English Composition 1101

Write a carefully constructed essay in which you consider the facts and responsibilities of those involved and bystanders as well as presented in articles by Norman Cousins and Norman Mailer. You may also incorporate evidence from any other additional source material you consulted. Be sure to cite any sources in your work.

 

 

Reading a Cause-and-Effect Analysis with a Critical Eye

Once you have written a draft (or two or three) of your essay, it’s always wise to ask someone else

to look over what you’ve written. Ask readers where they find your analysis clear and convincing,

what specific evidence they find most effective, and where they think you need more (or less)

explanation. Here are some questions to keep in mind when checking over a cause-and-effect

analysis.

PURPOSE AND AUDIENCE.

Why is the reader being asked to consider these

particular causes or effects? Is the intended audience likely to find the analysis plausible as well as

useful? What additional information might readers need?

ORGANIZATION.

Does the essay emphasize causes or effects? Should it give more (or

less) attention to either? Are causes and effects presented in a logical sequence?

CHRONOLOGICAL ORDER.

Does the essay analyze causes and effects in

chronological order where appropriate? Does it consistently link cause to effect, and effect to

cause?

REVERSE CHRONOLOGICAL ORDER.

Where effects are known but causes

are uncertain, is it clear what chain of events most likely led to the effect(s) in question? Are those

events presented in reverse chronological order? If not, how can the order of events be clarified?

THE POINT.

What is the analysis intended to show? Is the point made clearly in a thesis

statement? How and how well does the analysis support the point?

TYPES OF CAUSES.

How well are the significant causes analyzed—the immediate

cause, the most important remote causes, the main cause, and the most important contributing

causes? What other causes (or effects) should be considered?

CAUSE OR COINCIDENCE?

At any point, is a coincidence mistaken for a cause?

Are all of the causes necessary to produce the intended effects? Do they have the power to

produce those effects?

VISUALS.

Are charts, graphs, or diagrams included to clarify causal relationships? If not,

would they be helpful? Are all visuals clearly and appropriately labeled?

 

 

WHO KILLED BENNY PARET?

Norman Cousins

Norman Cousins (1915-1990) was born in Union City, New Jersey, and graduated from Columbia

University’s Teachers College in 1933. He began his career in journalism writing for The New York

Evening Post and Current History magazine. In 1940 Cousins joined the Saturday Review, where he served

as editor from 1942 to 1978. Cousins lectured widely on world affairs, was a social critic and a strong

advocate of nuclear controls, and arranged for victims of the atomic bombing of Hiroshima to come to the

Untied States for medical treatment. From 1978 until his death, he was an adjunct professor in the

department of Psychiatry and biobehavioral science at U.C.L.A Medical School. Cousins published

numerous books, including many urging a positive outlook to combat illness: Anatomy of an Illness (1979),

about his own struggle with a life- threatening form of arthritis; Human options: An Autobiographical

Notebook (1981); Healing and Belief (1982); The Healing Heart: Antidotes to Panic and Helplessness

(1983); The Pathology of Power (1987); and his last book, about the effect of the emotions on the body’s

resistance to disease, Head First: The Biology of Hope (1989). In his 1962 essay “ Who Killed Benny

Paret?” Cousins Investigates the causes of a boxer’s death. In answering the question posed by his essay’s

title, Cousins takes a strong stand against violence in sports.

Sometime about 1935 or 1936 I had an interview with Mike Jacobs, the prize- fight

promoter. I was a fledgling reporter at that time; my beat was education but during the

vacation season I found myself on varied assignments, all the way from ship news to

sports reporting. In this way I found myself sitting opposite the most powerful figure in

the boxing world.

There was nothing spectacular in Mr. Jacobs’ manner or appearance; but when he

spoke about prize fights, he was no longer a bland little man but a colossus who sounded

the way Napoleon must have sounded when he reviewed a battle. You knew you were

listening to Number One. His saying something made it true.

We discussed what to him was the only important element in successful

promoting- how to please the crowd. So far as he was concerned, there was no mystery to

it. You put killers in the ring and the people filled your arena. You hire boxing artists-

men who are adroit at feinting, parrying, weaving, jabbing, and dancing, but who don’t

pack dynamite in their fists- and you wind up counting your empty seats. So you searched

for the killers and sluggers and maulers- fellows who could hit with the force of a

baseball bat.

I asked Mr. Jacobs if he was speaking literally when he said people came out to

see the killer.

“They don’t come out to see a tea party,” he said evenly. “They come out to see

the knockout. They come out to see a man hurt. If they think anything else, they’re

kidding themselves.”

Recently, a young man by the name of Benny Paret was killed in the ring. The

killing was seen by millions; it was on television. In the twelfth round, he was hit hard in

the head several times, went down, was counted out, and never came out of the coma.

The Paret fight produced a flurry of investigations. Governor Rockefeller was

shocked by what happened and appointed a committee to assess the responsibility. The

New York State Boxing Commission decided to find out what was wrong. The District

Attorney’s office expressed its concern. One question that was solemnly studied in all

three probes concerned the action of the referee. Did he act in time to stop the fight?

Another question had to do with the role of the examining doctors who certified the

physical fitness of the fighters before the bout. Still another question involved Mr. Paret’s

manager; did he rush his boy into the fight without adequate time to recuperate from the

previous one?

In short, the investigators looked into every possible cause except the real one.

Benny Paret was killed because the human fist delivers enough impact, when directed

against the head, to produce a massive hemorrhage in the brain. The human brain is the

most delicate and complex mechanism in all creation. It has a lacework of millions of

highly fragile nerve connections. Nature attempts to protect this exquisitely intricate

machinery by encasing it in a hard shell. Fortunately, the shell is thick enough to

withstand a great deal of pounding. Nature, however, can protect man against everything

except man himself. Not every blow to the head will kill a man- but there is always the

risk of concussion and damage to the brain. A prize fighter may be able to survive even

repeated brain concussions and go on fighting, but the damage to his brain may be

permanent.

In any event, it is futile to investigate the referee’s role and seek to determine

whether he should have intervened to stop the fight earlier. That is not where the primary

responsibility lies with the people who pay to see a man hurt. The referee who stops a

fight too soon from the crowd’s viewpoint can expect to be booed. The crowd wants the

knockout; it wants to see a man stretched out on the canvass. This is the supreme moment

in boxing. It is nonsense to talk about prize fighting as a test of boxing skills. No crowd

was ever brought to its feet screaming and cheering at the sight of two men beautifully

dodging and weaving out of each other’s jabs. The time the crowd comes alive is when a

man is hit hard over the heart or the head, when his mouthpiece flies out, when the blood

squirts out of his nose or eyes, when he wobbles under the attack and his pursuer

continues to smash at him with pole- axe impact.

Don’t blame it on the referee. Don’t even blame it on the fight managers. Put the

blame where it belongs- on the prevailing mores that regard prize fighting as a perfectly

proper enterprise and vehicle of entertainment. No one doubts that many people enjoy

prize fighting and will miss it if it should be thrown out. And that is precisely the point.

 

 

 

 

 

The Death of Benny Paret —Norman Mailer

 

Paret was a Cuban, a proud club fighter who had become welterweight champion because of his unusual ability to take a punch. His style of fighting was to take three punches to the head in order to give back two. At the end of ten rounds, he would still be bouncing, his opponent would have a headache. But in the last two years, over the fifteen-round fights, he had started to take some bad

maulings.This fight had its turns. Griffith won most of the early rounds, but Paret knocked Griffith down in the sixth. Griffith had trouble getting up, but made it, came alive and was dominating Paret again before the round was over. Then Paret began to wilt. In the middle of the eighth round, after a clubbing punch had turned his back to Griffith, Paret walked three disgusted steps away, showing his hindquarters. For a champion, he took much too long to turn back around. It was the first hint of weakness Paret had ever shown, and it must have inspired a particular shame, because he fought the rest of the fight as if he were seeking to demonstrate that he could take more punishment than any man alive. In the twelfth, Griffith caught him. Paret got trapped in a corner. Trying to duck away, his left arm and his head became tangled on the wrong side of the top rope. Griffith was in like a cat ready to rip the life out of a huge boxed rat. He hit him eighteen right hands in a row, an act which took perhaps three or four seconds, Griffith making a pent-up whimpering sound all the while he attacked, the right hand whipping like a piston rod which has broken through the crankcase, or like a baseball bat demolishing a pumpkin. I was sitting in the second row of that corner—

they were not ten feet away from me, and like everybody else, I was hypnotized. I had never seen one man hit another so hard and so many times. Over the referee’s face came a look of woe as if some spasm had passed its way through him, and then he leaped on Griffith to pull him away. It was the act of a brave man. Griffith was uncontrollable. His trainer leaped into the ring, his manager, his cut man, there were four people holding Griffith, but he was off on an orgy, he had left the Garden, he was back on a hoodlum’s street. If he had been able to break loose from his handlers and the referee, he would have jumped Paret to the floor and whaled on him there. And Paret? Paret died on his feet. As he took those eighteen punches something

happened to everyone who was in psychic range of the event. Some part of his death reached out to us. One felt it hover in the air. He was still standing in the ropes, trapped as he had been before, he gave some little half-smile of regret, as if he were saying, “I didn’t know I was going to die just yet,” and then, his head leaning back but still erect, his death came to breathe about him. He began to pass away. As he passed, so his limbs descended beneath him, and he sank slowly to the floor. He went down more slowly than any fighter had ever gone down, he went down like a large ship which turns on end and slides second by second into its grave. As he went down, the sound of Griffith’s punches echoed in the mind like a heavy ax in the distance chopping into a wet log.

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Operant Conditioning

Instructions

Operant Conditioning (Worth 30 Points)

The purpose of this writing assignment is to apply critical thinking skills to conduct a real-life application of operant conditioning.

Learning Objectives 3c and 5c

Select a target behavior that you would like to strengthen in a person or animal in which you have daily contact. For example, you may choose to have your child pick up his/her toys more often; try to get more hugs from your significant other; train a dog to sit on command, etc. Try to avoid selecting a target behavior you would like to weaken, which would require the use of positive punishment (punishment by application) or negative punishment (punishment by removal).

Step 1 Written Portion: State your target behavior. If you choose a target behavior in an animal, include the animal’s name, age, gender, and breed. If you choose a target behavior in a person, include his or her first name, age, and relationship to you (such as a friend, co-worker, child, or significant other).

Once you have decided on a target behavior, collect data over the next day to find out how often the target behavior occurs without your guidance or reinforcement. In other words, just observe and count the times the target behavior occurs on its own. For example, if you choose the following target behavior: Teaching your dog how to roll over on command, then you would give the roll over command and count the times the dog rolls over (without your interference or guidance). This data is called the baseline frequency.

Step 2 Written Portion: State your baseline frequency data. Describe your data collection, including the number of hours observed, where you observed the target behavior, and any other relevant information. Also, report any biases that may be introduced in your baseline frequency data collection. For instance, if you are doing your baseline frequency count on the number of times your dog sits on command, and you observe your pet during an obedience class, a bias will be introduced.

*Please note*: A baseline frequency of one day will implement a bias in your study. Report the bias, stating that a baseline frequency observed and recorded over several days may produce a more valid and reliable record of the target behavior.

On the next day, begin the process of operant conditioning. The first time the target behavior occurs; reinforce it with a behavior that you believe has meaning to the person/animal. Think through your operant conditioning terms. For instance, if the target behavior occurs, and you respond with “Great Job,” your compliment is positive reinforcement with a secondary/conditioned reinforcer, which increases the likelihood the target behavior will occur again.

If the baseline frequency is 0, in other words, if the target behavior does not occur on its own, then you will need to employ the technique of shaping.

Step 3 Written Portion: Write a paragraph reporting the number of times the target behavior occurred during the operant conditioning phase. Explain why you think the target behavior increased, decreased, or stayed the same. Use your operant conditioning terms to describe what you did, including your use of primary or secondary/conditioned reinforcers of positive reinforcement. Also, explain if and how you used escape or avoidance conditioning of negative reinforcement. In addition, identify if you stayed with one type of effective reinforcer or if you used many. Also, if you used shaping because the target behavior did not occur on its own, discuss how you applied shaping. Lastly, describe what you may have done differently, and report any conclusions you may have about your operant conditioning efforts.

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Unit 3: Homework

Complete the following and submit the Word document by midnight Sunday. Remember to include complete citations for all sources used to answer each question.

1. Using the illustration below, indicate which answer is in the direction of water movement.

a. Water will move into the cell. b. Water will move out of the cell. c. There will be equal amounts of water moving in and out of the cell. d. No movement.

 

2. The ribosomes are made in which cellular structure in the eukaryotic cell. _____

a. Rough endoplasmic reticulum b. Ribosobium complex c. Nucleolus d. Smooth endoplasmic reticulum e. Nucleus

3. Which of the following is not a major component of the plasma membrane? _____

a. phospholipids b. glycoproteins c. proteins d. DNA

4. The rough endoplasmic reticulum is the area in a cell where _______________ are synthesized.

5. The chloroplast functions in _________

a. lipid storage b. protein synthesis c. photosynthesis d. DNA replication

6. Cell membranes are made of two phospholipid layers called a ___

a. bilayer b. hydrophilic c. polarity d.semilayer

7. The nucleus is surrounded by a double layer membrane called the

a. nuclear matrix b. nuclear envelope c. cell membrane d. nucleus wall

8. Not all substances can cross the cell membrane, for this reason, the cell membrane is said to be ________

a. a barrier b. selectively permeable c. membrane bound d. a cell wall

9. The cell organelle that processes and packages for export substances produced by the cell is __

a. mitochondria b. ribosomes  c. Golgi apparatus d. ER

10. The cell organelle that digests molecules, old organelles, and foreign substances is the ____.

a. mitochondria b. ER c. Golgi apparatus d. lysosomes

11. Organelle involved in the synthesis of steroids in glands and the breakdown of toxic waste:

a. soft ER b. smooth ER c. rough ER d. mitochondria

12.The part of the cell that regulates movement of substances into and out of the cell is the

a. nucleus b. cell membrane c. Golgi apparatus d. mitochondrion

13.  Cells that have high energy requirement generally have many ______.

a. nuclei b. flagella c. mitochondria d. microfilaments

14.  Suspended in the eukaryotic cell’s cytosol are tiny  ____.

a. flagella b. organelles c. DNA d. nucleolus

15.  Organelle that transfers energy from organic compounds to ATP:  _____

a. mitochondria b. ribosomes c. lysosomes d. nucleus

16.  Organelle that converts sunlight, carbon dioxide and water into sugars:  _____

a. ribosomes b. lysosomes c. chloroplasts d. vacuole

17.  The fluid mosaic model presents the modern view of  _____

a. a membrane’s structure b. chromosomes c. aggregates of cells d. the nucleus

18.  Which is not a principle of the cell theory?  _____

a. All matter consists of at least one cell. b. Cells are the basic units of life. c. All cells arise from preexisting cells. d. All organisms are made of one or more cells.

19.  A cell membrane is a thin layer of lipid and _____.

a. monosaccharides b. protein c. chitin d. water

20.  Immerse a living cell in a isotonic solution, and water will tend to

a.  diffuse into the cell.          b.  diffuse out of the cell. c.  show no net movement. d.  move in by endocytosis.

21.  Sodium ions cross a membrane at transport proteins that receive an energy boost.  This is a case of

a.  passive transport. b.  active transport. c.  facilitated diffusion. d.  a and c.

22. Demonstrate your understanding of the three main types of cells we’ve learned about this unit by completing the following table:

Type Bacteria Plant Cell Animal Cell
Prokaryotic or eukaryotic? [[[[[[ [[[[[[ [[[[[[
Cell wall (Yes or No) [[[[[[ [[[[[[ [[[[[[
Cell membrane (Yes or No) [[[[[[ [[[[[[ [[[[[[
Nucleus (Yes or No) [[[[[[ [[[[[[ [[[[[[
Chromosomes (Yes or No) [[[[[[ [[[[[[ [[[[[[
Cilia and flagella (Yes or No) [[[[[[ [[[[[[ [[[[[[
Mitochondria (Yes or No) [[[[[[ [[[[[[ [[[[[[
Chloroplasts (Yes or No) [[[[[[ [[[[[[ [[[[[[
Performs cellular respiration (Yes or No) [[[[[[ [[[[[[ [[[[[[
 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Science In Action

1

BSC1005L Science—in—Action Report (up to 100 points) Assignment idea adapted from Dr. Ron Gray, Northern Arizona University

All written reports will be graded by Ryan Coker, a course coordinator for BSC1005L, and must be turned in

through Canvas by the due date and time stated in the syllabus. Please consult with Ryan Coker (rcc08e@my.fsu.edu) if you have any questions.

Rationale Abstract ideas, such as some of the ones we discuss in this course, can often be clarified through examples. For this optional assignment, you will read a book—length account of “science in action” – real people engaging in the practices of science to generate new scientific knowledge. There are many books that are intended for a public audience and provide a window into the thoughts, emotions, and motivations of scientists. This optional assignment offers an additional challenge to synthesize supplemental reading and course objectives, while delving further into some of the big ideas of biology. This assignment is an analytical paper, not a book report. Your writing should clarify the reader’s understanding of what scientists do, how science is done, and how new scientific knowledge is generated. Assignment Analyze two specific examples of science—in—action from the book you chose in response to the guiding questions below and make explicit connections to what you have learned and experienced in BSC1005L. Choose examples to demonstrate that you read the book completely; these should be the BEST examples of science—in— action from the book and your analysis should provide evidence that these are appropriate examples. Paper Guidelines Include an introductory paragraph to orient the reader to the two examples of science—in—action you will analyze and, briefly, how these examples illustrate science—in—action. For each example of science-in-action, you must use specific evidence from both the book, and from the BSC1005L General Biology Laboratory Course (student experiences engaging in science/scientific reasoning during lab and information from the lab manual) to support your argument. Be sure that each of your two examples of science-in-action in your report, you address the guiding questions (see following page) as part of your analysis. Include a concluding paragraph summarizing how the book, as a whole and in the specific examples discussed, illustrated science—in—action and influenced your perspective on what scientists do and how new scientific knowledge is generated. The length of the report, not including references, MUST exceed 1700 words, depending on how concisely you write. Failure to meet this word count will result in a “0” on the assignment. If you do not write concisely, expect to have a much higher word count for a complete analysis. Your written report must be a cohesive analytic narrative with clear transitions between paragraphs, and an overall analytic argument you are making about how people engaged in, with, and around the processes of science to generate new knowledge. Students must earn at least a “C” grade (70 out of 100 points) on their paper to be awarded any credit. Papers that earn less than 70 points when graded by the rubric below will be awarded 0 points. This is an optional assignment, therefore the expectations are very high and it is rare that students earn an “A”. This paper cannot be written well in one sitting; plan to revise multiple drafts before submitting your final paper. NOTE: Students must adhere to the Florida State University Academic Honesty Policy and, if you must use a phrase directly from the text or lab manual, cite all quotations appropriately. Students must complete this assignment individually using their own words. Students should not collaborate with their peers or copy from online sources.

 

 

2

Guiding questions for your analysis of EACH of your two Science-in-Action examples: You will analyze FOUR (4) guiding questions for EACH of your examples of science-in-action. Answer the 2 required guiding questions and choose 2 additional guiding questions that make sense for each of your science-in-action examples. Besides the required questions, the other two guiding questions may be the same or different for each of your examples. Be sure to answer the questions for each example IN DEPTH, assuming your reader has not read the book or taken BSC1005L. Include sufficient detail that someone who has not read the watched or taken BSC1005L could follow the arguments in your paper. NOTE: If it is difficult to answer Guiding Question #1, your science-in-action example is likely inappropriate. Your example needs to include what the scientists did to generate new knowledge, not just summarize facts. REQUIRED Guiding Questions (must be answered for both examples): GQ.1 For this example of science in action, how was the investigation designed and carried out? • What question(s) were the scientists trying to answer? • What data did the investigator collect and how did they collect it? • Did the investigators answer their question? What evidence did they use to support their

conclusion? Was this evidence sufficient? GQ.2 How is this example specifically related to the biology concepts or processes of science you engaged in

during investigations from BSC1005L? Cite specific evidence from the lab manual or lab experiences to support the connection.

CHOOSE AT LEAST 2 Additional Guiding Questions: GQ.3 What factors – personal, technological, cultural, and/or scientific – led this person to the

investigation? Cite specific evidence form the book to support your claims. GQ.4 How did the investigator try to persuade others that the results of the investigating were valid? Did

contemporaries accept the ideas? Are they accepted today? Why or why not? GQ.5 How did the results of this investigation influence the investigator, fellow investigators, and society

more broadly? GQ.6 Were there ethical dimensions to this investigation/research? If so, what were they and how were they

resolved?

Approved books for SIA Analytical Paper: A Feeling for the Organism (Fox Keller) Inheritance: How Our Genes Change Our Lives – and Our Lives Change Our Genes (Moalem) Magical Mushrooms, Mischievous Molds (Hudler) Seven Modern Plagues and How We Are Causing Them (Walters) T. rex and the Crater of Doom (Alvarez) The Beak of the Finch: A Story of Evolution in Our Time (Weiner) The Emperor of All Maladies: A Biography of Cancer (Mukherjee) The Immortal Life of Henrietta Lacks (Skloot) The Omnivore’s Dilemma: A Natural History of Four Meals (Pollan) The Red Queen: Sex and the Evolution of Human Nature (Ridley) The Story of the Human Body: Evolution, Health, and Disease (Lieberman) The World Is Blue: How Our Fate and the Ocean’s are One (Earle & McKibben) The Vital Question: Energy, Evolution, and the Origins of Complex Life (Lane) Your Inner Fish: A Journey into the 3.5—Billion—Year History of the Human Body (Shubin)

 

 

3

Grading Rubric (100 points possible; paper must earn a minimum of 70 points to be eligible for any credit)

Assignment Element Grading Initial checklist of expectations to determine if paper should be graded. A submitted report will receive a ZERO if any of the following three items are not completed.  Analytical Report, excluding references, is 1700+ words.  Each SIA example addresses GQ.1 – how an investigation was designed and

carried out.  Each SIA example addresses GQ.2 – includes explicit connections to

BSC1005L.

If any checklist expectation is incomplete or not met, the assignment will score a 0. (NO CREDIT)

Reading Engagement: Did the student demonstrate a thorough reading of the book through the depth of their analyses?

No (0)

Partially (2.5)

Yes (5)

Introduction: Did the student include an introduction that oriented the reader to the examples of science—in—action?

No (0)

Partially (5)

Yes (10)

Example 1:

Did the student…

… analyze at least three appropriate guiding questions with sufficient depth?

No (0)

Partially (5)

Yes (10)

… cite sufficient evidence of connections between the book and BSC1005L?

No (0)

Partially (5)

Yes (10)

…use biological concepts correctly? No (0) Partially (2.5)

Yes (5)

Example 2:

Did the student…

… analyze at least three appropriate guiding questions with sufficient depth?

No (0)

Partially (5)

Yes (10)

… cite sufficient evidence of connections between the book and BSC1005L?

No (0)

Partially (5)

Yes (10)

…use biological concepts correctly? No (0) Partially (2.5)

Yes (5)

Conclusion: Did the student include a conclusion summarizing how book influenced perspective on how scientific knowledge is generated?

No (0)

Partially (5)

Yes (10)

Organization and Argument Clarity: Is the report a well—organized, cohesive narrative using clear transitions between paragraphs, topic sentences, and section headings as necessary?

No (0)

Partially (5)

Yes (10)

Scientific Clarity and Precision: Did the student use scientific terms (observation vs. inference, data vs. evidence) and phrases (supports instead of proves) correctly?

No (0)

Partially (5)

Yes (10)

Citations: Did the student use in text citations appropriately for book? Include a reference list at end?

No (0)

Partially (2.5)

Yes (5)

Reports that do not adhere to the assignment guidelines will not be graded. Reports that do adhere to the guidelines but earn less than 70 points on the rubric will be awarded 0 extra credit points.

 

 

 

4

Example Outline of Paper (you do not have to use this outline, this is just an example of appropriate paragraphing and section headings if you do not know where to start)

Title By FIRST NAME LAST NAME

Introduction Start writing your introduction here! Make sure I could have a clear idea of what your entire paper is about, the examples you will analyze, and how these examples illustrate science—in—action just by reading your introduction. Do not include elaborate statements about science or the world that do not add substance to your argument.

Example 1: Short, informative, description • In the first paragraph of this section, start with a brief description of your second example (citation) and why

you chose it. • In the next paragraph for this section, address the 1st required guiding question, analyzing in detail how the

scientists generated new knowledge (include citations of specific evidence) • In the next paragraph, address an appropriate guiding questions that is relevant to your second example

(citations of specific evidence to support analysis of question). • In the next paragraph, address an appropriate guiding question that is relevant to your second example

(citations of specific evidence to support analysis of question). • In the next paragraph for this section, address the 2nd required guiding question, making explicit connections

between this example and what you learned in lab and the investigations you conducted (citations of specific evidence to support connection to lab. ALTERNATIVELY, it may make more sense to make connections to BSC1005L as you answer the other three (or more) guiding questions.

Example 2: Short, informative, description • In the first paragraph of this section, start with a brief description of your second example (citation) and why

you chose it. • In the next paragraph for this section, address the 1st required guiding question, analyzing in detail how the

scientists generated new knowledge (include citations of specific evidence) • In the next paragraph, address an appropriate guiding questions that is relevant to your second example

(citations of specific evidence to support analysis of question). • In the next paragraph, address an appropriate guiding question that is relevant to your second example

(citations of specific evidence to support analysis of question). • In the next paragraph for this section, address the 2nd required guiding question, making explicit connections

between this example and what you learned in lab and the investigations you conducted (citations of specific evidence to support connection to lab. ALTERNATIVELY, it may make more sense to make connections to BSC1005L as you answer the other three (or more) guiding questions.

Conclusion

Your conclusion should bring together your argument for how the two examples you selected are the most appropriate examples of science—in—action from the book you read. Make sure to summarize the overall take home message of how these two examples and your experiences in BSC1005L supported your understanding of what scientists do, how science is done, and how new scientific knowledge is generated.

 

  • BSC1005L Science-­‐in-­‐Action Report (up to 100 points)
  • Assignment
  • Approved books for SIA Analytical Paper:
 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Bipedal Australopith? Activity

Name: _____________________

Bipedal Australopith?

 

OBJECTIVES

After completing this exercise, you should be able to:

Understand bipedalism

Compare and contrast the feet of several primates to identify bipedal abilities.

 

INTRODUCTION

Bipedalism is the act of walking on two feet. This can be habitually or for brief periods of time. The ability to walk bipedally in an efficient manner depends on great changes to the structure of the body. One of those changes comes from the foot.

 

EXERCISE

Anthropologists have argued about the bipedal abilities of our potential ancestors Australopithecus afarensis. Here you will compare your own foot to the foot of an Australopith and a chimpanzee to see where they fall. More human? More ape?

 

Part A:

Foot Measurements:

Determine whether A. afarensis had feet that more closely resembled modern humans or modern chimpanzees. (Remember that the primitive, or earliest, condition is expected to be more like that of a modern chimpanzee).

·

In this section of the activity, you will take three measurements: the distance between the hallux (big toe)

and the second toe, foot length (the length from the tip of the longest toe to the back of the heel), and foot width (the widest part of the foot usually around the toe area).

Actual size outlines of a chimpanzee foot and from an A. afarensis foot print preserved at Laetoli have

been provided for you.

 

1. Trace your bare foot on a clean sheet of paper (you can use the back of this lesson).

 

2. Using digital calipers or a ruler, measure in cm the distances according to the instructions.

Write your results in the space provided on the graph.

 

3. Calculate the hallux divergence index by dividing the foot width by the foot length.

 

 

4. Answer these questions based on your results:

 

What is bipedalism?

What are the earliest fossil hominins that show bipedalism?

What anatomical features are indicative of bipedalism?

Did Australopiths have a toe more similar to humans or apes? Give your reasoning.

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Discussion

  1. A) Explain how geography, mass extinctions and adaptive radiation help explain the diversity of living organisms. B) Explain how changes in development can explain the evolution of new life forms.
  2. Using the information you presented about geography, mass extinction, adaptive radiation and embryonic development, from the previous two questions, explain how living organisms evolve.
  3. A) Explain what do phylogenies represent. B) If two species look similar, can you assume they are closely related? Explain why. C) Describe one practical application of studying phylogenies?
  4. When comparing birds and bats they both have wings, A) can we use the presence of wings as an indicator of phylogenetic relationship? Explain B) What do we call a trait like wings present in bats and birds (synapomorphy (shared derived trait), symplesiomorphy (shared ancestral trait), homoplasy)? Explain.
  5. Birds, bats and humans all have a vertebral column. A) If you group birds, bats and humans in one clade and leave out other apes and mammals, what type of group would they form (monophyletic, paraphyletic, polyphyletic)? Explain B) What do we call a trait like presence of vertebral column within bats, birds and humans (synapomorphy (shared derived trait), symplesiomorphy (shared ancestral trait), homoplasy)? Explain. C) What other organisms would you have to include in this clade in order to have a monophyletic group?
  6. A) Viruses can create mutations in bacteria, and in humans some viruses are linked to cancer. Explain whether the lytic or the lysogenic cycles is more likely to have these sides effects on the host. B) Why has it been so difficult to find a vaccine against HIV or a vaccine against all flu viruses?
 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

JUST DO PART 3 ONLY OF THIS ASSIGNMENT. USE THE TEMPLATE UPLOADED TO FILL IN THE BLANK PART

PART3 ONLY

A complete plan of Care on your client (20 points) 

In this third and final submission of your course project, you will be completing a comprehensive care plan. Include safety needs, special considerations regarding personal needs, cultural and spiritual implications, and needed health restoration, maintenance, and promotion.

This written assignment should include the following:

· Your Nursing diagnoses from Part 2

· One short-term goal and one long-term goal per NDx

· Four nursing interventions per NDx. .

· Prioritization per Maslow with an explanation and an expected evaluation. Make sure to include a teaching plan in your care plan. Upload the table below into your paper. Reflect on the following in your paper: Which of your nursing diagnoses are priority using Maslow’s Hierarchy of Needs? If you were to implement this plan of care, would you expect any of your short-term expected outcomes met during your shift? Explain. How might you revise your care plan next time to achieve at least one outcome during your shift?

· REFERENCES IN EACH BOX

.USE APA STYLE

.USE A HEADER

.USE CITATIONS

AFTER FILLING IN THE TEMPLATE WRITE IN PARAGRAPHS

Reflecting on the following in your paper: Which of your nursing diagnoses are priority using Maslow’s Hierarchy of Needs. If you were to implement this plan of care, would you expect any of your short-term expected outcomes met during your shift.  Explain.  How might you revise your care plan next time to achieve at least one outcome during your shift.

 

 

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Week 11 HSCI 430 Project

ACTIONX Personal Action Plan-Assessment

50 Points ACTIONX is a project designed to enhance your skills as a diversity leader through engaging in the Journey of Self-Discovery activities and a personal identity assessment. After completing the activities and assessment, you will create an action plan to improve your cultural competency. Part One: In the past weeks you read Chapter 5 and learned about the Journey of Self-Discovery, which involves various self-exploration activities developed from the Grubb Institute’s Transforming Experiences Framework. As part of your ACTIONX project, you will complete three self-discovery exercises to gain insight into your journey towards cultural competence. Pay attention to your communication habits and personal attitudes as you complete these exercises. Choose three of the following activities outlined in Chapter Five. Complete each of the three activities you chose. Take informal notes as you complete these and save the notes. You will record information about completing these later. Group Identity Circle LifeLine Graph Images in the Media Thinking About Multiple Dimensions of Diversity The Power of Observation Role: How Do I Want to Operate?

Part Two: Using the models in Chapter Nine, there is an exercise outlined about identity statuses, so you need to complete that exercise. You will characterize your dominant and accessible identity statuses for race/ethnicity, gender, and sexual orientation. Take notes as you do this because later you will write a narrative of what you discover.

These are the directions to complete the identity status exercise, provided by Dreachslin et. al. (2015):

Describe your major group affiliations, including race and ethnicity, gender, and sexual orientation. Second, for each group affiliation determine whether it is an out-group minority identity such as black or Latino, female, or LGBT or an in-group majority identity such as white, male, or heterosexual. Third, reflect on your attitudes, beliefs, and behaviors toward yourself as a member of the identity group as well as toward people who share your group affiliation and people who do not. Be frank and honest with yourself. Consider what you really feel, think, and do, not what you believe you “should” feel, think, and do. Review the status descriptions in Table 9.1 for your out-group minority identities and in Table 9.2 for your in-group majority identities.

 

 

 

Part Three:

You will write a paper to describe and defend all of the exercises you completed, in addition to describing an action plan. To write the paper, you must use the template provided and leave the section headers (labels) the same as provided in the template. DOUBLE SPACE YOUR FONT.

a. Write a 2-3 page paper describing what you discovered by completing part one and part two of this project. Sections you must include in your paper are below:

a) Activities and Reflections: Describe each of the three activities you completed, what was discovered, and provide reflections about this. In addition, write about these questions. Also be sure to reflect about what your statuses mean to you and your profession.

b) Identity Statuses: i. Which status best describes your dominant group identity status?

ii. Which statuses best describe your accessible group identity statuses? iii. How do you know? What evidence do you have to support your self-

characterization?

b. Create an action plan using the template from Chapter 5 (Table 5.1: Journey of Self- Discovery: Action Plan). You may create an Action Plan table and put it in the paper you will turn in for this project. Make sure the table has the same columns and sections as Table 5.1. Be sure to put in more detail that the example in the chapter. Use the four columns provided in the template add at least five points under each column. See example below.

c. Provide a 2-3-page narrative that describes and justifies your action plan, how you will ensure the actions will be taken, and the value this will bring to you and those you serve in the future.

 

 

 

 

Additional Directions:

• Use TNR 12 point font and 1 inch margins • Template must be used exactly as provided to you or 10 points will be taken off • Double space your narrative • Insert the table either within the narrative or as an Appendix • Only turn in part three of this project on Blackboard. Parts one and two are done on your

own.

ACTIONX RUBRIC Criterion Description Points Possible

Part 1 & 2 Narrative • Each activity from part one described

• Description of what was discovered

• Reflections about what was learned

• Adequate reflection is used

• Described dominant group identity status

• Described accessible group identity statuses

• Justified statuses identified (how do you know, evidence)

• Reflections about statuses discussed thoroughly

• Page count met

14 Points

Action Plan Table • Fully completed • Ample detail • Plan is thorough and

well-developed • Organized • Table 5.1 is used fully

as the template • Five points provided

per column

14 Points

Action Plan Narrative • Page count met • Thoroughly described

and justifies action plan

14 Points

 

 

• Thoroughly described how actions will be taken

• Thoroughly described value actions will bring to student and future profession

Technical Writing *Coherent and organized structure

*Writing has no misspellings or grammatical errors.

*Required format followed.

 

 

 

8 Points: You will have points deducted for writing problems. If you submit an assignment that contains more than 7 writing errors, it will be returned to you and require that you fix the entire document, which must be resubmitted within one week. There will be a 15% point penalty for this.

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Diet Analysis 13 Questions (Nutrition 100 Level)

1. Choose seven days during which your eating habits are typical.  Record all foods and drinks you consumed for each day. Be sure to estimate the quantities of each item to the best of your ability. Enter this info into your diet analysis software and compare your intakes to the DRIs appropriate for your age and gender.  It is not necessary to meet 100% of each DRI every day. A general guideline is meeting between 80% and 120% of the requirements over a one-week period. Answer the following questions:

A) For how many nutrients analyzed did you meet requirements?

B) How many nutrients were less than 80% of requirements?

C) How many nutrients were greater than 120% of requirements?

D) Keep this assessment for use in future activities.

2. Using the nutritional assessment previously completed, note the Food Guide Pyramid (or My Diet Analysis) info provided by your diet analysis software and answer  the following questions:

A) Do your intakes meet recommendations for each food group?

B) What food groups are you high in?

C) What food groups are you low in?

D) What changes can you make in your diet to more closely meet the recommendations of the Food Guide Pyramid (or MyPyramid)?

3. The health of the GI tract depends to a great extent on the foods we eat. Using the nutritional assessment previously completed, review the info provided by your diet analysis software and note the following:

A) Do you meet recommendations for fiber intake?

B) Do you meet recommendations for water intake?

C) If you have any GI difficulties, can you correlate them with any of the foods you consume?

D) What changes could you make in your diet to improve the health of your GI tract?

4.  Using the nutritional assessment completed previously, note the following:

A) How many grams of carbohydrate do you consume daily?

B) What percentage of your daily calories comes from carbohydrate?

C) How many grams of sugar do you consume daily?

D) What percentage of your daily calories come from sugar?

E) Do your intakes meet recommendations for these nutrients?

F) What three foods did you consume that contain the highest level of sugar? How many grams of sugar were in each food?

G) What changes can you make in your diet to more closely meet carbohydrate and sugar recommendations?

5. Using the nutritional assessment completed previously, note the following:

A) How many grams of protein do you consume daily?

B) What percentage of your daily calories come from protein?

C) Does your protein intake meet recommendations?

D) What three are foods that you consumed contained the highest amount of protein? How many grams of protein were in each food?

E) What changes can you make in your diet to more closely meet protein recommendations?

6. Using the nutritional assessment completed previously, note the following:

A) What is your daily intake of:

Vitamin E?

Vitamin C?

Vitamin A?

Selenium?

B) How does your intake of these nutrients compare with recommendations?

C) What changes can you make in your diet to more closely meet recommendations?

7. Using the nutritional assessment completed previously, note your top source of the following nutrients:

A) Folate

B) Vitamin B12

C) Thiamin

D) Riboflavin

E) Iron

8. Discuss the importance of a varied diet.

9. Using the nutritional assessment completed previously, note your top source of the following nutrients:

A) How many milligrams of sodium do you consume daily?

B) How does your sodium intake compare to recommendations?

C) What three foods that you consumed contained the highest amount of sodium? How many milligrams of sodium in each food?

D) How many milligrams of potassium do you consume daily?

E) How does your potassium intake compare to recommendations?

F) How much water do you consume daily?

G) How does your water intake compare to recommendations?

10. Using the nutritional assessment completed previously, note your top source of the following nutrients:

A) How many grams of calcium do you consume daily?

B) How many micrograms of vitamin D do you consume daily?

C) How many milligrams of magnesium do you consume daily?

D) How does your intake of these nutrients compare to recommendations?

E) What changes can you make in your diet to more closely meet recommendations?

11. Using the nutritional assessment completed previously, note your top source of the following nutrients:

A) How many calories do you consume daily?

B) How does this caloric intake compare to recommendations?

C) What are the three foods that you consume contain the highest number of calories? How many calories are in each food?

D) What changes can you make in your diet to more closely meet caloric recommendations?

12. Keep a journal of food intake for three days. Record your food intake, pay attention to the following questions:

A) When do I eat?

B) Do I skip meals often?

C) Where do I eat?

D) Why do I eat?

E) Are there any eating behaviors I’d like to change?

13. Using the nutritional assessment completed previously, identify a processed food that you consumed. Evaluate the ingredients list for this food and identify the ingredients they believe are food additives.  Explain the function of each food additive you identified.

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Nutrition Research Topic Selection

Select a nutritional intervention (diet plan) to research (ex. Ketogenic diet) and find at least three (3) scholarly sources supporting, or opposing, the efficacy of the chosen intervention/diet. Summarize each article;  including methods, results, and author’s conclusion.

I. Paper Topic (1 Sentence)

I will be evaluating your paper topic by determining whether it adheres to the assignment requirements and guidelines provided in.

II. Paper Topic Summary (1 Well-Developed Paragraph)

Provide a concise summary of your larger project in one paragraph. Understandably, the focus and content of your paper will change. However, this exercise is designed for you to mentally conceptualize your project and to articulate its larger significance. Here are some ideas to address in your summary (you do not have to address all these ideas or in this order):

  • Discuss the historical or contemporary background of your topic
  • Describe your topic in further depth and detail – Address the scope or parameters of your project.
  • Speculate what you think your research will reveal or illustrate
  • Address any other issues that are central to your examination or that you feel are pertinent
  • Describe the larger significance of your topic (ie: Why is your topic important?)

III. Current Sources and Research Agenda (1 Well-Developed Paragraph Per Source)

The intent of this exercise is for you to analyze the research you currently have and to reflect upon the future research you need to conduct. Identifying the gaps in your current research will improve the focus and direction of your future research attempts

Second, you will craft a brief research agenda that comprehensively identifies and discusses the sources you need to complete the research phase of your project.  In this section, you should identify what specific evidence, sources, or research you need in order to further develop your paper. You will be assessed on the comprehensiveness of your research agenda. Here are some (but not all) questions for you to consider or address:

  • Do you need more sources that can help support your argument or the development of an argument?
  • Do you need more sources that discuss the historical background of your topic?
  • Are you lacking scholarly sources, articles from peer-reviewed journals?
  • Are there any primary sources you’ve found?
  • Are there certain perspectives, experts, or authorities you need to find?
  • Do you need to find statistical data that could support your findings?
 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!