest of the group.  What type of mutation to the gene causes this anomaly?  Is there more than one type of known mutation? If so, be sure to include them.  Also, include the symptoms and treatment options for an infant born with this anomaly.  What is the prognosis in most cases?

Be sure you include links to your references and around 250 words!!

Week 5: Data Collection

Data collection is at the center of research because the facts gathered will contribute new information as well as answer the research question. For this discussion, please respond to each of the following topics.

• Restate your PICOT question.
• Explain your specific research approach (qualitative or quantitative) and how it has the potential to answer your research question.
• Discuss you data collection method, addressing strengths and identifying one potential weakness.
• Identify the actions you are proposing that will help ensure that quality data may be produced by your EBP project.

Collect a variety of seed tags. Take photos of the seed tags.

Identify what the seed tags are showing.

Summarize which information and tags are most helpful and why. Include what information would be helpful to have but is not included. Discuss what you can learn from a tag and what would be helpful.

Please Attach similarity proof for both discussions should ne less than 20% similarity

Discussion 1

Initial posts should be 150 words or more. Responses to at least two classmates’ posts need to be at least 75 words.

Practice for the Unit 2 Assignment

Search for some survey tools, etc.

Respond to the following discussion question:

Go to the website given below and read the article about the Stages of Change Model.

http://www.addictioninfo.org/articles/11/1/Stages-of-Change-Model/Page1.html

After you have read the article, discuss how this model has relevance to the need for identifying key factors of an organization’s performance. You should support your statement, your original post and your responses to others.

Discussion 2

Loss of Chance

Please review the Discussion Board grading rubric in the course Syllabus.

In 200 words or more, create an initial post that fully

addresses the following. Later this week, be sure to respond to at least two classmates

during this unit in 100 words or more.

In chapter 5, of your textbook discusses “loss of a chance.” Read this section and discuss whether a practitioner who negligently fails to make an early diagnosis is liable, even though the likelihood is that the doctor could not ultimately prevent the death of the patient. In addition, focus on the reasoning of the court that disallowing such cases to go before a jury could lead to a blanket release of liability for physicians in such cases. Do you agree? As a health administrator is this the type of policy that would benefit the facility? If so, how would it benefit the facility? Lastly, consider yourself the patient in such a scenario. How would such rules impact patient care?

Respond to at two posts from your classmates.

Your responses should be a minimum of 150- 200 words.

Response to DS

Turner syndrome is a chromosomal anomaly that is correlated to a missing X chromosome or structurally-altered X chromosome in females. About 50% of affected individuals have monosomy X, meaning they only have one copy of the X chromosome instead of the normal amount of 2 X chromosomes. Turner syndrome can also result from a partially missing or rearranged X chromosome rather than the complete absence of an X chromosome. Nondisjunction (incorrect separation) occurring during cell division can result in an abnormal number of chromosomes. Mosaicism does occur with Turner syndrome, meaning affected individuals have chromosomal changes in some not all of their cells. Mosaicism leads to high phenotypic variability amongst affected individuals. The most common clinical presentation of an individual with Turner syndrome includes short stature and infertility. Scientists have suggested that affected individuals stature and skeletal abnormalities result from the loss of one copy the SHOX gene. The prevalence of Turner syndrome is approximately 1 in 2,500 newborn females. The prevalence is much higher amongst pregnancies that do not carry to term, resulting in miscarriages or stillbirths. There is no cure for Turner syndrome, however treatment for affected individuals is symptom-specific. Growth hormone therapy can help to regulate height. Most affected females undergo sex hormone replacement therapy in order to normalize development marked by puberty. Early intervention is important for children with Turner syndrome to maximize growth potential and minimize severe symptoms.

https://ghr.nlm.nih.gov/condition/turner-syndrome#diagnosis (Links to an external site.)

https://rarediseases.org/rare-diseases/turner-syndrome/

Response to LZ

The anomaly that I chose to study was Cleft lip/ Cleft palate which is when the oral area contains an opening in the upper lip that may extend into the nose. The opening may be on one side, both sides, or in the middle.  A cleft palate occurs when the roof of the mouth contains an opening into the nose. If the cleft does not affect the palate structure of the mouth, and only is visible on the lip it is referred to as only a cleft lip. Genetic factors contributing to cleft lip and cleft palate formation have been identified for some syndromic cases. Clefts typically run in families, but in some cases there does not seem to be any one with it beforehand. A number of genes are involved including the transmembrane protein 1 and GAD1, some studies found an association between mutations in the HYAL 1 gene as well. Infants born with this suffer from feeding problems and speech problems as they get older. Cleft lip and palate is very treatable; however, the kind of treatment depends on the type and severity of the cleft and how much the parents want to risk with their child. After birth they try to do surgery within the first 2–3 months to close the cleft lip. It is not a very risky surgery. Most children with surgery or not are able to function in all other aspects properly, just depending on what route is taken at birth will their symptoms progress into getting better or worse later on in adolescence.

 

reference

“Cleft Lip and Cleft Palate.” Wikipedia, Wikimedia Foundation, 7 Aug. 2019, en.wikipedia.org/wiki/Cleft_lip_and_cleft_palate#Cleft_palate.

https://en.wikipedia.org/wiki/Cleft_lip_and_cleft_palate#Cleft_palate

Lab 1 Introduction to Science BIO101

Student Name: Click here to enter text. Access Code (located on the lid of your lab kit):

Exercise 1: Data Interpretation

Dissolved oxygen is oxygen that is trapped in a fluid, such as water. Since many living organism requires oxygen to survive, it is a necessary component of water systems such as streams, lakes and rivers in order to support aquatic life. The dissolved oxygen is measured in units of ppm (parts per million). Examine the data in Table 4 showing the amount of dissolved oxygen present and the number of fish observed in the body of water the sample was taken from; finally, answer the questions below.

Table 4: Water Quality vs. Fish Population Dissolved Oxygen (ppm) 0 2 4 6 8 10 12 14 16 18 Number of Fish Observed 0 1 3 10 12 13 15 10 12 13

Post-Lab Questions

1. What patterns do you observe based on the information in Table 4?

At first as the amount of oxygen increases, does the amount of fish.

2. Develop a hypothesis relating to the amount of dissolved oxygen measured in the water sample and the number of fish observed in the body of water.

Is more oxygen is added to a body of water.

3. What would your experimental approach be to test this hypothesis?

I think have more than ne bodies of water and in the same amount of oxygen and more than one amount of oxygen to the same that is there.

4. What would be the independent and dependent variables?

The dependent varibles is something to can to tell about.and the independent is something easy to say it.

5. What would be your control?

My control be I will mke sure that I have the same water .same temperature and oxygen.

6. What type of graph would be appropriate for this data set? Why?

The type of graph would be appropriate for this data is line.

7. Graph the data from Table 4: Water Quality vs. Fish Population (found at the beginning of this exercise).

Insert graph here:

8. Interpret the data from the graph made in Question 7.

The bar show that the oxygen in increased

Exercise 2: Testable Observations

Determine which of the following observations are testable. For those that are testable, answer the following:

Determine if the observation is qualitative or quantitative. Write a hypothesis and null hypothesis. What would be your experimental approach? What are the dependent and independent variables? What are your controls – both positive and negative?

Observations

1. A plant grows three inches faster per day when placed on a window sill than it does when placed on a on a coffee table in the middle of the living room.

Testable?- Hypothesis- Null Hypothesis- Experimental Approach- Dependent Variable- Independent Variable- Control(s)-

2. The teller at the bank with brown hair and brown eyes is taller than the other tellers.

Testable?- Hypothesis- Null Hypothesis- Experimental Approach- Dependent Variable- Independent Variable- Control(s)-

3. When Sally eats healthy foods and exercises regularly, her blood pressure is 10 points lower than when she does not exercise and eats fatty foods.

Testable?- Hypothesis- Null Hypothesis- Experimental Approach- Dependent Variable- Independent Variable- Control(s)-

4. The Italian restaurant across the street closes at 9 pm, but the one two blocks away closes at 10 pm.

Testable?- Hypothesis- Null Hypothesis- Experimental Approach- Dependent Variable- Independent Variable- Control(s)-

5. For the past two days, the clouds have come out at 3 pm, and it has started raining at 3:15 pm.

Testable?- Hypothesis- Null Hypothesis- Experimental Approach- Dependent Variable- Independent Variable- Control(s)-

6. George did not sleep at all the night following the start of daylight savings.

Testable?- Hypothesis- Null Hypothesis- Experimental Approach- Dependent Variable- Independent Variable- Control(s)-

Exercise 3: Unit Conversions

For each of the following, convert each value into the designated units.

1. 46,756,790 mg = kg

2. 5.6 hours = seconds

3. 13.5 cm = inches

4. 47 °C = °F

Exercise 4: Accuracy and Precision

For the following, determine whether the information is accurate, precise, both or neither.

1. During gym class, four students decided to see if they could beat the norm of 45 sit-ups in a minute. The first student did 64 sit-ups, the second did 69, the third did 65, and the fourth did 67.

2. The average score for the 5th grade math test is 89.5. The top 5th graders took the test and scored 89, 93, 91 and 87.

3. Yesterday the temperature was 89 °F, tomorrow it’s supposed to be 88 °F and the next day it’s supposed to be 90 °F, even though the average for September is only 75 °F degrees!

4. Four friends decided to go out and play horseshoes. They took a picture of their results shown below:

5. A local grocery store was holding a contest to see who could most closely guess the number of pennies that they had inside a large jar. The first six people guessed the numbers 735, 209, 390, 300, 1005 and 689. The grocery clerk said the jar actually contains 568 pennies.

Exercise 5: Significant Digits and Scientific Notation

Part 1: Determine the number of significant digits in each number and write out the specific significant digits.

1. 405000

Number of significant digits- Specific significant digits-

2. 0.0098

Number of significant digits- Specific significant digits-

3. 39.999999

Number of significant digits- Specific significant digits-

4. 13.00

Number of significant digits- Specific significant digits-

5. 80,000,089

Number of significant digits- Specific significant digits-

6. 55,430.00

Number of significant digits- Specific significant digits-

7. 0.000033

Number of significant digits- Specific significant digits-

8. 620.03080

Number of significant digits- Specific significant digits-

Part 2: Write the numbers below in scientific notation, incorporating what you know about significant digits.

1. 70,000,000,000 –

2. 0.000000048 –

3. 67,890,000 –

4. 70,500 –

5. 450,900,800 –

6. 0.009045 –

7. 0.023 –

Exercise 6: Percentage Error

In the questions below, determine the percentage error.

1. A dad holds five coins in his hand. He tells his son that if he can guess the amount of money he is holding within 5% error he can have the money. The son guesses that he is holding 81 cents. The dad opens his hand and displays 90 cents. Did the son guess close enough to receive the money from his father?

Click here to enter text.

2. A science teacher tells her class that their final project requires the students to measure a specific variable and determine the velocity of a car with no more than 2.5% error. Jennifer and Johnny work hard and decide the velocity of the car is 34.87 m/s. The teacher informs them that the actual velocity is 34.15 m/s. Will Jennifer and Johnny pass their final project?

3. A locomotive train is on its way from Chicago, IL to Madison, WI. The trip is said to last 3.15 hours. When the train arrives in Madison the conductor notices it actually took them 3.26 hours. The train company prides itself on always having its trains to the station within a 3% error of the expected time. Will the train company live up to its reputation on this trip?

4. A coach tells his little league players that hitting a 0.275 batting average, within 7% percentage error, means that they had a really great season. Seven year old Tommy ended the season hitting a 0.258 batting average. According to his coach, did he have a great season?

Exercise 7: Experimental Variables

Determine the variables tested in the each of the following experiments. If applicable, determine and identify any positive or negative controls.

1. A study is being done to test the effects of habitat space on the size of fish populations. Different sized aquariums are set up with six goldfish in each one. Over a period of six months, the fish are fed the same type and amount of food. The aquariums are equally maintained and cleaned throughout the experiment. The temperature of the water is kept constant. At the end of the experiment the number of surviving fish are surveyed.

A. Independent Variable: Click here to enter text.

B. Dependent Variable:

C. Controlled Variables/Constants:

D. Experimental Controls/Control Groups:

2. To determine if the type of agar affects bacterial growth, a scientist cultures E. coli on four different types of agar. Five petri dishes are set up to collect results:

. One with nutrient agar and E. coli

. One with mannitol-salt agar and E. coli

. One with MacConkey agar and E. coli

. One with LB agar and E. coli

. One with nutrient agar but NO E. coli

All of the petri dishes received the same volume of agar, and were the same shape and size. During the experiment, the temperature at which the petri dishes were stored, and at the air quality remained the same. After one week the amount of bacterial growth was measured.

A. Independent Variable:

B. Dependent Variable: Click here to enter text.

C. Controlled Variables/Constants:

D. Experimental Controls/Control Groups:

Bipolar disorder and schizophrenia are two relatively common behavioral disorders.  Compare and contrast these disorders.  What do we know about the genetics of these complex traits?  What are their concordance values? Have any specific genes been linked to either disorder? Discuss these in terms of the information in your textbook and through additional information found in primary and/or reputable secondary sources.  A minimum of 1 source is required in addition to the textbook.  Be sure you cite your source.

This short paper must be a minimum of 1.5 pages in length and a maximum of 3 pages in length.  It should be typed with 1 inch margins or less, 12 point font, with 1.5 line spacing.  Please upload only .doc or .docx files.

Blog Post on an Organ System

Now that you have had a chance to study the organ systems of the body, choose one system and research it further. Find a credible and reliable, scientific website that augments what you have already learned about that particular organ system. No duplicate websites are permitted.

Share the website with the class by writing a full paragraph summary (150 words minimum) of what you have learned or have found particularly helpful when reviewing the website. Do not copy and paste directly from the website. This blog should be written in your own words.

For each of the following questions, offer a complete answer that is 100% in your own wording. If you need to utilize other sources to sufficiently answer the question, you have my permission to do so. However, you must offer an informal citation for the extra source, and again, ensure that you paraphrase in your own words. (1-5 sentences for each question)

Quiz #1: Under the Microscope and Holding it Together

1. Describe the mechanism of a negative feedback loop – what are its parts, how do they work together, and what is to be achieved?

2. Consider the structure of the epidermis and the cell types we discussed. How do these characteristics contribute to its role of being protective to our bodies?

3. Describe what osteoblasts and osteoclasts are, and how they function in the skeletal system? What is the significance of their opposing roles?

Quiz #2: On the Move and Sensitive Types

1. Take the steps of muscle contraction that we went over and expand on them similarly to how I did in class. How exactly do they connect to one another? You will need to utilize external sources for this question!

2. Imagine that you stepped on a nail. Describe to me how that sensory information gets to the brain, and how a motor response is possible.

3. Imagine that you have a severe head cold – your nose and sinuses are very congested with mucus, and your mouth is dry from needing to breathe through it! Why is it, based on what you learned of the mechanisms necessary for taste and smell, that nothing you eat tastes good? Hint: what needs to happen to these stimuli to get to the receptors?

Quiz #3: Heart of the Matter and In and Out 

1. Imagine you are a red blood cell. You are just finishing your journey through the vena cava and are about to enter the heart. Tell me what path you would take through the heart to get to the lungs – what would happen in the lungs – and then how you would continue to get to the body! You may do this in a paragraph, draw a diagram, or use the arrows that I typically use.

2. Imagine your favorite food. Tell me what molecules (protein, carb, lipid) you believe are in that food, and then describe where and how each part of your food would be broken down in your digestive tract.

Quiz #4: Fit and Healthy and Chemical Balance 

1. Imagine that you are a menacing bacterium who made it through the first line of defense; the skin. Now, you are up against the mechanisms of the second and third lines of defense. Please share one element from each of these lines of defense and how it tried to stop you on your path through the body of your victim!

2. Choose one of the hormones that we discussed in class, one that really interests you, and do a little bit of extra research on it using other sources.

Discussion 1 200 words

Please attached similarity proof with completed work

Forecasting

Forecasting is an essential tool used by health care administrators to develop objectives and project plans.

After completing your assigned reading, address the following:

· Find a hospital website that has a mission statement.

· Post the name, location, and website link of the facility.

· Based on the textbook information, develop two objectives for the facility.

· Explain why these objectives are essential to the success of the facility.

Discussion 2 200 words

Managed Care Organizations

Please review the Discussion Board grading rubric in the course Syllabus.

In 200 words or more, create an initial post that fully

addresses the following.

In this unit, you have learned about the liability of MCOs (managed care organizations) such as HMOs (health maintenance organizations) and PPOs (preferred provider organizations). Thinking about the information in Chapter 6, where does the liability lie for the managed care organization when the MCO personnel make decisions about insurance coverage for hospital stays?

Please do not limit your analysis to length of stay, but consider other scenarios associated with MCO decision making such as approval or denial of medically necessary treatment (or limitations of treatment) as well, and share your scenarios with the class. Defend your response thoroughly and include the potential liability implications. Lastly, discuss the options, if any, MCO or PPO plan members have when denied coverage for medically necessary care.

BIO-

Respond to the 5 post below. (100 WORDS for each response)

Do not have to have a title page.

Due Saturday August 17, 2019

Response 1: Todor P.

I have learned a great deal from the article Biomechanical analyses of the performance of Paralympians: from foundation to elite level.  I have never been around Paralympic sports, so this text was very educational for me.  I learned about the great deal of detail that biomechanist can go into to support a Paralympic athlete and the challenges that may come with it.  Curran & Frossard, (2012) suggest that “biomechanical analyses are critical to coaches and athletes because they provide comprehensive description and eventually, explanation of the performance.”  These principles are applicable to Paralympians just like able-bodied athletes.  The information obtained from biomechanical analyses is essential to guide the decisions that coaches need to make on day to day basis. I like how the article explains the quantitative and qualitative analysis.  The deeper I got into the article the more I realized that the principles of training and coaching Paralympic athletes are just the same as abled-bodied athletes.  However, according to (Curran & Frossard, 2012) “biomechanical analysis of the performance is far more critical to Paralympians on two accounts

Response 2: Adam J

While reading the assigned article for this week, I began thinking about the sports I enjoy participating in and how participation can be limited for those with a disability.  First, I began considering sports like disc golf that are played on a variety of playing surfaces that include drastically changing landscape over long distances.  For someone who is confined to a wheelchair, the necessary motions for completing a throw of substantial distance can be difficult.  For these athletes, equipment such as the “Folf Club” can eliminate this challenge by extending the throwing “arm”.  By extending the lever in this manner, a disabled person can enjoy the ability of throwing further while requiring less strength and mobility (Yakos, 2013).  Through the use of these types of equipment, disabled athletes can better compete in sports like disc golf.  Having found a way to overcome this limitation, the next obstacle is designing courses that are more easily accessible for those with disabilities as describe above.  By creating better paths and considering possible limitations and exclusions created in the course design, we can better address ways to enable disabled athletes to continue to participate in the future.

Response 3: Scott W

The first part of the article that jumped out at me, was right at the beginning of the article. “Paralympic sports are designed for individuals with amputation, spinal cord injury as well as visual impairment, cerebral palsy, learning disabilities and other forms of impairments.” I will admit that I have not thought about individuals with a visual impairment and learning disabilities can be a part of Paralympic sports. I typically think of individuals who have a missing limb or are in a wheel chair as a Paralympic athlete. I’m glad that I have this information and have become informed for future conversations. The part about playing with a visual impairment really stuck out to me because I have definitely gone to running events and have witnessed individuals with a sign that have said “Visually Impaired Runner.” I was rummaging around the internet and found an article about individuals who are visually impaired and play ping pong. The name of the game is called “show-down.” So, what is showdown? “Showdown is a fast-moving sport originally designed for people with a visual impairment, but you don´t have to be blind to play! Sometimes it is mistakenly referred to as table tennis for the blind because it is a table game.

Response 4: Delania A

After reading the article, “Biomechanical analyses of the performance of Paralympians: from foundation to elite level, I was exposed to a much greater understanding of paralympian athletes”. The first thing that caught my eye was when the question was asked, “How can biomechanics and performance analysis aid in reducing the perceived risk of injury in paralympians”? Using biomechanical analysis will allow you to see the potential reduction in intrinsic and extrinsic risk factors that are injury related factors that affect loads being applied to the body (Curran & Frossard, 2012). It is very important that paralympians are cautious of their body techniques as well as movement technique as that can cause further injury to them. Biomechanics aids in the assessments of range of movement, this can determine whether their technique promotes excessive joint constrains that are acceptable and sustainable limits of the athlete’s physiological abilities (Curran & Frossard, 2012). Another things that caught my interest was the new emerging technologies in the field of biomechanical analyses of sports performance for athletes with a disability.

Response 5: Timothy K

I found this article to be very interesting because I had never heard the overall thoughts of someone involved with Paralympians. The first half of the article was a little confusing for me to read because it almost did not seem like it was directed specifically towards Paralympians. Some of the early questions, such as how new technology can impact evidence-based training analyses and the various approaches for athletes of different levels, seemed more generalized to all athletes to me and could have been answered in this way. For example, newer technology which allows the collection of data during practice is seen in all sports with all types of athletes. Technology is ultimately used to predict and improve performance in athletes and its uses are not discriminant towards able or disabled athletes.

Submit with similarity proof, please.

Unit outcomes addressed in this Assignment:

· Distinguish Respondeat Superior from Independent Contractor Status

· Discuss the Doctrine of Apparent Agency

· Discuss the liability of managed care organizations

Course outcomes assessed/addressed in this Assignment:

HA525-1: Illustrate the legal principles and laws that affect professional and administrative decisions found in health care services.

HA525-3: Evaluate inherent limitations to the delivery of health care due to legal mandates.

HA525-5: Evaluate how the law of contract and malpractice mold health care delivery.

Instructions

In Unit 3, you are to submit a paper based on the this article: Ruling may up risk for ‘apparent authority.’ (2009). Healthcare Risk Management, 31(4), 43–44.

The article is about the Doctrine of Apparent Authority (or Apparent Agency, DAA), which is also discussed in Chapter 6 of your textbook.

After reading the article, compose a paper including, but not limited to, the following:

· Discuss apparent authority, generally.

· Include an understanding of risk management.

· Discuss the relationship between physician and hospital (or other authority/agency).

· What conclusions would you as a health administrator make about the relationship between physician and agency?

· How can health administrators help the relationship be productive for both parties?

Requirements

Your submission must be written in a scholarly, well-flowing piece that reflects Master’s level work.

Include a title page, a reference page, and 12 pt. Times New Roman font.

Your paper should be a minimum of 3 pages in length, not including the title page and references.

All formatting and references should follow APA format. You may include additional references beyond those provided within the Assignment.

(1.5-3 pages, Times New Roman 12-point font size, Double-Spaced).

Complete the Influence Tactics Assessment – CLICK HERE . This self-assessment is designed to help you understand different forms of influence when working with others (coworkers, bosses, peers, subordinates etc), as well as estimate your preference for each influence tactic in this context.  Complete this assessment three different times: one with your immediate boss in mind; the other with a coworker/peer in mind, and lastly with someone who reports to you/direct report in mind.

CLICK HERE for an Excel version of the Influence Tactics Assessment.

1.      Which influence tactics do you use most often with your immediate boss, coworker, and direct report? Why do you tend to rely on these particular tactics? (tactics with highest scores for each of the three colleagues)

2.      Which influence tactics do you tend to use less often? Why? (tactics with lowest scores for each of the three colleagues)

3.      Comment on the effectiveness of the influence tactics you use with each of the three colleagues.

4.      Which influence tactics do you feel you need to work on?

Provide an original response to the question below from the reading.  Your response should be:

• A minimum of 250 words
• Create your response in word or some other text editor so you can check spelling and grammar.
• Be in your own words! Even if you are using information from the text, you should rephrase it so that it is not a copy paste.  I would rather you put things in your own words than be exact – this is intended for you to evaluate the topic and gain experience with talking about biological concepts!
• Include terminology from the text (without copying it directly)
• Link of the book:  https://openstax.org/details/books/concepts-biology

In section 2.3: Biological Molecules of the Concepts of Biology text, we learn about the four categories of macromolecules that form biological organisms.  Address the following points in your response for this reading assessment:

• In viewing the molecular structure of these four different types of macromolecules, highlight some similarities and differences in the elements and associated chemical bonds that make up each substance (section 2.1 is about bonds).
• As you will find in later sections, chemical bonds store potential energy (which is kind of like energy in a battery that isn’t being used – the energy is in there, its just not being used for anything yet).  When you break those bonds, you release energy that can be used to do various types of things.  The purpose of carbohydrates and some lipids (fats) is to provide short term and long term energy to the body.  Take a look at the molecular structure of these molecules – why do you think some molecules are designed for short term energy storage while others are useful for long term energy storage?

Find an article in the Digger Magazine (from the last 5 years) that is of interest to you and share a short review of the article.  How can this information be applied to nursery, greenhouse, or Christmas tree growers in your region?

Go to the Oregon Association of Nurserymen web site to find an article in their Digger Magazine:

Digger Magazine – Current Issue http://www.diggermagazine.com/ (Links to an external site.)

Digger Magazine – Archive Issues http://www.oan.org/displaycommon.cfm?an=1&subarticlenbr=18

Beverly Luke

The article “Digging in to edibles” by Tracy Miller (2019, May) covers the growing demand for edible ornamentals among urban and suburban landscapes and the growing trend of incorporating edibles into more traditional ornamental gardens. This trend has come about with the increased interest in homesteading among younger generations and the rising awareness about sustainable food production along with the benefits of home-grown, organic produce.

Many popular edible plants like tomatoes, peppers and garlic are now commonly planted ornamentally along with kale, lettuce varieties and various mustard greens that are not only nutritious but add an aesthetic value to the garden or landscape space. One aspect of using edibles is the availability and versatility of berry shrubs such as blueberry, serviceberry, cranberry, honeyberry and raspberry which grow freely in my region and can be great landscape plants with multiple benefits. Local nurseries and growers would likely benefit from including more edible ornamentals in their stock, especially hedges and shrubs that can also function as privacy hedgerows and decorative placements.

 

Miller, T. (2019, May 24). Digging in to edibles. In Digger. Retrieved from http://www.diggermagazine.com/digging-in-to-edibles/

Give your reply here

Jordan Sloan

One of the articles I decided to read was written by Jon Bell and it’s called “Growing at The Right Pace”. This article is all about sizing your nursery or other plant related business to meet the markets needs. Currently the nursery market is doing really well and plant sales are the highest that they have been since 2007. This means that many greenhouse producers are trying to increase production, but the qualified labor force is limited so growers are having a hard time finding the workers they need to expand. This limited labor supply though is keeping sales relatively stable and prices high. The article then goes into a little detail on how growers can take advantage of this strong market by using unique branding, increasing incentive for new employees, releasing new variety, and creating long term growth plans.

The information in this article is really useful for the Oregon nursery industry. Growers that are thinking about expanding need to consider how they will attract employees, and change their operation in order to make them more efficient, and maximize profits. This means automatizing their operation more, creating incentive programs for employees, and growing the most desirable crops and varieties.

http://www.diggermagazine.com/growing-at-the-right-pace

Give your reply here

Which of the topics in this module did you find most relevant to your everyday life?  Explain how the topic relates to your life and why it important to you

Provide an original response to the question below from the reading.  Your response should be:

• A minimum of 250 words
• Create your response in word or some other text editor so you can check spelling and grammar.
• Be in your own words! Even if you are using information from the text, you should rephrase it so that it is not a copy paste.  I would rather you put things in your own words than be exact – this is intended for you to evaluate the topic and gain experience with talking about biological concepts!
• Include terminology from the text (without copying it directly)
• Link of the book:  https://openstax.org/details/books/concepts-biology

In section 2.3: Biological Molecules of the Concepts of Biology text, we learn about the four categories of macromolecules that form biological organisms.  Address the following points in your response for this reading assessment:

• In viewing the molecular structure of these four different types of macromolecules, highlight some similarities and differences in the elements and associated chemical bonds that make up each substance (section 2.1 is about bonds).
• As you will find in later sections, chemical bonds store potential energy (which is kind of like energy in a battery that isn’t being used – the energy is in there, its just not being used for anything yet).  When you break those bonds, you release energy that can be used to do various types of things.  The purpose of carbohydrates and some lipids (fats) is to provide short term and long term energy to the body.  Take a look at the molecular structure of these molecules – why do you think some molecules are designed for short term energy storage while others are useful for long term energy storage?

Unit 1 Journal:  Compose a essay style journal for any of the following ideas from Unit 1.  Completed journals should be 3 full pages, typewritten, double spaced, size 12 font in Arial or Times New Roman.  Submit to dropbox folder on D2L in Assignment area under ‘Assessment’ tab.

Credit = 15 points

Topic 1:  Developmental Theories (Ch. 1)

NOTE: INTEXT CITATION AND REFERENCES

1.  Discuss the theory/theories that most closely align with your own experience of development.  How does the theory/theories help you understand your own development?  Provide specific and illustrative examples.
2. How/Why does this theory (theories) of development reflect or represent your own development?  (explain, give  specific examples)
3. Which theory/theories do you find more challenging to apply or understand?  Why?  Explain.

Topic 2:  Genes and the Environment

1. Based on the material and activities from Ch. 2 – discuss how you see yourself fitting into the nature v. nurture debate in terms of your own development.  Provide examples that illustrate your response.
2. Do you lean more toward biological explanations (genetic) or more towards environmental influences (experience, learning, environment)?  Which of your characteristics, behavior, or traits do you see reflected in this debate?  Give some examples and explain your response.
3. If you see yourself as a combination of both ideas – describe and explain how you see both influences at work in your own development.

Topic 3:  Temperament and Attachment

1. Based on the results of the Temperament Assessment (given in class), and reflect on your temperament style within the Thomas & Chess Model (in the text).  How do you see yourself fitting into this model?  Explain your response.
2. Consider yourself in the context of Mary Ainsworth’s attachment model.  How would you base your attachment style based on the model as presented in the text.  Complete the Adult Attachment Interview (AAI) through the link provided on D2L.  Share your reflections of the results – do the results reflect what you currently know of yourself and how you function in intimate relationships?  Why or why not?  Explain.
3. How do you see both your temperament and attachment style interacting together to influence how you respond to people and the environment in different contexts (e.g., home, work, school), or generally (in most settings)?

Writing and Pronunciation – Including QEP Enhanced Assignment

—Urology and Obstetrics & Gynecology Departments

By the due date assigned you will write 2 reports referring to the departments of

 Urology (Genitourinary System) and Obstetrics and Gynecology (Female Reproductive System). For the UrologyDepartment, you write a 2 paragraph report and use that for the script of your Oral Report. For the FemaleReproductive System, there are 2 audio clips containing spoken medical terms. See Instructions below for the special directions for this section only.

In order to earn the maximum credit for the written report you need to incorporate at least 10 medical terms for each department, using them in a manner that demonstrates your knowledge of their meaning.

• Include the major or most common diseases or conditions seen in each department.
• Include at least three of the principal procedures that are relevant to each department.
• Highlight pertinent laboratory and radiological diagnostic services relevant to each department.
• Limit your analysis of each department to two paragraphs.
• Special Addition of QEP Assignment for Spoken Medical Terminology.
• In addition, we have something for you auditory learners who prefer to listen for understanding. (This week only!) This only applies to the Female Reproductive Body System.
• Instructions: click on the audio clips to hear a Healthcare Professional describing 2 patients admitted to your fictitious hospital. One is a patient with a gynecological problem, and one is a patient with an obstetric problem. There are many medical terms used. You are to identify at least 20 (10 from each patient) medical terms, and list them with correct spelling, and a definition in your own words (to verify understanding! Copying a definition can bypass the brain altogether!)  Put your list in an MS Word doc. File and place that into the Submissions Area. (This might push down your other assignments already submitted, but the files are still safely in there and retrievable by your Instructor.)

Don’t forget your references!

Obstetric Patient Audio

Gynecology Patient Audio

Assignment # 1: Primary Research Synopsis

Complete a library or Internet search of a publication of interest using a Primary Research

Journal. *Be sure to use Primary Research Journals on Sexology etc, assignments completed

using secondary or tertiary references will receive partial or no credit. You may choose any

topic to research, but it MUST be a topic that is somehow related to Human Sexuality.

To find a primary research article on electronic journal of human sexuality…..

• Go to ejhs.org

• Select one of the Journal Volumes with Table of Contents

• Browse through articles and select an article of interest to you.

• *Make sure that your article has a Methods section

Other Primary research journals which may be useful include

– AIDS Education and Prevention

– Archives of Sexual Behavior

– Family Planning Perspectives

– Journal of Homosexuality

– Journal of Sex Education and Therapy

– Journal of Sex Research

– Journal of the History of Sexuality

Journal of Sex and Marital Therapy

– Sexuality and Disability

– The Electronic Journal of Human Sexuality

– The Society for the Scientific Study of Sexuality (SSSS)

Once you’ve selected a primary research article from topic of human sexuality from a

primary research journal…

• Carefully read and analyze a PRIMARY research journal article.

• In ~1 page, summarize the research

• In ~2 pages, critically evaluate the article for

– Biological accuracy

– Prejudices

– Biases

– Assumptions

– Judgments

• Why was the research done?

• Who did the research? What area of research did they investigate?

• What was the significance of the research?

• What type of research method was used?

– Clinical Research: Case Study

– Survey

– Direct Observation

– Experimental

• Are there any biases in the study?

• Who were the subjects of the study and how were they chosen? Was it a representative

sample?

• How many subjects were involved?

• What conclusions were made? Were they reasonable?

• Were there any limitations?

• What areas could be improved in future experiments?

Include the 1st page of your article to the end of your paper.

Example of Journal Citation.

Iverson, Nathan and Steven Johnson. 2009. Vasectomy associated with testosterone levels.

Journal of Sexology 187: 225-239.

Biology and Technology in the Real World

This assignment addresses course outcomes 1-4:

· recognize and explain how the scientific method is used to solve problems

· make observations and discriminate between scientific and pseudoscientific explanations

· weigh evidence and make decisions based on strengths and limitations of scientific knowledge and the scientific method

· use knowledge of biological principles, the scientific method, and appropriate technologies to ask relevant questions, develop hypotheses, design and conduct experiments, interpret results, and draw conclusions

1. Select one of the topics listed below.

2. Find at least three reliable information sources related to your chosen topic.

3. Write a paper with title page, introduction, several paragraphs addressing the questions, conclusion and references. You must write in your own words and paraphrase information from the selected information sources, addressing each of the questions for your chosen topic. Your paper should consist of less than 10% direct quotes. Your paper should be 750-1500 words, excluding references and title page. Use APA format.

Topics 

c) Clustered Regularly Interspaced Short Palindromic Repeats (CRISPR) has been the most recent breakthrough discovery in bioengineering that enables scientists to edit DNA. Because you have studied biology in this course, you have volunteered at your niece’s Middle School Science Club to monitor a student debate about CRISPR. The students will be watching the following video before the discussion:https://www.com/watch?time_continue=252&v=2pp17E4E-O8and you need to be prepared in case there are any questions. Please research and write an answer to each of the following questions: What is “CRISPR”? What role does Cas9 play in the CRISPR process? How does the CRISPR-Cas9 system snip and replace any DNA sequence? What are the potential benefits and drawbacks of gene editing? Include specific examples. Do you believe that the inherent risks of modifying animal DNA is worth the rewards? Explain. Do you believe that it is ethical to genetically engineer humans and/or animals? Explain.

Intro Bio

Week 1 Assignment

Start by reading and following these instructions:

1. Quickly skim the questions or assignment below and the assignment rubric to help you focus.

2. Read the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.

3. Consider the discussion and the any insights you gained from it.

4. Create your Assignment submission and be sure to cite your sources, use APA style as required, check your spelling.

5.  Use a separate double-spaced page for each prompt below (about 250 words per page).

Assignment:

· What are the three parts of the cell theory?

· Describe the nucleus and the function of each of its components, including the nuclear envelope, chromatin, chromosomes, DNA, and the nucleolus.

· What are the functions of mitochondria and chloroplasts? Why do scientists believe that these organelles arose from prokaryotic cells?

· What is the function of ribosomes? Where in the cell are they found? Are the limited to eukaryotic cells?

· Describe the structure and function of the endoplasmic reticulum and the Golgi Apparatus and how they work together.

· How are lysosomes formed? What is their function?

WEEK 2 Assignment

Start by reading and following these instructions:

1. Quickly skim the questions or assignment below and the assignment rubric to help you focus.

2. Read the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.

3. Consider the discussion and the any insights you gained from it.

4. Create your Assignment submission and be sure to cite your sources, use APA style as required, check your spelling.

5.  LENGTH: approximately 1500 words

Assignment:

· Explain why organisms do not violate the second law of thermodynamics. What is the ultimate energy source for most forms of life on Earth?

· Describe a chloroplast and then explain how chloroplast structure is related to its function.

· Outline the two major stages of glycolysis. How many ATP molecules (overall) are generated per glucose molecule during glycolysis? Where in the cell does glycolysis occur?

· Write the overall equation for photosynthesis and explain it.

Week 3 Assignment

Start by reading and following these instructions:

1. Quickly skim the questions or assignment below and the assignment rubric to help you focus.

2. Read the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.

3. Consider the discussion and the any insights you gained from it.

4. Create your Assignment submission and be sure to cite your sources, use APA style as required, check your spelling.

5.  LENGTH: approximately 1500 words

Assignment:

· What is the process by which Prokaryotic cells divide called?

· What are the four phases of Mitosis?

· Define Mitosis and cytokinesis. What changes in cell structure would result if cytokinesis doe not occur after mitosis?

· Describe and compare the process of cytokinesis in animal cells and plant cells.

· How is the cell cycle controlled? Why must the progression of cells through the cell cycle be regulated?

· Compare and contrast mitosis and meiosis.

WEEK 4 Assignment

Start by reading and following these instructions:

1. Quickly skim the questions or assignment below and the assignment rubric to help you focus.

2. Read the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.

3. Consider the discussion and the any insights you gained from it.

4. Create your Assignment submission and be sure to cite your sources, use APA style as required, check your spelling.

5.  LENGTH: approximately 1500 words

Assignment:

· Compare and Contrast the terms “allele” and “gene.”

· Define the following terms: gene, allele, dominant, recessive, true-breeding, homozygous, cross-fertilization, self-fertilization

· What is sex linkage? In mammals, which sex would be most likely to show recessive sex-linked traits?

· What is the difference between phenotype and a genotype? Does knowledge of an organism’s phenotype always allow you to determine the genotype? What type of experiment would you perform to determine the genotype of a phenotypically dominant individual?

· Complete the following genetic problem using the Punnet Square Method. Create a chart for each of the listed combinations.

· In the edible pea, tall (T) is dominant to short (t), and green pods (G) are dominant to yellow (g). List the types of gametes and offspring that would be produced in the following crosses:

· TtGg x TtGg

· TtGg x TTGG

· TtGg x Ttgg

Week 5 Assignment

Start by reading and following these instructions:

1. Quickly skim the questions or assignment below and the assignment rubric to help you focus.

2. Read the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.

3. Consider the discussion and the any insights you gained from it.

4. Create your Assignment submission and be sure to cite your sources, use APA style as required, check your spelling.

5.  LENGTH: approximately 1500 words

Assignment:

· Name the four types of nitrogen-containing bases found in DNA

· Which bases are complementary to one another? How are they held together in the double helix of DNA?

· Describe the structure of DNA. Where are the bases, sugars, and phosphates in the structure?

· Describe the process of DNA replication.

· How do mutations occur? Describe the principal types of mutations.

· Re-read “Scientific Inquiry: The discovery of the Double Helix” on page 208. As you learned in this reading, scientists in different laboratories often compete with one another to make new discoveries. Do you think this competition helps promote scientific discoveries? Sometimes researchers in different laboratories collaborate with one another. What advantages does collaboration offer over competition? What factors might provide barriers to collaboration and lead to competition?

WEEK 6 Assignment

Start by reading and following these instructions:

1. Quickly skim the questions or assignment below and the assignment rubric to help you focus.

2. Read the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.

3. Consider the discussion and the any insights you gained from it.

4. Create your Assignment submission and be sure to cite your sources, use APA style as required, check your spelling.

5.  LENGTH: approximately 1500 words

Assignment:

· Both the theory of evolution by natural selection and the theory of special creation (which states that all species were simultaneously created by God) have had an impact pm evolutionary thought. Discuss why one is considered to be a scientific theory and the other is not.

· What is natural selection?

· How do biochemistry and molecular genetics contribute to the evidence that evolution occurred?

· What is a gene pool? How would you determine the allele frequencies in a gene pool?

· Describe three ways in which natural selection can affect a population over time.

· What is sexual selection? How is sexual selection similar to and different from other forms of natural selection?

WEEK 7 Assignment

Start by reading and following these instructions:

1. Quickly skim the questions or assignment below and the assignment rubric to help you focus.

2. Read the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.

3. Consider the discussion and the any insights you gained from it.

4. Create your Assignment submission and be sure to cite your sources, use APA style as required, check your spelling.

5.  LENGTH: approximately 1500 words

Assignment:

· Define the following terms: species, speciation, allopatric speciation, and sympatric speciation. Explain how allopatric and sympatric speciation might work and give a hypothetical example of each.

· What are the two major types of reproductive isolating mechanisms? Give examples of each type and describe how they work.

· Explain the endosymbiotic hypothesis for the origin of chloroplasts and mitochondria.

· Name two advantages of multicellularity for plans and two for animals.

· Outline the major adaptations that emerged during the evolution of vertebrates, from fish to amphibians to reptiles to birds to mammals. Explain how these adaptations increased the fitness of the various groups for life on land.

· Outline the evolution of humans from early primates. Include in your discussion such features as binocular vision, grasping hands, bipedal locomotion, tool making, and brain expansion.

WEEK 8 Assignment

Start by reading and following these instructions:

1. Quickly skim the questions or assignment below and the assignment rubric to help you focus.

2. Read the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.

3. Consider the discussion and the any insights you gained from it.

4. Create your Assignment submission and be sure to cite your sources, use APA style as required, check your spelling.

5.  LENGTH: approximately 1500 words

Assignment:

· What makes the flow of energy through ecosystems fundamentally different from the flow of nutrients?

· How do food chains and food webs differ? Which is the more accurate representation of actual feeding relationships in ecosystems?

· What are the four major requirements for life? Which two are most often limiting in terrestrial ecosystems? In ocean systems?

· Distinguish between oligotrophic and eutrophic lakes.

· Distinguish between the photic and aphotic zones.

· In which terrestrial biome is your home located? Discuss similarities and differences between your location and the general description of that biome in the text. In the city or town where your home is located, how has human domination modified community interactions?

Discussion 1 (1/2 page single space)  The article can be found online

 

Article: “Strips of Hope: Accuracy of Home Pregnancy Tests and New Developments” Gnoth, C, and S Johnson. “Strips of Hope: Accuracy of Home Pregnancy Tests and New Developments.” Geburtshilfe und Frauenheilkunde vol. 74,7 (2014): 661-669. doi:10.1055/s-0034- 1368589

Read the assigned article to identify and state the following: 1 point each

1. Research Question
2.  Hypothesis
3.  Method
4.  Results

Once you have read the article state 3 critiques of the work.(1 point each) These could be in the methods, the experiment design, conflict of interest, funding, etc. Think critically. What about this article would make you doubt the results?

Finally, in your own words, summarize the findings of the research. (1 Point) Use this summary to support your reaction to the article. (5 Points) Some prompting questions to help you develop your reaction could be (but aren’t limited to):

1.  After reading this article would I use this product?
2.  How does this article effect my life?
3. My family’s lives?
4. Is this an area of science that needs more research?

2nd Assignment: 2 page

Your response paper must be double spaced, 12-point font. If you add images and tables, they should be at the end of the paper as an appendix.

News Articles: Here are three related articles regarding burning in the Amazon rain forest, its causes, and what is being lost. One is an opinion piece of recent Amazon rainforest purposeful burning:

1. https://www.nbcnews.com/think/opinion/amazon-rainforests-are-fire-brazil-s-trump-president-jairbolsonaro-ncna1045026
2. https://www.nbcnews.com/news/world/climate-change-oxygen-biodiversity-amazon-rainforest-firesleave-plenty-stake-n1045446
3.  https://www.nationalgeographic.com/animals/2019/08/how-the-amazon-rainforest-wildfires-willaffect-wild-animals/cmpid=org=ngp::mc=crmemail::src=ngp::cmp=editorial::add=Animals_20190829&rid=F6B4CD3BA51BCA64CADA4DB7624024D7

Please read all three short articles and then summarize their main points, followed by your reaction to them. Do you agree or disagree that the reasons for purposeful burning is just due to economic needs? Should the Brazilians do more to stop this from happening? Why is the Brazilian president refusing aid money; do you agree with his reasoning? What will the world lose if the forest burns? What did you learn that you didn’t know before?

In this scenario you are working as an epidemiologist for the local health department. You received a call of a possible outbreak. You have been assigned the case. Use the attached case to complete this possible outbreak investigation.

Upload your completed Unit 5 certificates, along with the outbreak case with your answers to the Unit 6 Dropbox. Use the case document to submit BOTH the questions and the answers. Color code your answers so that they are easier to distinguish from the questions.

Certificates should be uploaded as separate attachments each one clearly labeled with your last name, the name of the unit and the training. Certificates that do not include a name or date on the certificate will receive no credit. Certificates or narratives/papers that are submitted as an addition to the original submission after grades for Unit 6 have posted will not be accepted.

• Submit the case along with your answers to the Dropbox.
• Submit your Unit 5 training certificates to the Unit 6 Dropbox.

Discussion 1: Blue Gold

Read the paragraphs below and respond to the questions.

Environmentalists believe that the world is running out of clean drinking water.  Over 97% of the world’s water is salt water found in the oceans.  Salt water is unsuitable for drinking without expensive desalination.  Of the fresh water in the world, most is locked in frozen form in the polar ice caps and glaciers and therefore unavailable.  This leaves only a small percentage in groundwater, lakes, and rivers that could be available for drinking, industry, and irrigation.  However, some of that water is polluted and unsuitable.

Water has always been the most valuable commodity in the Middle East, even more valuable than oil.  But as fresh water becomes limited and the world’s population grows, the lack of sufficient clean water is becoming a worldwide problem.

The combination of increasing demand and dwindling supply has attracted global corporations who want to sell water.  Water is being called the “blue gold” of the twenty-first century, and an issue has arisen regarding whether the water industry should be privatized.  That is, could water rights be turned over to private companies to deliver clean water and treat wastewater at a profit, similar to the way oil and electricity are handled?  Private companies have the resources to upgrade and modernize water delivery and treatment systems, thereby conserving more water.  However, opponents of this plan claim that water is a basic human right required for life, not a need to be supplied by the private sector.  In addition, a corporation can certainly own the pipelines and treatment facilities, but who owns the rights to the water?  For example, North America’s largest underground aquifer, the Ogallala, covers 175,000 square miles under several states in the southern Great Plains.  If water becomes a commodity, do we allow water to be taken away from people who cannot pay in order to give it to those who can?

Clovis has water concerns as well. Check out the links below for information and feel free to do your own research to bring into the discussion.

https://www.epa.gov/pfas (Links to an external site.)

https://www.epa.gov/ground-water-and-drinking-water/drinking-water-health-advisories-pfoa-and-pfos (Links to an external site.)

https://www.kcbd.com/2019/02/25/cannon-air-force-base-water-contamination-shuts-down-clovis-dairy/ (Links to an external site.)

https://abc7amarillo.com/news/local/air-force-responds-to-questions-surrounding-contaminated-water-in-clovis (Links to an external site.)

https://www.cityofclovis.org/?p=6241 (Links to an external site.)

Questions:

1. Do you agree that the water industry should be privatized?  Why or why not?

2. Is access to clean water a “need” or a “right”?  If it is a right, who pays for that right?

3. Because water is a shared resource, everyone believes they can use water, but few people feel responsible for conserving it.  What can you do to conserve water?

4. Do you think the drinking water in Clovis is safe? Support your answer with evidence. What do you think needs to be done about this situation?

Discussion 2: Stem Cells: It’s What For Dinner Read and do questions 1, 2, 3

In August 2013 beef stem cells used to grow hamburger meat were given a public taste test.

Check out the video here:

http://www.today.com/video/today/52675206#52675206 (Links to an external site.)

or here:

http://www.cbsnews.com/news/burger-grown-from-cow-stem-cells-in-laboratory-put-to-taste-test-in-london/

And the article that appeared in the New York Times here:

http://www.nytimes.com/2013/08/06/science/a-lab-grown-burger-gets-a-taste-test.html

Questions:

1. What questions and concerns does this (growing hamburger meat in the lab) raise?

* What are the pros?

* What are the cons?

2. What are some experiments that could be designed based on these issues?

*On a microscopic level?

*On a macroscopic level?

3. What type of data would be the most meaningful to you?

4. Would you eat it? Why or why not?

Discussion 3: Gene banks versus privacy invasion

Gene Banks Versus Privacy Invasion

In 1999, the Icelandic parliament passed an act to establish a national gene bank, a large-scale genetic database composed of blood samples from each of its 275,000 citizens. DNA isolated from this blood was to be used as the basis for genetic studies. But lately, privacy concerns have caused Iceland to rethink the project.

Iceland was the first country to create a gene bank, followed by Estonia and then Tonga. Iceland is unique in that it has a fairly homogeneous population in which little immigration occurs, and several natural disasters have contributed to similarities in the population’s gene pool. In addition, the country provides national medical care for its citizens, so it has extensive medical records dating back to 1915. Furthermore, genealogies of many Icelandic families are available for as far back as 500 years.

Concerns arose when Iceland’s parliament decided to sell exclusive rights to all its genetic data and medical and genealogical records to a U.S. company, deCODE Genetics, for the purpose of gene discovery. In turn, deCODE promised to provide any treatments and diagnostic tests developed from this research free of charge to Icelanders for the life of the patient. In a very short time, deCODE signed a $200 million contract with Hoffman LaRoche to search for several common human genetic diseases. So far, several genes have been successfully identified, including a gene linked to osteoarthritis.

Opponents of this agreement felt that it allowed a scientific monopoly on a veritable gold mine of genetic information. But even more seriously, they objected to the gene database on the basis of patient’s rights regarding informed consent and genetic privacy. In the United States, you must give permission to have your samples used for research. In Iceland, everyone would be included in the genetic research unless they “opted out,” although the data were to be encrypted so that no sample could be linked to a particular person. Even though researchers are commonly allowed access to medical databases as long as the data cannot be linked to individual patients, the commercial nature of this data bank and its for-profit research caused some people to feel that individual consent should have been required before the medical records were released to deCODE. In April 2004, Iceland’s Supreme Court ruled that “the 1998 law governing the creation of the database is unconstitutional because it fails to protect personal privacy adequately.”

In addition to gene banks used for scientific and medical purposes and research, the popularity of genetic testing in the private sector is a booming business. Read this article https://www.marketwatch.com/press-release/dna-testing-is-popular-but-many-are-unaware-of-privacy-concerns-2019-01-02 (Links to an external site.)

Questions

1. Do you think any for-profit company should have a monopoly or preferred position with regard to genetic databases or medical records? Why or why not?

2. What concerns should the Icelandic citizens now be discussing with their parliament?

3. Should individuals be allowed to “opt-out” of genetic records? How can the rights of children or mentally disabled individuals be protected? Should sensitive information concerning inheritance of a genetic disease be on record? How can privacy be protected while still allowing researchers access to complete genetic data?

4. Have you or would you want to get a genetic test with a private company here in the US to either learn about your families history or possible genetic concerns? What are the major benefits you see in this kind of test (give me at least 3)? What are some major concerns you have with the company having access to your data (give me at least 3)? Do you think the company can protect your data from hackers or that they could be forced to share your data with the government?

Discussion 4: What is science and evolution

What is science and what is not? This video is a good summary of what is science and what is not, which is a helpful place to start the discussion. Michael Shermer is a skeptic, author and speaker. His TED talk is a little older, but he compares, and contrasts evidence verses belief.

Why people believe weird things | Michael Shermer (Links to an external site.)  Creationism and Evolution

Evolution is a cornerstone theory in which most of biology assumes the mechanisms of evolution and natural selection are the drivers of life on this planet. Misunderstanding of scientific theories and fallacies in logic, as well as impassioned opinions on both sides have lead to a major clash between science and religion when it comes to teaching about the origins of life on earth. Science must be able to use inference from previous scientific studies to make predictions about future scientific studies or predictions about how life will work in a given set of circumstances. The theory of evolution helps us do that.

Here are some videos with popular scientists discussing some aspects of evolution.

What is the Evidence for Evolution? (Links to an external site.) 

Neil Tyson on God Driven Evolution (Links to an external site.) 

Bill Nye Explains Darwin's Theory of Evolution (Links to an external site.) 

Creationism and Evolution

The week before the start of the new semester would be a busy one for Sandra Maxwell. As one of three biology teachers at Irving Community College in Marshall, Alabama, she would have to meet with the entire science department, get her laboratory ready, and review the new textbooks.

Last year the department had gone through the long, tedious adoption procedure that involved reading and rating over fifteen different books. They had narrowed the fifteen down to three, and the community college board picked from those. Sandra really didn’t care which one they had picked; no matter what, she would have to redo her lessons to fit a new book.

There was even more about her new textbook that Sandra didn’t know. The Alabama State Board of Education had adopted an anti-evolution insert to go in all high school and state college biology texts. The insert stated that evolution is a “controversial theory” accepted by “some scientists.” When Sandra saw the insert, she was upset. Could she teach creationism?

Creationism, broadly speaking, is the view that God (the Judeo-Christian God) created the universe, life, and the various kinds of life. Some creationists have sought to undermine the theory of evolution by claiming, for example, that the earth is only 10,000 years old, not 4.5 billion, and that therefore evolution hasn’t had time to occur. They also have argued that DNA could not have developed on its own without the help of an “intelligent agent”-namely, God.

Ever since State v Scopes, the famous Tennessee “Monkey Trial” in 1925 (dramatized in the 1960 film Inherit the Wind), the biology classroom has been the site of a battle pitting science against religion. In the era of the Scopes trial, American fundamentalists had pressed for, and achieved in some states, the passage of anti-evolution laws. More recently, as reported in Science magazine in 1996, creationists have attempted a new strategy: persuading local school boards to give “equal time” in school curricula to alternative theories such as “scientific creationism.” In several states-Ohio and Georgia being two-legislatures are considering bills that will require biology teachers to present “alternative theories” to evolution.

Sandra Maxwell and her fellow biology teachers were confused and unhappy about the situation. As a teacher, Sandra wasn’t sure what to do.

Questions:

1. Can science make claims about how life on earth started? Why or why not? Support your position.

2. Some biology teachers are skipping evolution altogether in order to avoid the controversy. Do you think evolution should be left out of the curriculum? Why or why not?

3. Can biologists make predictions using the idea of creationism? Can biologist make prediction using the theory of evolution? Give an example of a testable hypothesis for either.

4. If you were Sandra, what would you do?

Discussion 5: Invasive Species

Killer Seaweed Invades United States

A killer alga has invaded the waters off California. In June 2004, biologists identified a Caulerpa taxifolia mutant as an alien invader in the San Diego area. This alga normally grows in the warm waters of the Caribbean Sea, but it can survive the colder waters of the Pacific Coast, and if not controlled, could spread from California south to Peru.

Where did this killer come from? As innocent as it seems, it was bred for home aquariums, and then was probably dumped into the water system, where it began to reproduce prolifically. The alga is so adaptive that it can overtake the normal flora of an area, outstripping and outcompeting all other living plants. Currently, 10 patches of the killer alga have been sighted off the California coast, and they are being watched closely by the Southern California Caulerpa Action Team.

The U.S. government has placed this strain of C. taxifolia on the noxious weed list, which means that any possible source of contamination of the weed will be highly restricted. Shipments that contain any type of C. taxifolia and pass through an area where the variety is established, or thought to be established, will be refused entry.

Questions:

1. Do you think this is really that big a deal?

2. Describe another instance in which an introduced species has become a problem for the existing ecosystem – could be in the area in which you live or anywhere else.

Discussion 6: This topic comes from the “Science in Your Life-Ecology” found on page 630 in the 15th edition of your textbook.

Destruction of Coral Reefs

Coral reefs are among the most biologically diverse and productive communities on Earth. Coral reefs tend to be found in warm, clear, and shallow tropical waters worldwide and are typically formed by reef-building corals, which are cnidarians. Aside from being beautiful and giving shelter to many colorful species of fishes, coral reefs help generate economic income from tourism, protect ocean shores from erosion, and may serve as the source of medicines derived from antimicrobial compounds that reef-dwelling organisms produce.

However, coral reefs around the globe are being destroyed for a variety of reasons, most of them linked to human development. Deforestation, for example, causes tons of soil to settle on the top of coral reef. This sediment prevents photosynthesis of symbiotic algae that provide food for the corals. When the algae die, so do the corals, which then turn white. This is called coral “bleaching”, and it has been seen in the Pacific Ocean and the Caribbean Sea. Evidence suggests that climate change is one of the factors that is leading to coral bleaching and death because corals can tolerate only a narrow range of temperatures. As global temperatures rise, so do water temperatures, and corals can die as a result. Global warming also contributes to favorable conditions for various pathogens that can kill corals, such as those similar to pathogens that cause cholera in humans. Increases in aquatic nutrients from fertilizers that wash into the ocean also make corals more susceptible to diseases, which can also kill them.

Scientists estimate that 90% of coral reefs in the Philippines are dead or deteriorating due to human activities such as pollution and, especially, overfishing. Fishing methods that employ dynamite or cyanide to kill or stun the fish for food or the pet trade can easily kill corals. Paleobiologist Jeremy Jackson of the Smithsonian Tropical Research Institute in Panama estimates that we may lose 60% of the world’s corals by the year 2050.

Questions

1. What features of coral reefs help explain why they are so biologically important?

2. Considering what is causing the loss of coral reefs, is it possible to save them? How?

Discussion7: Sharks Get a Bad Rap

Sharks Get a Bad Rap

After seeing motion pictures such as Jaws, Deep Blue Sea, and Open Water, many people curb their seaside activities in fear of a vicious shark attack. Indeed, the popular media have depicted the shark as an evil predator of the deep so many times that it takes extra courage to don a snorkel and vest and go to your favorite reef. But despite the shark’s reputation as a terrible killer, only 32 of the approximately 350 shark species have ever been known to attack humans. Sharks attack some 50–75 people each year worldwide, with perhaps 8–12 fatalities—far less than the number of people killed each year by elephants, bees, crocodiles, lightning, or many other natural dangers. Many people lack information about sharks, including their important role in the ocean ecosystem and their many other benefits to humans.

Sharks first appeared about 430 million years ago during the Silurian Period. They are classified in the class Chondrichthyes because their skeleton is made of cartilage. They also have jaws, paired fins, and paired nostrils. Shark habitats can range from shallow coastal areas to deep-water ocean floor habitats and even the open ocean itself. The most important aspect of sharks is their role in the marine ecosystem. As keystone predators, they help control many fish and marine mammal populations, and thus help keep the ecosystem healthy.

In addition, cultures around the world have found that nearly every part of the shark can be used: Its flesh can be eaten; the skin used as leather; the teeth made into jewelry and ornaments; oil extracted from the liver used for high-grade machine oil, vitamin A supplements, and ladies’ cosmetics; and the fins used for shark fin soup and animal treats.

Many parts of the shark have medical value as well. Its cornea has been used in eye surgery (since a shark’s cornea is similar to our own). Shark cartilage can be used to make artificial skin for burn victims. And after a rumor circulated that sharks do not get cancer, it was thought that something in the shark’s system must be a natural tumor suppressor. Thus, cancer researchers have studied sharks to determine why they are resistant to cancer in the hope of applying that information to people someday. In their search, they have settled on cartilage, the substance a shark’s skeleton is made from. Each year, an estimated 100 million sharks are killed for cartilage to be used in health supplements for people seeking alternative cancer cures. As a result, the massive sale of shark cartilage has now exceeded $25 million per year, and certain species have been placed on the international endangered species list.

Questions:

1. What happens if you remove a keystone predator from a community?

2. Would you try a health supplement made from shark cartilage? Why or why not?

3. If sharks are going to be used/studied, how can they be protected so that their ecosystems remain in balance and they are not driven to extinction?

The term “knowledge worker” was first coined by management consultant and author Peter Drucker in his book, The Landmarks of Tomorrow (1959). Drucker defined knowledge workers as high-level workers who apply theoretical and analytical knowledge, acquired through formal training, to develop products and services. Does this sound familiar?

Nurses are very much knowledge workers. What has changed since Drucker’s time are the ways that knowledge can be acquired. The volume of data that can now be generated and the tools used to access this data have evolved significantly in recent years and helped healthcare professionals (among many others) to assume the role of knowledge worker in new and powerful ways.

In this Assignment, you will consider the evolving role of the nurse leader and how this evolution has led nurse leaders to assume the role of knowledge worker. You will prepare a PowerPoint presentation with an infographic (graphic that visually represents information, data, or knowledge. Infographics are intended to present information quickly and clearly.) to educate others on the role of nurse as knowledge worker.

Reference: Drucker, P. (1959). The landmarks of tomorrow. New York, NY: HarperCollins Publishers.

To Prepare:

• Review the concepts of informatics as presented in the Resources.
• Reflect on the role of a nurse leader as a knowledge worker.
• Consider how knowledge may be informed by data that is collected/accessed.

The Assignment:

• Explain the concept of a knowledge worker.
• Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.
• Develop a simple infographic to help explain these concepts.

  NOTE: For guidance on infographics, including how to create one in PowerPoint, see “How to Make an Infographic in PowerPoint” presented in the Resources.

• Your PowerPoint should Include the hypothetical scenario you originally shared in the Discussion Forum. Include your examination of the data that you could use, how the data might be accessed/collected, and what knowledge might be derived from that data. Be sure to incorporate feedback received from your colleagues’ responses.
• 3 to 4 references less than 5 years