Water Quality Essay

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Write a 750-1,000-word essay about water quality in your community that addresses the following points:

  1. Obtain a water quality report from your local municipality within the last two years and discuss what you found in the report?
  2. Identify a water quality issue happening in your community and where the pollution comes from? This includes point sources (for example, water discharge from a factory; contamination from a Superfund site), Non-point sources (for example, agricultural runoff), and Natural sources.
  3. Describe how the pollution source is impacting the environment and human health in your community, and provide two examples of each.
  4. Identify three management practices to minimize water pollution.

Remember to support your data and information with appropriate citations. A minimum of five peer-reviewed references must be included.

 
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Biology/Genetics

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Bio 209, Dr. Fernandez.

 

Name:

 

1.      Your ability to roll your tongue is controlled by two alleles that segregate according to Mendel’s segregation principle. The allele for being able to roll your tongue (R) is dominant. The allele for not being able to roll your tongue (r) is recessive. In a cross between two parents who are both heterozygous for the tongue-rolling trait, what will the phenotypic ratio of the offspring be?

 

2.      Large Kings (W) is a dominant trait in dragons. Small Kings (w) is recessive. If both parents are heterozygous for wing size, what is the probability that an offspring will have small wings?

 

3.      In a gene for cystic fibrosis, CF+ represents the dominant healthy allele and CF- the recessive disease allele. Human eye color is usually inherited as if the allele for brown eyes (B) is dominant and the allele for blue eyes (b) is recessive. In a cross in which both parents are heterozygous for cystic fibrosis and eye color, what would the phenotypic ratio for the offspring be if the alleles sorted independently?

 

4.      Red eyes (R) is dominant trait in dragons; green eyes (r) is recessive. Large wings (W) is a dominant trait; small wings (w) is recessive. If the alleles for eye color sort independently, what phenotypic ratio of offspring will be produce by this cross?

 

5.   For each of the individuals with genotypes below list all the different (and only different) possible gametes. Do not use unneeded lines.

 

a) AABb

 

______ ______ ______ ______ ______ ______ ______ ______

 

b) aaBbtt

 

______ ______ ______ ______ ______ ______ ______ ______

 

c) DdEeGg

 

______ ______ ______ ______ ______ ______ ______ ______

 

d) MmNNRrYy

 

______ ______ ______ ______ ______ ______ ______ ______

 

6.     You have two bean plants from true‐breeding stocks. One plant has red flowers and is short. The other has white flowers and is very tall. Using the letter “R” (both upper and lower case) for flower color, and “T” (upper and lower case) for tallness, write out the genotype of the two parent plants and the genotype and phenotype of the F1 offspring.

a) If red is dominant to white, and tall is dominant to short.

Parent 1:

Parent 2:

F1:

b) If red is incompletely dominant to white. In this case a plant heterozygous for the R genes will be pink. Tall is still dominant.

Parent 1:

Parent 2:

F1:

c) Do a Punnett square showing the genotypes and phenotypes for the F2 generation from b).

7.  Joe is genotype Ee for an enzyme found in blood. He is phenotypically normal. However, chemical analysis of Joe’s blood shows that he has less of the enzyme than Vincent, who is genotype EE and is also phenotypically normal. Is the production of this enzyme a trait that shows complete or incomplete dominance? Explain your answer

8.   Recall that widow’s peak and free earlobes are dominant traits. Latoya has a widow’s peak and free earlobes. Dennis has a widow’s peak and attached earlobes. They have two children: one has a widow’s peak and attached earlobes, and the other has a straight hairline and attached earlobes.

What are the genotypes of Latoya and Dennis?

Considering earlobes only, what fraction of their children would be expected to have free earlobes?

Does the fact that they have no children with free earlobes mean that earlobe inheritance is not a simple Mendelian trait? Explain.

9.     Congenital night blindness is caused by a dominant autosomal allele B.  A man is heterozygous for night blindness.  What is his genotype?____________ Is he night blind?___________.  His wife is normal for the trait.  What is her genotype__________.  What is the probability that their first-born child will have night blindness? __________. What is the probability that their second born child will have night blindness?_________.

10.   The ABO blood system in humans is governed by three alleles: IA is the blood type A allele, IB is the blood type B allele, and i is the blood type O allele. IA and IBare codominant, while i is recessive. In a family of four children, one has Type O blood, one has Type AB blood, one has Type B blood, and one has Type A blood. Do a Punnett square showing the possible genotypes of the parents.

 
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Biology 101

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Individual Assignment 2 Instructions

Attention deficit disorder (ADD) is a syndrome in which a person has difficulty focusing sustained attention on a task for a significant amount of time. In some cases this is accompanied by hyperactivity as well. It is currently being diagnosed at an all-time high. Between 1989 and 1996, youth visits for ADD increased 90%, from 1.9% of total physician visits to 3.6%.

Now a psychiatrist, Dr. Edward Hallowell is making a new distinction. He has described a similar set of characteristics in a large number of patients that he terms Attention Deficit Trait (ADT). It looks a lot like ADD in its day to day manifestation, but unlike ADD, ADT symptoms lessen when the sufferer goes on vacation or into a decreased sensory input setting for an extended time period (on the order of days or weeks). In such a long-term placid situation, the ADD sufferer’s problems continue unabated.

We will pretend that you have the general set of symptoms described above. Ahh, but which of the two syndromes are causing your symptoms: the disorder (ADD) or the trait (ADT)? We’ll approach your problem using scientific methodology—developing a question, a hypothesis, an experiment, and a control for the experiment.

Let’s share this assignment. I will supply both the initial question and the experiment we’ll perform on you. Your job is to state the hypothesis and to design the most important and most basic control for this experiment:

Your Question:What’s my problem? Is it ADD or is it ADT?

(1)Your Hypothesis: state your hypothesis based directly on the above question.

Your Experiment: Keeping your same diet, sleep habits, and basic activity level, you will be sent on a two week vacation to the Bahama Islands where you will be given only a beach to walk and your favorite friend to talk to, following which you will be asked to read and memorize 10 sequential definitions from a standard dictionary in 30 minutes’ time.

(2) Your Control for this Experiment: So you get a numerical result for the number of definitions you memorized. What does that number mean? Nothing—unless you have a control for your experiment. What’s the most obvious control for this experiment?

Your assignment:

Click on the link. In the box provided:

1) Write out a testable hypothesis in a brief sentence. Derive it from the question posed above. (Be certain that the experiment addresses it!)

2) In a second sentence describe a basic, critical control situation (additional experiment?) that will give validity to the experiment described above.

 

Number your sentences: 1 and 2; do not use paragraph form. Sentences must be submitted through the assignment link no later than 11:59 p.m. (ET) Monday of Module/Week 1. The sentencesshouldnotbe submitted as an attached document, but rather should be entered into the text box provided.

 
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Bio Labs

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Lab Answers

1.      Anatomy of a pine.

a)      Place your open seed cone into a cup of tap water.

b)      Record:  Time into water _2200________

Cone appearance _pine cone ________________________

c)      Let the cone sit in the water for at least 30 minutes.

d)     Record:  Time out of water _2230______

Cone appearance ___cone appeared moist and started to open ______________________

2.      Vascular transport.

a)      Examine the top of the celery stalk.  Record your observations:

The top of the celery had blue stains. The top seemed to have many little blue dots.

 

b)      Make a cross-section cut where the celery stalk has not been split.  Record your observations:

 

3.      Answer the following questions about seed dispersal.

  1. Why is it important for a parent plant to disperse its seeds? Notice that this is not asking why reproduction is important.

It is important for a parent plant to disperse its seed for many reasons. The ability for the plant to grow near the parent plant may be unfavorable for the plant. Also this may help increase the plants chance for survival. Seed may land on surfaces that provide better nutrients for it. Weather can also damage the seeds, therefore being dispersed to a place that can protect it from the elements can also increase its survival.

 

  1. What do gymnosperms use to disperse seeds?  What do angiosperms use?

Gymnosperm such as (pine, spruce, and douglas fir) have winged seeds dispersed by wind.  Other gymnosperms have nuts which are spread by nut-eating animals such as squirrels.

 

Angiosperm such as ( willows, apple trees, and mangroves adapt and use the environment around them to disperse their seeds.

 

  1. Some gymnosperms, such as redwoods, release seeds only after a fire.  Suggest a reason why this is done.

Redwoods may only release their seeds during a fire due to them adapting to an environment where fires have become part of their life cycle.  Fresh nutrients and low competition for direct sunlight are the product of a fire, giving seeds a better survival.

 

  1. Design an experiment that would test the hypothesis that you posed in c).

 

4.      Which direction does xylem flow?  What about phloem?

Xylem-

Water enters thru the roots of a plant and flows upwards to the rest of the     plant.

Phloem-

Water flows down from the leaves to the steam to the roots.

 

 

 

5.      Use Figure 5.4 to answer this question.  What is the function of:

a)      radicle?

Is the embryonic root inside of the seed. It is the first thing to emerge out of a seed and down into the ground to allow the seed to suck up water and send out its leaves so that it can start photosynthesizing.

b)      hypocotyl?

The hypocotylis is like a stem of a germinating seed. Hypocotyls

c)      epicotyl?

 

Conclusion

 

 

 

 

Lab Report 6

Purpose

 

 

 

 

Lab Observations

 

 

 

 

 

 

 

 

Lab Answers

Lab 6A:  Water transport and salinity

 

6        Examine the top of the celery stalks. Are there differences between the celery in the high salt and low salt water conditions? Record your observations.

 

 

6        Record the distance (cm) traveled by the red dye in high salt conditions (S), the blue dye in high salt conditions (S), the red dye in low salt conditions (non-S) and the blue dye in low salt conditions (non-S).

 

Table 6.1

 

Distance (cm)

 

Red dye (S)

 

Blue dye (S)

 

Red dye (non-S)

 

Blue dye (non-S)

 

 

6        From Question 2 above, did the dyes travel at the same rate?  What can you conclude about the effect of salinity on water transport in celery from this experiment?  Propose a biological or physical explanation for your conclusion.

 

 

Lab 6B:  Seed germination and environmental conditions

 

6        Observe the radish seed and sprout. Are radishes monocots or dicots? How can you tell?

 

 

6        Describe the results of your experiment in Table 6.2. How many sprouted seeds were present in each group per day? Include any other relevant observations, such as appearance, color, etc.  Include any alternative treatments or conditions.

 

Table 6.2.  Seed germination.      
Initial date (Day 0): ________________    
  Record # sprouts, appearance, etc. per day.  
Saline solution Day 1: Day 2: Day 3: Day 4:
0% (“0” cup)        
3.1% (“1/32” cup)        
6.3% (“1/16 cup)        
12.5% (“1/8” cup)        
25% (“1/4” cup)        
50% (“1/2” cup)        
Alternative:        
Alternative:        

 

 

 

6        From your results in Table 6.2, draw a conclusion about the effect of salinity on sprouting success.  Include conclusions drawn from alternative treatments or conditions.

 

 

 

Conclusion

 

Lab Report 7

Purpose

 

 

 

 

Lab Observations

 

 

 

 

 

 

 

 

Lab Answers

Lab 7A:  Fungi

 

1.      List four ways that Fungi are similar to plants.

 

2.      List four differences between Fungi and plants.

 

3.      List four differences between Fungi and animals.

 

4.      List four ways that Fungi are similar to animals.

 

5.      Which two groups are most closely related evolutionarily (explain your answer):

 

  1. Plants and animals,
  2. Plants and fungi,
  3. Fungi and Animals.

 

6.      List four facts that you learned about Fungi, but did not know before.

 

Lab 7B:  Animalia

 

7.      For the animals that you examined, briefly describe at least three unique or distinctive features for each animal.

8.      Compare and contrast the two animals.  That is, describe at least four features of their body design that are similar, and at least four ways in which they differ.

 

 

 

 

Conclusion

 

 

Lab Report 8

Purpose

 

 

 

 

Lab Observations

 

 

 

Lab Answers

  1. Using Figure 8.1, find each of the listed bones on your body.  Then, using Figures 8.2 and 8.3, write in a muscle that attaches to the bone and an artery that runs alongside the bone.

 

Bone                                                 Artery Muscle Artery
Cranium    
Clavicle    
Sternum    
Humerus    
Radius or Ulna    
Coxal bone    
Metacarpals    
Femur    
Tibia    
Fibula    
Metatarsals    

 

  1. Record data for heart rate as measured from the carotid artery (see Figure 8.5).

 

Table 8.1.  Heart rate (carotid artery).    
  A B C D
  (Resting) (Exercise 1) (Exercise 2) (End Rest)
Check 1 (15 sec)        
Check 2 (15 sec)        
Check 3 (15 sec)        
Check 4 (15 sec)        
         
Sum of all checks        
  Heart rate Heart rate Heart rate Heart rate
  (beats/min) (beats/min) (beats/min) (beats/min)

 

 

 

  1. Record data for heart rate as measured from the radial artery (see Figure 8.6).

 

Table 8.2.  Heart rate (radial artery).    
  A B C D
  (Resting) (Exercise 1) (Exercise 2) (End Rest)
Check 1 (15 sec)        
Check 2 (15 sec)        
Check 3 (15 sec)        
Check 4 (15 sec)        
         
Sum of all checks        
  Heart rate Heart rate Heart rate Heart rate
  (beats/min) (beats/min) (beats/min) (beats/min)

 

 

 

 

  1. Discuss your investigation of heart rate, answering the following:

a)      How similar was Resting heart rate (beats/min), as measured on the carotid artery vs. the radial artery?

b)      After Exercise 1, did the data change between checks?  How does the Exercise 1 heart rate (beats/min) differ from the Resting heart rate?

c)      After Exercise 2, did the data change between checks?  How does the Exercise 2 heart rate (beats/min) differ from the Resting and Exercise 1 heart rates?

d)     Is End Rest heart rate (beats/min) similar to the original Resting heart rate?  If not, describe your physical condition at the time of the End Rest heart rate.

 

Conclusion

 
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Quantitative Genetics

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Quantitative Genetics (BIOL148/BPSC148)

Assignment 3 – due Thursday, January 28, 2016

 

Problem 1. The elements of a 4 8 matrix is given in the following table. Let us denote

the matrix by A.

 

A col1 col2 col3 col4 col5 col6 col7 col8

row1 -0.6758 1.187895 0.05993 -1.41042 0.249359 0.684817 -1.48278 0.905952

row2 -0.30418 1.308264 -1.10504 0.26642 1.651046 -0.56442 1.910225 1.523252

row3 -0.71968 1.637417 1.079418 -0.09462 0.699059 0.434304 -0.46659 1.606218

row4 -1.18086 -0.69885 -2.15808 1.189356 -0.55777 0.008491 0.759354 1.285645

 

(1) Calculate A + 0.5A, which is equivalent to (1+0.5)A = 1.5A

(2) Find TA

(3) Calculate TAA

(4) Calculate the determinant of TAA

(5) Calculate T 1(AA )

(6) Calculate ATA

 

Problem 2. Below is the genetic composition at the acid locus of a citrus population

(Fang et al. 1997). The actual value of each genotype and the genotypic counts are listed

below. Note that the “High” allele is Ac not ac, although ac has a higher allelic frequency.

In the standard notation, Ac is A1 and ac is A2.

 

Genotype ac ac (A2A2) Ac ac (A2A1) Ac Ac (A1A1)

Genotype value (scale 2) 0.010 58.747 84.626

Genotype counts 640 320 40

 

Assuming that the population is in Hardy-Weinberg equilibrium, calculate the following

quantities:

(1) Gene frequencies

(2) Mid-point value ( )

(3) Additive effect (a)

(4) Dominance effect (d)

(5) Population mean (M)

(6) Actual population mean ( M  )

(7) Average effects of alleles Ac (A1) and ac (A2)

(8) Average effect of gene substitution

 

 

 

 

Problem 3. For the same citrus data in Problem 2, the frequency of allele Ac (A1) is

0.2p  and thus the frequency of allele ac (A2) is 1 0.2 0.8q    . Assuming that the

population is in Hardy-Weinberg equilibrium, you have already calculated the additive

effect 42.308a  , the dominance effect 16.426d  and the average effect of gene

substitution ( ) 52.165a d q p     . The following table gives formulas for the

frequency, the genotypic value, the breeding value and the dominance deviation for each

of the three genotypes.

 

Table 3. Distribution table of three genotypes of a biallelic population.

Genotype Frequency Genotypic value

(G)

Breeding value

(A)

Dominance deviation

(D)

1 1A A 2p a 2q 22q d

1 2A A 2 pq d ( )q p  2pqd

2 2A A 2q a 2p 22p d

 

(1) Replace the expressions in the above table by the actual values. For example, the

frequency of 1 1A A is 2p , which should be replaced by 20.2 0.04 .

(2) Calculate the additive genetic variance ( AV )

(3) Calculate the dominance variance ( DV )

(4) Calculate the total genetic variance ( G A DV V V  )

 

Problem 4. For the calculated µ, a and d from the previous problem (scale 1 in Problem

2), convert the three values (scale 1) back into the three genotypic values (scale 2) using

the following equation,

11

12

22

1 1 0

1 0 1

1 1 0

G

G a

G d

           

                 

 

where 11G is the genotypic value for genotype Ac Ac, 12G is the genotypic value for

genotype Ac ac, and 22G is the genotypic value for genotype ac ac. If your converted

genotypic values are different from the values given in the table of Problem 2, try it again

until they are the same.

 
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BUACC5930 Accounting Concepts And Practices

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You are an accountant at   RSM Group Accountants & Investment Advisers. You have been approached by a group of investorsfor your professional advice on investing in Billabong International Limited.

Your client is a strong believer in supporting Australian made products and Socially Responsible Investing. The latter would mean adopting an investmentstrategy which seeks to consider both financial return and social good. Your client is also a strong believer in sourcing from ethical suppliers that maintain good workplace health and safety standards in their factories.

Required:

Please go to:

 

http://www.billabongbiz.com/phoenix.zhtml?c=154279&p=irol-reportsannual

 

You +1’d this publicly. Undo

and access the company’s annual report for 2014.

Prepare a report for your client. Your report should include:

a.    A description of the core business of the company including full details of its operating activities.

b.   A discussion on any significant issues emerging from the Directors’ Report.

c.    A discussion on the Corporate Governance Statement.

d.   A calculation of the key financial ratios for 2014.

e.    An overall evaluation of the company and your recommendation on investing in the company.

 

 

Please note the following:

·         Format: Business report

·         Contribution to overall assessment: 20%

·         Length: 2000 – 2200 words

·         Week 10 (27th May at 11.55pm in Turnitin)

·         Your work must comply with the University’s General Guide for the Presentation of Academic Work.

·         A useful  link: http://federation.edu.au/__data/assets/pdf_file/0018/190044/2014-General-Guide-to-Writing-and-Study-Skills.pdf.

 

·         This is a group-assignment.  Each group needs to have 2 to 3 members in it. Please organise yourselves into groups.

·         Please make sure that names and ID numbers of all group members are stated on the cover sheet of your submission.

As this is a group assignment, each member of your group is awarded the same mark.  Working in groups has its pros and cons. I am sure that you will hold constructive and energetic discussions on the issues at hand.  In case of any disagreements, you will be able to resolve them in a democratic and rational way. There will be times when you may have to agree to disagree with each other.  Invariably different group members bring different skills to a project; it is up to you to make the best of it. I believe one can learn a lot by discussing the issues with one’s colleagues.

If you happen to find your group members are “not pulling their weight” or there are problems with any member’s commitment, then please try to resolve those issues amongst yourselves.  Open and honest communication always helps.  If you are unable to resolve these issues, you are most welcome to see me and we will try to sort out the problems together. Do this as soon as possible and certainly before the due date.

Thanks –  Best wishes – Geeta

(Please modify this to suit your group).

 

BUACC5930, Semester 1, 2015, Group Assignment

 

Names:                                              Student Numbers:

 

Bases of assessment HD                 P                      F  
Technical component: accuracy in calculations.

 

  
Format:  Business Report

 

  
Content: Identification of relevant issues.

 

Research: Selection of relevant material. 

 

A demonstration of critical evaluation of the issues. 

 

  
Expression: clarity, professional writing style, coherence in writing, grammar, punctuation, spellings and sentence structure.

 

Expression of your view (and not a catalogue of quotes/ others’ ideas).

 

A logical flow of argument at both the paragraph level and the overall text level.

 

Use of supporting arguments. 

Use of literature to support the argument.

 

  
Referencing procedure (within the text and at the end of the text).

 

Appropriately styled and punctuated bibliography.

 

 

  

 
Overall Presentation including cover page, line spacing and page numbering.

 

 

  

 

GRADE:

 
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Cell Biology

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The Synthesis and Posttranslational Fate of a

Bee Venom Protein

 

 

Source: Ibrahimi, I. 1987. Signal recognition particle causes a transient arrest in the biosynthesis of prepromelittin and mediates its translocation across mammalian endoplasmic reticulum. J. Cell Biol. 104: 61–66.

 

Corresponding chapter(s) in the textbook: Chapter 11

 

Review the following terms before working on the problem: secretion, protein synthesis, posttranslational protein processing, in vitro translation, mRNA, [3H]proline/[35S]methionine labeling, microsomal fraction, endoplasmic reticulum, signal recognition particle (SRP), SRP receptor, proteases, SDS-polyacrylamide gel electrophoresis, autoradiography.

 

Read the paper and answer the questions below that refers to the data described in Figure 1 of the paper.

 

Be prepared to discuss the other experiments described, in class.

 

Experiment

 

Promelittin (PM) is a small secretory protein, a predominant component of queen bee venom. Its synthesis and posttranslational metabolism was studied in an in vitro translation system containing total bee venom gland mRNA, wheat germ lysate, [3H]proline, [35S]methionine, and other molecules required for protein synthesis. Supplements were added to this system as follows:

 

Sample 1: rough microsomal fraction (RM)

Sample 2: no additional components

Sample 3: cycloheximide (a protein synthesis inhibitor) was added at the end of translation, followed by the addition of RM fraction and another 30 minute incubation

Sample 4: rough microsomes (RM-E) treated with N-ethylmaleimide (an inhibitor of SRP receptor) were added at the beginning of translation

Sample 5: same as sample 4, except this sample was digested with proteinase K after translation

 

The samples were subjected to SDS polyacrylamide gel electrophoresis followed by autoradiography.

 

 

Figure

 

 

 

Questions

 

1. Explain how the bands pPM and PM were resolved and suggest a possible relationship between them.

 

2. What conclusion can be drawn from comparing samples 1 and 2?

 

3. What conclusion can be drawn from comparing samples 1 and 3?

 

4. What conclusion can be drawn from comparing samples 1 and 4?

 

5. What conclusion can be drawn from comparing samples 4 and 5?

 

 

© 2016 Sinauer Associates, Inc.

 
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BIOS 255 Final Exam………(Essay/Explanatory)

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1. Question: Describe the feedback mechanism involved in erythropoiesis.

2. Question: Describe the cardiac cycle (include conduction, contraction, heart sounds and EKG information).

3. Question: Describe the factors that increase blood pressure (negative feedback involved in blood pressure regulation).

4. Question: Describe the responses involved in non-specific immunity.

5. Question: Describe cell-mediated immunity (antigen presentation, antigen recognition, activation and cellular response). Include both CD8 and CD4 T cells.

6. Question: Describe antibody-mediated immunity (antigen presentation, antigen recognition, activation and cellular response).

7. Question: Describe the events, pressures and muscles involved in inhalation and exhalation.

8. Question: Describe how breathing is regulated through the negative feedback control of PCO2, PO2 and pH.

————————————-

 

1. Question: Explain the difference between nonspecific and specific defense and the role of lymphocytes in each of the immune response.

2. Question: Identify the major components of the lymphatic system and explain their functions.

3. Question: List the body’s nonspecific defenses, and explain the function of two of them, also describe the components and mechanisms.

4. Question: Discuss the types of T cells and the role played by each in the immune response, and explain the mechanisms of their activation.

5. Question: Describe the mechanisms of B cell activation and the differentiation of plasma cells and memory B cells.

6. Question: Describe the structure of an antibody, and discuss the types and functions of antibodies in body fluids and secretions.

7. Question: Identify the organs forming the respiratory passageway(s) in descending order until the alveoli are reached. Distinguish between conducting and respiratory zone structures.

8. Question: List several physical factors that influence pulmonary ventilation and list the various lung volumes and capacities.

9. Question: Describe how oxygen and carbon dioxide are transported in the blood.

10. Question: Compare the causes and consequences of such conditions as chronic bronchitis, emphysema, asthma, COPD, ‘black lung,’ and lung cancer.

 
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Please Include In Text Citations And Properly Reference All Outside Sources

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**Read the Case Study (ATTACHED) & Question 1 Below. Decide whether you agree with the answer or not and find 2 academic sources to support your answer.(IN TEXT CITATIONS & PROPER REFERNCING) **

 

Question 1: Based on ethical principles and precedents Ashley absolutely has a duty to warn as Kendrick’s nurse. Although Ashley has to respect patient confidentiality, when a patient makes a direct threat against someone else the practitioner is legally obligated to warn the victim or notify the correct authorities. According to the Journal of the American Academy of Psychiatry and the Law:

“The legal duty of a psychiatrist or psychotherapist to warn an identifiable victim of a patient’s serious threat of harm has been well recognized in U.S. jurisprudence and clinical practice since the Tarasoff decision of the Supreme Court of California in 1976.” (Felthous, 2006)

Based on this, Ashley should immediately notify Kendrick’s psychiatrist of his threats and potential intentions upon discharge. The medical team can then decide what the best, and safest, course of action is for Kendrick’s treatment. If Kendrick is still feeling such intense animosity toward his ew-mother-in-law, it is possible he is still suffering from paranoid delusions. He may need an increased dosage of medication or prolonged in-patient therapy before living on his own. It is in the best interest of both the patient, his family, and the general public to take Kendrick’s threats seriously. (WEISS)

Felthous, A.R. (2006). Warning a Potential Vitctim of a Person’s Dangerousness: Clinician’s Duty or Victim’s Right? Journal of the American Academy of Psychiatry and the Law, 34(3), 338-348.

Question 2: It is evident as we proceed through this course there are several overarching guidelines that nurses must follow to protect the patient and provide the best care. In psychiatric nursing especially, it is important for the nurse to keep the privacy of the patient and details and information about them confidential. “Confidentiality, or nondisclosure of information, involves limits on the communications on “any information a nurse obtains about a patient in the context of the nurse-patient relationship” (Butts & Rich, 2016, p. 335).

In the case of Kendrick the nurse is required to keep information confidential to anyone that does not have permission to receive information. But, there are exceptions to confidentiality when “patients are a threat to themselves (suicide, for example) or to identifiable others” (Butts & Rich, 2016, p. 335). In this case, I think that the nurse does have a duty to warn because she would be protecting an identifiable individual, his ex-mother-in-law. In this case, Kendrick does not specifically threat her but his words do provide some evidence that she might be in danger. Provision 3.1 “Protection of the Rights of Privacy and Confidentiality” focuses on keeping the privacy and trust between a nurse and patient. A large part of confidentiality is trust and nurses do not want to lose that trust with a patient, especially with a patient with psychiatric conditions. But in this case, I think it turns to duty to warn and protecting the identified individual.

Butts, J. B., & Rich, K. L. (2016). Nursing Ethics: Across the Curriculum and Into Practice (Fourth ed.). Burlington, MA: Jones & Bartlett Learning.

** **Read Question 2 Below. Decide if the answer is accurate, why or why not? & find 2 academic sources to support your answer.(IN TEXT CITATIONS & PROPER REFERENCING) **

 

My doctor also explained that birth control pills “trick the body into thinking it is pregnant.”  She explained that women do not normally ovulate when they are pregnant.  Can you explain to me why a pregnant woman does not ovulate?  How is this related to how the birth control pill works? 

Question 2: Ovulation occurs when an egg is released from the ovaries down the fallopian tube to be possibly fertilized. If the egg (or eggs) are fertilized, it will continue on its journey to the uterus to plant in the uterine lining and continue to grow. The body will no longer ovulate because all functions will focus on caring for the egg that already implanted. All further periods will then cease in order to keep its uterine lining to be able to provide a favorable environment for the embryo. When a women takes a birth control pill, it alters the levels of hormones in the body. The birth control pill stops the body from releasing follicle stimulating hormones (FSH) and luteinizing hormones (LH). FSH would normally cause an egg to grow by stimulating the ovarian follicle and LH is what would normally cause ovulation.

 

**Read Question 3 Questions Below. Respond to each answer & find 2 academic sources to support your answer. (IN TEXT CITATIONS & PROPER REFERENCING)  **

Question 1: One of the topics we learned that helped me through a personal situation this semester was related to bone structure, fractures and repair. When my 5-year old stepson broke both arms a few weeks ago, this was understandably terrifying for all of us parents. While getting x-rays, the doctor told us that he had broken both bones in one arm and one bone in the other, which I knew to be the radius and ulna (Amerman 211). As such, he received a hard cast up over his elbow on one arm and up to his elbow on the second. The doctor also stated that the growth plate was not affected by either break. I knew that he was referring to the epiphyseal plate, which is found between the diaphysis (shaft) and epiphysis (head) of the long bones in a developing skeleton (Amerman 260). The hyaline cartilage of an epiphyseal plate is replaced with bone when bone growth is complete. As we learned in our textbook, damage to the growth plate is particularly concerning in children as even minor injury can cause lifelong consequences, such as differences in limb length, limb deformities and early onset arthritis (Amerman 260). It was a great relief to all of us to know that Brady’s injuries should not cause any long-term damage.

When we returned 2 weeks later to take follow up x-rays, the doctor noticed that there was actually a second fracture in the arm that we initially thought to only have one. As his cast was not placed up above his elbow initially and the area was not stabilized, the bone had already begun to heal crooked and appeared bowed out in the x-ray. Obviously, we were at first quite concerned about this as well. What we were told and what I already knew from A&P was that his bone would continue to grow and remodel and actually straighten itself back out over time. His bone initially not healing properly was not anything we should worry too much about as the body is resilient, particularly in young children and the issue would take care of itself. This knowledge was a great comfort to all of us. (HIGGINS)

Question 2: This course has helped me to learn a lot about myself, my health, and my experience. One specific example that has stuck out for me so far is around bone development. In my previous life as a teacher, one of my favorite students was born without ulnas. Until this class, I didn’t know what that meant exactly, besides that it was a bone of the arm. This led to my student’s arms coming down to almost a point on both, with the absence of wrists, hands, and most fingers. I know that the styloid process were the endpoint of my student’s arms (Amerman 243). I imagine this may have also impacted how the radius articulates with the humerus. I don’t know what caused him to have an issue in bone development specific to the ulnas. However, I do know that the ulna is a long bone, with ossification beginning in utero through endochondral ossification and grows distally from the radius (Radiopaedia). The lack of ulnas could be related to anything from the osteoblasts, which build bones, osteoclasts, which aid in bone resorption, or an issue with the epiphyseal plates of any existing part of the ulna he may have had. Although I haven’t been able to find images or stories that very closely depict a similar scenario, Ulnar hypoplasia does seem to resemble

what I remember (Malik S. & Afzal M.)

Even with missing ulnas, my student rode his bike to school, played soccer, climbed ropes courses, and typed 5 paragraph essays with his elbows. Literally, the only thing I ever did for him was open a glue stick. It was amazing and inspiring. (CLARK)

Question 3: Have you ever had a dream that startled you so much that you reached out to hit something? My patient sure did and because we are stuck in twin beds and he was close to the wall he ended up fracturing his left middle phalanx.

He came into the clinic the morning after complaining of swelling to his left little finger and described what lead to the incident. I did not suspect a fracture to the finger but because the swelling was so severe and the extreme tenderness I completed an x-ray to be safe. As chapter 7 discussed the fingers on each hand are comprised of 14 bones including the proximal, middle, and distal phalanx except the thumb which is missing the distal phalanx. I am suprised that he was able to hit the wall in a way that only caused a fracture to the one bone. I was able to treat the injury in clinic with just a finger brace to protect the bone and prevent flexion and extenstion of the joint. (MARTINEZ)

**Read Question 4 Questions Below. Respond to each answer & find 2 academic sources to support your answer. (IN TEXT CITATIONS & PROPER REFERNCING) **

Question 4: A processed food product that I regularly eat is peanut butter. Right now, the brand I have in my pantry is Crunchy No Stir Peanut Butter Spread, which I purchased at Trader Joe’s. The ingredients include roasted peanuts, powdered sugar (cane sugar, cornstarch), palm oil, and sea salt. The goal of most food additives is to maintain or improve a foods safety, freshness, taste, texture, or appearance, but sometimes food additives can be harmful to our health, especially when eaten in large quantities.

Sugar: This additive is used to create flavor in the product.

Salt: This is used to enhance flavor and preserve the product.

Palm oil: a more healthful alternative to hydrogenated oils, this additive is a semisolid at room temperature. The saturated fats help to give no-stir peanut butter its relatively solid texture.

Although this product does contain additives, it does not have a huge list and most of the ingredients are familiar which is always a good sign. The major additive is palm oil, which is still better than the hydrogenated oils that are added to other types of nut butters. Hydrogenated oils increase shelf life, but are also known to raise the risk of cancer, diabetes, and heart disease. I will definitely continue to eat peanut butter; however, I will now consider purchasing a different version of the product. Stir peanut butter, where oil separates and rises to the top of the tube, is a more natural alternative.(SORGESTIN)

Question 4-1: Although I know they’re not a natural food and heavily processed, I absolutely love Kraft singles American cheese slices. No cheese is better for making grilled cheese sandwiches in my opinion. The ingredient list for Kraft singles is as follows:, Cheddar cheese (milk, cheese culture, salt, enzymes), Whey, Water, Protein concentrate, Milk, Sodium citrate, Calcium phosphate, Milkfat, Gelatin, Salt, Sodium phosphate, Lactic acid as a preservative, Annatto and paprika extract (color), Enzymes, Vitamin A palmitate, Cheese culture, Vitamin D3.

Sodium citrates are generally used as acidity regulators in food and drinks. They also as emulsifiers for oils, which enables cheeses to melt without becoming greasy (Modernist Pantry, 2018). Calcium phosphate helps thicken, stabilize and firm processed foods. It’s also used to help blend oil-and-water based ingredients, prevent caking, retain moisture, regulate acidity and treat flour (Bruso, 2017). Sodium phosphate has many properties as a food additive. It’s used as a texturizer, which changes the appearance or feel of the food while increasing shelf life. It can also be used as an emulsifier (Robinson, 2017). Despite these food additives, I will definitely continue to eat Kraft singles. I try to eat healthy and focus on whole, natural foods… but nothing beats Kraft singles in a grilled cheese!(WEISS)

**Read Question 4 Questions Below. Respond to each answer & find 2 academic sources to support your answer. (IN TEXT CITATIONS & PROPER REFERENCING) **

Question 4: A processed food product that I regularly eat is peanut butter. Right now, the brand I have in my pantry is Crunchy No Stir Peanut Butter Spread, which I purchased at Trader Joe’s. The ingredients include roasted peanuts, powdered sugar (cane sugar, cornstarch), palm oil, and sea salt. The goal of most food additives is to maintain or improve a foods safety, freshness, taste, texture, or appearance, but sometimes food additives can be harmful to our health, especially when eaten in large quantities.

Sugar: This additive is used to create flavor in the product.

Salt: This is used to enhance flavor and preserve the product.

Palm oil: a more healthful alternative to hydrogenated oils, this additive is a semisolid at room temperature. The saturated fats help to give no-stir peanut butter its relatively solid texture.

Although this product does contain additives, it does not have a huge list and most of the ingredients are familiar which is always a good sign. The major additive is palm oil, which is still better than the hydrogenated oils that are added to other types of nut butters. Hydrogenated oils increase shelf life, but are also known to raise the risk of cancer, diabetes, and heart disease. I will definitely continue to eat peanut butter; however, I will now consider purchasing a different version of the product. Stir peanut butter, where oil separates and rises to the top of the tube, is a more natural alternative.(SORGESTIN)

Question 4-1: Although I know they’re not a natural food and heavily processed, I absolutely love Kraft singles American cheese slices. No cheese is better for making grilled cheese sandwiches in my opinion. The ingredient list for Kraft singles is as follows:, Cheddar cheese (milk, cheese culture, salt, enzymes), Whey, Water, Protein concentrate, Milk, Sodium citrate, Calcium phosphate, Milkfat, Gelatin, Salt, Sodium phosphate, Lactic acid as a preservative, Annatto and paprika extract (color), Enzymes, Vitamin A palmitate, Cheese culture, Vitamin D3.

Sodium citrates are generally used as acidity regulators in food and drinks. They also as emulsifiers for oils, which enables cheeses to melt without becoming greasy (Modernist Pantry, 2018). Calcium phosphate helps thicken, stabilize and firm processed foods. It’s also used to help blend oil-and-water based ingredients, prevent caking, retain moisture, regulate acidity and treat flour (Bruso, 2017). Sodium phosphate has many properties as a food additive. It’s used as a texturizer, which changes the appearance or feel of the food while increasing shelf life. It can also be used as an emulsifier (Robinson, 2017). Despite these food additives, I will definitely continue to eat Kraft singles. I try to eat healthy and focus on whole, natural foods… but nothing beats Kraft singles in a grilled cheese!(WEISS)

DUE 3/25/18

7AM NEW YORK TIME ZONE

175 WORD MINIMUM FOR EACH QUESTION

USE IN TEXT CITATIONS

MLA FORMAT

 
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Patient Scenario

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 Class Summary F S 09:00:00 AM 12:00:00 PM

 Faculty Contact John Rose John.Rose@faculty.umuc.edu

 Course Description (For students majoring in both science and nonscience disciplines.) A survey of the mechanisms of disease and their expression in major organ systems of the human body. The goal is to use scientific reasoning to make informed decisions about matters related to human biology and health. Topics include infections, cancer, heart disease, lung disease, diabetes, stroke, malnutrition, poisoning by environmental toxins, stress, inflammation, disorders of the immune system, and aging. Emphasis is on analysis of factors that cause disruption of healthy body functions, leading to disease, and on prevention of disease through control of risk factors and early detection. Students may receive credit for only one of the following courses: BIOL 301 or BIOL 398H.

 Course Introduction Human Health and Disease is an upper-level science course. You will learn about the human body and its structural components and mechanisms that help the body maintain optimal working order. We will explore the relationship between the body’s structure (anatomy) and function (physiology), learning how the body works when it is healthy and what happens when it is affected by a disease.

We will learn to distinguish between healthy and diseased function of the various levels of organization in the body starting from the smallest living units?cells?and moving on to tissues, organs, and organ systems. We will discuss how the coordination of metabolic activities at each level benefits the body and explore how all parts of the body work together to maintain a stable internal environment that allows the body to function properly within set limits.

We will then discuss general categories of diseases caused by pathogens, genetic defects, and environmental factors, and learn how a single disease agent affects not just one organ, but ultimately causes disruption in the body’s homeostasis. We will also explore diagnostic procedures, treatment options, and potential outcomes of various diseases as they pertain to specific organ systems. We will learn to recognize the risk factors leading to diseases and identify preventive measures.

Knowledge about human diseases will be gathered from a variety of sources, including textbooks, course modules, articles, and information from papers and group presentations.

 Course Outcomes After completing this course, you should be able to

use knowledge of biological principles and the scientific method to ask and answer relevant questions about human health and disease analyze information to distinguish between diseased and healthy structure and functioning analyze how internal and external factors cause disruption of healthy body function, leading to disease and disorders recognize risk factors leading to disease and identify preventive measures and treatments

 Course Materials

Europe · Syllabus ·

BIOL 301 E621 Human Health and Disease (2192) BIOL-301 Spring 2018 Section E621 3 Credits 12/17/2018 to 01/13/2019

 

 

Click to access your course materials information (https://webtext.europe.umuc.edu/)

 Grading Information Grading Information and Criteria

This course consists of the following graded items:

Conference participation (week 1 through week 7 at 3% per week)

21%

Quizzes (two quizzes at 10% each) 20%

Patient Scenario 15%

Pamphlet addressing nonscientific community and presentation

Pre-pamphlet (5%)

Pamphlet (12%)

Pamphlet Presentation (week 8; 3%)

20%

Final examination 24%

Total 100%

 

 

Extra Credit Policy

There is no extra credit work in this course.

Late Submission Policy

1. Quizzes and written assignments: Ten percent (10%) of your grade will be subtracted for each day an assignment is late.

2. Discussions: If you do not participate in the discussions by the due date, you will earn 0% for participation in the missed week.

3. Final Exam: If you do not submit your final exam within the 48-hour window (note that you will have 5 hours to complete the exam once you open it within the 48-hour window), you will earn 0 (no exceptions!).

4. No work will be accepted after the official end of the class.

 

 

Additional Notes to Late Policy

Illness, death, family emergency situations, and TDYs (for military members) are part of life. It is your responsibility, when you think things are in danger of getting out of hand, to keep your instructor informed about what is going on, what the problem is, and how long it will interfere with your ability to concentrate and participate in the course. Do your best to inform your instructor of potential disruptive situations before deadlines are reached. You can always contact your instructor according to the contact information provided by your instructor. You may need to provide appropriate documentation that confirms an emergency or other disruption. Your instructor will use discretion in determining whether a late assignment may be accepted.

 

 

 Project Descriptions Discussion conferences

By registering for a web-based course, you have made a commitment to participate in your course conferences as well as other online activities. Plan to participate regularly. Participation for this course is defined as proactive participation in weekly discussion topics. This requires you to actively reflect on weekly module and textbook readings and to develop original ideas in your responses. You are expected to demonstrate critical thinking and your understanding of the content in the assigned readings as they relate to the issues identified in the conference discussion. You are expected to make your own contribution as well as respond with value-added comments to your classmates. You are encouraged to respond to other students as well as to your instructor. Note that your online conference participation counts significantly toward your final grade.

To receive full credit for weekly participation, you must:

Participate individually with meaningful and original comments in the posted discussion topics. (See Academic Policies for information about plagiarism.) A minimum of 3 posts per week is required. Your posts should be written in your own words and should be about 100 to 150 words long. Proper citation of sources (APA style) used for your responses is expected. The due date for weekly conference(s) is every Sunday at 11:59 eastern time (ET).

Deadline for classroom participation is midnight US Eastern Time Zone of the due date unless stated otherwise. You must participate in the classroom discussions before the stated deadline to receive credit. You are expected to adhere to the general rules of online etiquette.

The grading rubric for individual participation in the weekly discussions is located under Project Grading Criteria and Rubrics.

Conference topics and questions will cover:

natural chemical elements (ions) in the human body the role of trace elements in illness blood pH and buffers the role of respiratory and excretory systems in maintenance of homeostasis enzymes and their function in different organ systems medical technology and its importance to diagnosis and treatment medical therapies the role of nutrition and lifestyle in health and illness case studies normative values and their use in the medical profession diseases and disorders affecting various organs and organ systems interdependent function of endocrine system and nervous system to regulate body function functions and composition of blood, hemostasis, blood types, and blood disorders relationships between lymphatic systems and cardiovascular system genetic inheritance and pedigree

Do not put off coursework until the end of the week. The deadline for classroom participation is midnight ET of the due date unless stated otherwise. You must participate in the classroom discussions before the stated deadline to receive credit.

What is “good” participation?

For discussion participation, what matters here is the quality of your responses, not quantity.

Here are some examples of good responses:

“Mary, you mentioned in your answer that human cloning is currently being investigated. In your research did you see any companies that were actually doing human cloning? I did not think that human cloning even a possibility in our lifetime. I think the government should regulate cloning practices of all animals to make sure that the science is not being used in a harmful or unethical way.”

Another example:

“Joe, I really enjoyed reading your paper. I like the way that you formatted it, using pictures and tables to support your facts. The table you included about the increase in Flu deaths was very interesting – I did not realize that so many people die in other countries from something as simple as the flu!”

 

 

Your responses may include an observation, a counterexample, a suggestion, a statement of respectful disagreement, a solution, a question about the material or the process, an insight, an admission, an assent, an example, an idea, a corroboration, or a speculation. Remember to include your sources of information (if applicable)!

Here are some examples of inadequate responses/participation:

“Good job, I liked your answers!” or, “Joe – I liked your paper very much!” or, “I agree!”

Any response that is intimidating, disrespectful, belittling and/or or demeaning will not be tolerated, and will be deleted.

 

Important: Responses that are copy/pasted from a source will earn no credit.

 

Quizzes

Two quizzes will be assigned during the course. They will be posted on Monday at 00:01 am and due on Sunday at 11:59 pm Eastern Time (US). See Course Schedule for dates. Each quiz is worth 10% of the final grade.

 

Final Examination (Timed)

Addresses Course Outcome #1, #2, #3, and #4

Use knowledge of biological principles and the scientific method to ask and answer relevant questions about the human body. Recognize and explain how external and internal factors influence the stability of human body processes. Use scientific findings to characterize structure and function of the healthy human body. Weigh and make health-related decisions based on an understanding of the value and limits of scientific knowledge and the scientific method.

The final examination will be an unproctored timed final exam. The final exam will be provided by your instructor on Friday 01/11 at 00:01 am US Eastern Time Zone. This final exam document will be made available to you for 48 hours. Once you open the exam you will have 5 (FIVE) hours to complete it. Keep in mind that the exam is due on Saturday 01/12 at 11:59 pm Eastern Time Zone. ONLY exams submitted through the online (D2L/LEO) classroom will be accepted. The final exam may consist of multiple choice, fill-in-the-blank, short answer, and essay questions.

If you do not complete (remember you have 5 hours) and submit your final exam within the 48-hour window, you will earn 0 (no exceptions!).

 

 

Patient Scenario

Addresses Learning Outcomes:

Use knowledge of biological principles and the Scientific Method to ask and answer relevant questions about human health and disease Analyze information to distinguish between diseased and healthy structure and functioning. Analyze how internal and external factors cause disruption of healthy body function, leading to disease and disorders.

 

Mr. Smith is 60 years old. He was diagnosed with a prostate cancer five years ago. Over the past few days, Mr. Smith has been feeling weak and increasingly tired and has also been suffering from a headache that did not respond to over-the-counter medications. He scheduled an appointment with his physician.

His physician performed a physical examination and recommended a battery of laboratory tests and imaging procedures.

 

 

 

The table below shows Reference values in the right-hand column. These values reflect the normal range of values for patients without disease or illness. The center column reflects the resulting values for medical test results obtained for Mr. Smith.

Take note whether Mr. Smith’s values are within normal limits.

Mr. Smith Reference Values

K+ 2.6 mmol/L 3.8-4.9mmol/L

Hb (Hemoglobin) 7.5 g/dL 13.8 to 18.2 g/dL

Hct (Hematocrit) 20.4% 45-52%

Platelet Count 49×10 /L 150-400×10 /L

 

After receiving Mr. Smith’s test results, his physician admits him to the hospital. Hospital staff treated him and discharged him.

The following week, Mr. Smith returns to his physician with the same complaint of weakness and a new complaint of shortness of breath. His blood pressure is 160/100 mmHg. MRI reveals metastasis of prostate cancer to osseous tissue. Abdominal CT shows obstruction of intestine due to nodular enlargement of adrenal glands.

 

Laboratory results from Mr. Smith’s second hospital admission and medical tests show following findings:

 

Mr. Smith Reference Values

K+ 2.6 mmol/L 3.8-4.9mmol/L

Hb 7.3 g/dl 13.8 to 18.2 g/dL

Hct 20.4% 45-52%

Platelet Count 20×10 /L 150-400×10 /L

HCO3 38 mmol/l 22-26 mmol/L

Urinary K+ 70 mmol/L/24 hr 25-120 mmol/L/24 hr

Blood Glucose 460 mg/dl 64.8-104.4 mg/dL

Serum Aldosterone 1 ng/dl

24 hour Urinary Aldosterone 8.4 mcg/24 hr 2.3-21.0 mcg/24 hr

Renin 2.1 ng/ml/hr 0.65-5.0 ng/ml/hr

9 9

9 9

 

 

ACTH (Adrenocorticotropic Hormone)

1082 pg/ml 9-46 pg/ml

Cortisol 155.5 microg/dL 0-25 microg/dL

 

CONCLUSION AND DIAGNOSIS

Laboratory findings, MRI and CT confirmed metastatic prostate adenocarcinoma, hypertension and refractory hypokalemia due to ectopic ACTH production. High levels of circulating cortisol caused continuous activation of mineralocorticoid receptors resulting in hypokalemia, metabolic alkalosis and hypertension.

 

After reading provided scenario, answer the following questions:

1. What are the components of physical examination? Describe each component. (See Module 1, Commentary, Topic 8. Disease Categories, Part B. Steps in Diagnosis)

2. Mr. Smith’s blood pressure was 160/100 mmHg. How does a medical provider take or measure blood pressure? What do the top (numerator) and bottom (denominator) numbers mean in the biological sense? What is the significance the size of these two numbers? Is Mr. Smith’s blood pressure within normal range? Explain how you concluded whether Mr. Smith’s blood pressure is/is not within normal range.

3. Based on the data provided, what laboratory tests were performed and what samples were taken from the patient? Select one of the laboratory tests ordered for Mr. Smith and discuss why Mr. Smith’s physician might have ordered the test and the information she might have expected to obtain from that particular test.

4. Compare Mr. Smith’s values with reference values and indicate whether MR. Smith’s values are below, above, or within normal range (compare Mr. Smith’s values with the Reference values) for each laboratory tests in the table above from the second set of tests.

5. What imaging procedures did Mr. Smith undergo? Discuss the distinctions and similarities between the two different imaging approaches. What were the results of imaging procedures in Mr. Smith’s case?

6. Select one of the medical terms from the CONCLUSION and DIAGNOSIS section above and define what it means. Also, discuss, in your own words and based on what you can gather about Mr. Smith’s condition, how the laboratory or imaging tests helped with drawing a conclusion or making the diagnosis. In your own words, discuss how medical providers use the scientific method to come to work through the examination and diagnosis of a patient.

You should write a short paper addressing all six questions and submit it into the assignment folder. Your grade will depend upon the content, clarity and originality of responses written in your own words. Good writing practices, including the use of correct grammar, sentence and paragraph structure, and punctuation, and presence of logical reasoning, will account for a portion of your grade.

Cite all sources in APA format within your answer text as well as full citations in APA format at the end of the assignment.

 

Pamphlet addressing non-scientific community and presentation

Addresses Learning Outcome:

Recognize risk factors leading to disease and identify preventive measures and treatments.

This assignment is designed for you to demonstrate your ability to communicate your knowledge of a disease to the lay (non-scientific and non-medical) public.

The disease or disorder should not be a common disease that has already addressed in our course. Common diseases include coronary artery disease, Alzheimer disease, arthritis, diabetes, AIDS, hypo- and hyper-thyroidism, hypertension, psoriasis, sleep apnea, Lyme’s Disease, sinusitis, allergic rhinitis, mononucleosis, asthma, urinary tract infections, many STDs (check with your instructor), irritable bowel disease, strep throat, MRSA, polio, tuberculosis, Lockjaw, anorexia nervosa, autism, Down syndrome, and many cancers (check with your instructor). For any additions to this list, check with your instructor.

 

 

In this assignment, you will develop good working knowledge of unique (uncommon) chronic disease or a unique preventable disease. Check with your instructor for approval of your topic selection.

 

Process

You will choose a unique chronic or preventable disease during the first two weeks of the course. Seek approval for your topic from your instructor. Create an informative pamphlet about the chosen chronic or preventable disease for a non-scientific community. Ideally, the pamphlet should be in the form of a six-page pamphlet.

Content

The pamphlet should contain the following: Content and language that targets a lay audience. All terms should be explained and diagrams and graphics should be provided to clarify concepts and ideas. A brief description of the disease, including its symptoms and signs Explanation of the effects of the disease on healthy body function including cellular, tissue, organ and organ system levels Risk factors contributing to the onset of the disease Description of preventive steps to avoid the disease (if avoidable) Available diagnostic and therapeutic tools Outcomes of the disease (such as prognosis or recovery potential) Information about how a person suffering from the disease can maintain a desirable quality of life, minimize or slow the progress of the disease

Format of the pamhlet

Single-spaced Tri-fold All content written in your own words Reference citations included in APA format (not part of the tri-fold; should be provided on a separate page)

 

Submission

Discussion Conference 01/04 and to the Assignment Folder You will post your pamphlet in a designated discussion conference by Friday 01/04. As a presenter and topic expert you will be responsible for answering classmates’ questions and reacting to their comments. You will also read classmates’ pamphlets and will have a chance to discuss them during the last week of the class.

 

Grading Rubric

This project has three phases:

1. Select a Topic. By the end of the second week of the course (see Course Schedule for due date), you will be required to post your chosen topic and information about why you chose it in a designated area in the Conferences. The information you present should include sufficient detail to demonstrate that you have completed some preliminary research and should present a clear rationale for your choice.

2. Develop a reference list and outline. By the end of the fifth week of the course (see Course Schedule for due date), you will be required to submit a list of references and an outline for your pamphlet in the Conferences. The outline should go beyond the list of required elements to sketch out some of the facts you have learned about the disease – for example, it might include a bullet list of the symptoms. The reference list and outline should demonstrate that you have conducted at least preliminary research into the topic and that you have a grasp of the facts related to the disease. Note that the reference list and outline that you present in week five could still be subject to change as you complete the research and writing of your final paper.

 

 

3. Write the pamphlet and be prepared to discuss it. You will post the pamphlet in a designated discussion conference by the end of week 7 (see Course Schedule for exact due date). As a presenter and topic expert, you will be responsible for answering classmates’ questions and reacting to their comments. You will also read classmates’ pamphlets and will have a chance to discuss them during the last week of the class.

 

At a minimum, your pamphlet should contain the following required elements:

Introductory paragraph describing your subject and its importance Body of the pamphlet

Addresses signs, symptoms Explains effects of the disease on healthy body functions, and relates this to signs and symptoms Analyzes risk factors and preventive steps Describes maintenance of quality of life Discusses diagnostic and therapeutic tools Explains expected outcomes and prognosis Describes current areas of research into prevention, treatment or cure Describes possible future areas of research into prevention, treatment or cure

References Conclusion – summary of your findings

List all references at the end of your pamphlet. You must use at least five references from credible, scientifically rigorous sources and cite them using American Psychological Association (APA) style. Two or more references should be from the UMUC Library. The references cited should be no older than seven years (published 2004 – 2011). References should be listed on a separate page that does not count toward the required length of the paper.

 

Helpful resources include the following:

Research skills tutorial—http://www.umuc.edu/library/tutor/intro.html (http://www.umuc.edu/library/tutor/intro.html) Online databases, websites, e-books, and other resources identified by UMUC librarians as helpful for science students —http://libguides.umuc.edu/BIOL301 (http://libguides.umuc.edu/BIOL301) Criteria for evaluating websites— http://www.umuc.edu/library/guides/evaluate.html (http://www.umuc.edu/library/guides/evaluate.html) Guidance on citing websites, articles, and books—APA citation examples and the APA tutorial in the Course Content area in our WebTycho classroom UMUC’s Guide to Writing and Research—http://tychousa4.umuc.edu/writinggde/ (http://tychousa4.umuc.edu/writinggde/) Online access to writing advisors—http://www.umuc.edu/writingcenter/ (http://www.umuc.edu/writingcenter/)

Your grade will depend upon the content and clarity of your presentation as well as your ability to answer questions from classmates and the instructor. Keep in mind that longer does not always mean better. Good writing practices, including the use of correct grammar, punctuation, sentence and paragraph structure, and a clear flow of thought, will account for a portion of your grade.

 

The entire Pamphlet project is worth 15% of final grade.

There are three parts to the Pamphlet project:

Prepamphlet is worth 5%.

Selection of topic and explanation (class 2) List of References (class 5) Pamphlet Outline (class 5)

Pamphlet (final product) is worth 12% (class 7)

Introduction Addresses signs, symptom Explains effects of the disease on healthy body functions, and relates this to signs and symptoms

 

 

Explains effects of the disease on healthy body functions, and relates this to signs and symptoms Analyzes risk factors and preventive steps Describes maintenance of quality of life Explains outcomes and prognosis Describes current areas of research into prevention, treatment or cure Describes possible future areas of research into prevention, treatment or cure Conclusion Final list of references included in pamphlet Clarity, proper grammar, punctuation, spelling

 

Conference Discussion will be a discussion of your pamphlet and is worth 3% (standard conference discussion percentage)

Discussion Conference presentation of pamphlet (discussion during week 8) Conference reaction to classmates’ pamphlets (discussion during week 8)

 

 Academic Policies Academic Policies and Guidelines

ACADEMIC INTEGRITY

As a member of the University of Maryland University College (UMUC) academic community that honors integrity and respect for others you are expected to maintain a high level of personal integrity in your academic work at all times. Your work should be original and must not be reused in other courses.

CLASSROOM CIVILITY

Students are expected to work together cooperatively, and treat fellow students and faculty with respect, showing professionalism and courtesy in all interactions. Please review the Code of Civility for more guidance on interacting in UMUC classrooms: https://www.umuc.edu/students/support/studentlife/conduct/code.cfm (https://www.umuc.edu/students/support/studentlife/conduct/code.cfm).

POLICIES AND PROCEDURES

UMUC is committed to ensuring that all individuals are treated equally according to Policy 040.30 Affirmative Action, Equal Opportunity, and Sexual Harassment (https://www.umuc.edu/policies/adminpolicies/admin04030.cfm).

Students with disabilities who need accommodations in a course are encouraged to contact the Office of Accessibility Services (OAS) at accessibilityservices@umuc.edu, or call 800-888-UMUC (8682) or 240-684-2287.

The following academic policies and procedures apply to this course and your studies at UMUC.

150.25 Academic Dishonesty and Plagiarism (https://www.umuc.edu/policies/academicpolicies/aa15025.cfm) – UMUC defines academic dishonesty as the failure to maintain academic integrity. All charges of academic dishonesty will be brought in accordance with this Policy.

Note: In this course, your instructor has access to use Turnitin.com, a tool that helps to evaluate the originality of student work. Your instructor may use Turnitin or other resources to check the authenticity of your work and the accuracy of your use of sources. To learn more about Turnitin, the feedback it provides, and your options regarding the storage of your work in the Turnitin database go to the UMUC guides at umuc.edu/library/libresources/turnitin-students.cfm (https://www.umuc.edu/library/libresources/turnitin.cfm) and http://sites.umuc.edu/library/libresources/turnitin.cfm#studentcopyright (http://sites.umuc.edu/library/libresources/turnitin.cfm). If you have questions about academic integrity or how to cite your sources go to the UMUC Academic Integrity Resources page at http://www.umuc.edu/current-students/learning-resources/academic-integrity/resources.cfm (http://www.umuc.edu/current- %20students/learning-resources/academic-integrity/resources.cfm).

151.00 Code of Student Conduct (https://www.umuc.edu/policies/studentpolicies/stud15100.cfm)

 

 

170.40

170.41

170.42

The following policies describe the requirements for the award of each degree:

Degree Completion Requirements for the Graduate School (https://www.umuc.edu/policies/academicpolicies/aa17040.cfm)

Degree Completion Requirements for a Bachelor’s Degree (https://www.umuc.edu/policies/academicpolicies/aa17041.cfm)

Degree Completion Requirements for an Associate’s Degree (https://www.umuc.edu/policies/academicpolicies/aa17042.cfm)

170.71 Policy on Grade of Incomplete (https://www.umuc.edu/policies/academicpolicies/aa17071.cfm) – The mark of I is exceptional and considered only for certain courses. Students who have completed 60% of their coursework with a grade of B or better for graduate courses or C or better for undergraduate courses and request an I before the end of the term. The mark of I is not available for noncredit courses.

170.72 Course Withdrawal Policy (https://www.umuc.edu/policies/academicpolicies/aa17072.cfm) – Students must follow drop and withdrawal procedures and deadlines available at https://www.umuc.edu/ (https://www.umuc.edu/) under Academic Calendar.

130.80 Procedures for Review of Alleged Arbitrary and Capricious Grading (https://www.umuc.edu/policies/academicpolicies/aa13080.cfm) – appeals may be made on final course grades as described herein.

205.06 Calculation Of Grade-Point Average (GPA) for Inclusion on Transcripts and Transcript Requests (https://www.umuc.edu/policies/academicpolicies/aa20506.cfm) – Note: Undergraduate and Graduate Schools have different Grading Policies (i.e. The Graduate School does not award the grade of D). See Course Syllabus for Grading Policies.

GRADING

According to UMUC’s grading policy, the following marks are used:

Undergraduate Graduate

A 90-100 90-100

B 80-89 80-89

C 70-79 70-79*

D 60-69 N/A**

F 59 or below 69 or below

FN Failure-Non attendance Failure-Non attendance

G Grade Pending Grade Pending

P Passing Passing

S Satisfactory Satisfactory

U Unsatisfactory Unsatisfactory

I Incomplete Incomplete

AU Audit Audit

W Withdrew Withdrew

* The grade of “B” represents the benchmark for The Graduate School. Students must maintain a Grade Point Average (GPA) of 3.0 or higher. Classes where final grade of C or F places a student on Academic Probation must be repeated. ** The Graduate School does not award the grade of D.

COURSE EVALUATION SURVEY

 

 

UMUC values its students’ feedback. You will be asked to complete an online evaluation toward the end of the term. The primary purpose of this evaluation process is to assess the effectiveness of classroom instruction in order to provide the best learning experience possible and make continuous improvements to every class. Responses are kept confidential. Please take full advantage of this opportunity to provide your feedback.

LIBRARY SUPPORT

Extensive library resources and services are available online, 24 hours a day, seven days a week at https://www.umuc.edu/library/index.cfm (https://www.umuc.edu/library/index.cfm) to support you in your studies. The UMUC Library provides research assistance in creating search strategies, selecting relevant databases, and evaluating and citing resources in a variety of formats via its Ask a Librarian service at https://www.umuc.edu/library/libask/index.cfm (https://www.umuc.edu/library/libask/index.cfm).

EXTERNAL LINK DISCLAIMER

This course may contain links to external sites neither owned nor maintained by UMUC. UMUC bears no responsibility for the accuracy, legality, or content of external sites or for that of subsequent links. In addition, the terms of use, security policies, and privacy policies may differ from those of UMUC. Contact the external site for answers to questions regarding its content, terms of use, and policies.

LEARNING MANAGEMENT SYSTEM SUPPORT

To successfully navigate the online classroom new students are encouraged to view the Classroom Walkthrough under Help in the upper right menu of the LEO classroom. Those requiring technical assistance can access Help@UMUC Support directly in LEO under the Help menu. Additional technical support is available 24 hours a day, seven days a week via self-help and live chat at https://www.umuc.edu/help (https://www.umuc.edu/help) or by phone toll-free at 888-360-UMUC (8682).

SYLLABUS CHANGES

All items on this syllabus are subject to change at the discretion of the Instructor and the Office of Academic Affairs.

 Class & Assignment Schedule

Date of

class

Assignments Due Date

0 Your course has two required electronic resources:

OPEN STAX Anatomy and Physiology ebook (Rice University) – https://openstax.org/details/books/anatomy-and-physiology?Book%20details BIOL 301 Course Modules

I am available if you need additional assistance outside of class meeting times. Please contact me by email to set up an appointment.

 

To find your ebooks chapters, go to the Table of Contents (can be accessed from the Content heading) > Course Resources > eReadings

 

To find your Course Modules, go to the Table of Contents (can be accessed from the Content heading) > Course Resources > BIOL 301 Course Modules

Please note: all assignments must be turned in using Word or Google Docs. I cannot open any other program.

 

 

 

12/21

 

 

 

class 1

Read

Anatomy & Physiology (Open Stax) Chapter 1 – An Introduction to the Human Body Chapter 2 – The Chemical Level of Organization Chapter 3 – The Cellular Level of Organization Chapter 4 – The Tissue Level of Organization Chapter 5 – Integumentary System

Course Module 1

 

Do

 

Participate in discussions Introduction Weekly discussion topics Complete APA Tutorial and submit completion certificate Acknowledge Final Examination times and dates

 

Concepts:

scientific method health disease disorder metabolism homeostasis chemistry cell tissues acids, bases, buffers osmosis

 

 

Skills:

outline scientific method (all stages) critical thinking communicate facts articulate and ask relevant questions use appropriate terminology research citation

12/22

 

 

 

 

 

class 2

Read

Anatomy & Physiology (Open Stax) Chapter 6 – Bone Tissue and Skeletal System Chapter 9 – Joints Chapter 10 – Muscular Tissue Chapter 11 – Muscular System

Course Module 2: Topics 1, 2, 5

 

Do

Participate in discussions Weekly discussion topics Conduct initial research for pamphlet project Post selected pamphlet topic and rationale for the selection in the designated discussion conference

 

 

 

Concepts:

organ systems structure and function patient complaints symptoms (presentation of symptoms) patient data reference data treatment morphology—healthy vs. diseased structure and function —healthy vs. diseased disease progression cause and effect risk factors trauma physical and chemical environmental factors microbiology

 

Skills:

use data to make distinctions—healthy vs. diseased quantitative analysis comparative analysis data analysis critical thinking communicate facts articulate and ask relevant questions use appropriate terminology research citation

 

Issues:

socioeconomic factors

 

12/28

 

 

 

 

 

class 3

Read

Anatomy & Physiology (Open Stax) Chapter 12 – The Nervous System and Nervous Tissue Chapter 13 – Anatomy of the Nervous System Chapter 14 – The Somatic Nervous System Chapter 15 – The Autonomic Nervous System Chapter 17 – Endocrine System

Module 2: Topics 3, 4

Do

Participate in discussions Weekly discussion topics Complete and submit GRADED Quiz 1 Work on pamphlet outline with references due class 5

 

 

 

Concepts:

structure and function of nerves and the nervous system structure and function of the sensory system stress and hormones communicating systems within the body coordination of different systems within the body signaling from one body part to another

 

Skills:

communication observation and explanation critical thinking communicate facts articulate and ask relevant questions use appropriate terminology research citation

 

Issues:

lifestyle choices level of physical activity environmental factors

 

 

 

 

 

 

 

 

 

 

 

12/29

 

 

 

 

 

class 4

Read

Anatomy & Physiology (Open Stax) Chapter 18 – The Cardiovascular System: Blood Chapter 19 – The Cardiovascular System: The Heart Chapter 20 – The Cardiovascular System: Blood Vessels and Circulation

Course Module 3: Topics 1, 2, 3

 

Do

Participate in discussions Weekly discussion topics Complete and submit short paper analyzing data provided in assignment “Patient Scenario” Work on pamphlet outline with references due class 5

 

Concepts:

skeletal system functions muscular system functions posture and movement lymphatic system functions immunity and other body defenses

 

Skills:

communication observation and explanation critical thinking analyze and compare communicate facts articulate and ask relevant questions use appropriate terminology research citation

 

Issues:

research ethics

 

 

 

01/04

 

 

 

 

 

class 5

Read

Anatomy & Physiology (Open Stax) Chapter 21 – Lymphatics and the Immune System Chapter 22 – The Respiratory System

 

Course Module 3: Topic 4 Course Module 4: Topic 3

 

Do

Participate in discussions Weekly discussion topics Submit detailed pamphlet outline with relevant references

 

 

Concepts:

components of blood and their functions functions of the cardiovascular system cardiac cycle blood pressure blood volume respiratory system function acid-base balance

 

Skills:

communication observation and explanation critical thinking analyze and compare communicate facts articulate and ask relevant questions use appropriate terminology research citation

 

Issues:

 

hereditary factors lifestyle choices

01/05

 

 

 

 

class 6

Read

Anatomy & Physiology (Open Stax) Chapter 23 – The Digestive System Chapter 24 – Metabolism and Nutrition Chapter 25 – The Urinary System Chapter 26 – Fluid, Electrolyte and Acid Balance

Course Module 4: Topics 1, 2, 4

Do

Participate in discussions Weekly discussion topics Complete and submit GRADED Quiz 2

 

 

 

Concepts:

digestive system function nutrition energy and metabolism malnutrition fluid balance fluid volume acid-base balance fluid osmolarity urinary system function

 

Skills:

communication observation and explanation critical thinking analyze and compare communicate facts articulate and ask relevant questions use appropriate terminology research citation

 

Issues:

ethics of research and treatment socioeconomic factors lifestyle choices physical activity

 

01/11

 

 

 

 

class 7

Read

Anatomy & Physiology (Open Stax) Chapter 27 – The Reproductive Systems Chapter 28 – Development and Inheritance

Course Module 5: Topics 1, 2, 3

 

Do

Participate in discussions Weekly discussion topics Complete and submit pamphlet into a designated discussion conference and an assignment folder

 

 

Concepts:

male and female reproductive system functions conception, pregnancy and fetal development, and birth heredity and hereditary diseases

 

Skills:

communication observation and explanation critical thinking analyze and compare communicate facts articulate and ask relevant questions use appropriate terminology research citation

 

Issues:

gender hereditary factors ethics of research and treatment socioeconomic factors

 

 

 

01/12

 

 

 

class 8

Do

Participate in pamphlet discussions (comment, ask questions and respond to questions about your pamphlet topic) Complete and submit final examination The final examination will be an unproctored timed final exam. The final exam will be provided by your instructor on Friday 01/11 at 00:01 am US Eastern Time Zone. This final exam document will be made available to you for 48 hours. Once you open the exam you will have 5 (FIVE) hours to complete it. Keep in mind that the exam is due on Saturday 01/12 at 11:59 pm Eastern Time Zone. ONLY exams submitted via online classroom “Exam Tool” will be accepted. The final exam may consist of multiple choice, fill-in-the-blank, short answer, and essay questions.

If you do not complete (remember you have 5 hours) and submit your final exam within the 48-hour window, you will earn 0 (no exceptions!).

 

 

 

 

  • BIOL 301 E621 Human Health and Disease (2192)BIOL-301
    • Class Summary
    • Faculty Contact
    • Course Description
    • Course Introduction
    • Course Outcomes
    • Course Materials
    • Grading Information
    • Project Descriptions
    • Academic Policies
    • Class & Assignment Schedule
 
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