Microbial Research Paper

/in /by

You will pick a microorganism for your paper on pathology or microbe-environment interactions. The organism can not be one of the ones your instructor goes over during lecture listed in the syllabus. Select a pathogen/microbe from current events that is an emerging or reemerging concern to you or people in your area. Provide local epidemiological data/statistics for the organism.

Your paper must include:

  • Introduction to the organism (structure, cell type, morphology, metabolic requirements, natural reservoir, history, etc.)
  • Introduction to the disease(s) caused by the organism (epidemiology, signs, symptoms, etc.) OR introduction to the environmental impact of the organism
  • List and describe factors employed by the organism to assist in its growth, reproduction, culture conditions, host/pathogen interactions and/or virulence. (e.g. nitrogen fixation, symbiotic interactions etc.) Categorize virulence factors by mechanisms of action (Immunity Avoidance, Tissue/Cell Lysis, Colonization/Spread)
  • Discussion of treatment/prevention options for the disease(s) caused by the organism (Antibiotics or other chemotherapeutics given as part of treatment and their mechanisms of action, Vaccines available and type)
  • The paper should be a minimum of 5 pages of relevant and informative material that covers all of the content and requirements listed below and in the rubric. The 5 pages does not include the title and reference pages. The paper should thoroughly inform the reader.
  • APA format. This includes citations and references
  • Title page must have a title, student name, instructor name, course title, and date.
  • No direct quotes; put information into your own words or paraphrase
  • Minimum of three (3) primary and at least two (2) secondary scholarly sources, plus any other references used. You also must include in-text citations.
  • 1 inch margins
  • Double-spaced
  • 12 point, Times New Roman
  • After uploading to Turnitin, your paper will be scored for similarity. Anything above 20% similarity should be worked on further and uploaded again before the due date. Please email your instructor for more help with this.
  • Over 20% similarity and/or no references will result in an automatic zero on the paper.
 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Biology 10 Lab Assignment-Completing The Chemistry In Practice Lab

/in /by

The instruction: the document I upload –lab manual (page 13-20)

Need to watch all of the videos that we required. 

****To receive full points, you must submit your completed lab (summary questions and all) online via Canvas This will count your lab points .Be sure you read the lab before you start the lab.

How Does Knowing About Chemistry Help Us Understand Things Like Climate or Nutrition?

Here is the information you’ll need to complete the Chemistry in Practice lab at home. If you haven’t finish reviewing your lecture notes, be sure to review the lecture on Chemistry here – Chemistry as a Tool for Biologists. Once you’ve watched the lecture video,

  • Open up your lab manual
  • Read over the entire lab so you get an idea of what we are doing
  • Then, go back to the first paragraph and then let’s get started!

These videos will walk you through the lab. Be sure you scroll down and watch them all

Chemistry in Practice walk through (Links to an external site.)

Unique Properties of Water

This first section deals with the water molecule. We’ve provided you with some images from your lecture slides. Click on the images to take a closer look or use the PowerPoint Slides

water molecule

Water Demo (Links to an external site.)water demo

This image may help you answer the last question

tree water image

Density of Water

This section covers Ice and the changes in density (or mass per unit volume)

ice

Water and Energy Storage

This section covers why water has a High Specific Heat. This image will help you to think about the questions concerning our weather and climate.

rainshadow

Importance of pH

This section covers the pH Scale. Be sure you use this chart to fill in the one in your lab before you complete the rest of the questions.

ph-scale

pH demo (Links to an external site.)pH demo

Once you complete the lab, you can submit photos of the pages or scan them and submit them here. Be sure it’s a format that we can open like a pdf or word document. (We can’t open Apple Files or Google docs :)

Here is the answer key: BIOL 10 2 – Chemistry in Practice answer key 

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

Nutrition

/in /by

BIO150 – Nutrition

Unit 2 Assignment: Food Journal

© 2021 Post University, Waterbury, CT ALL RIGHTS RESERVED

Due Date: 11:59 pm EST Sunday of Unit 2 Points: 50 Overview: The most important step for anyone looking to make better food choices is to know what they are currently eating. For this assignment, you will be completing a detailed 3-day food journal. Instructions:

• Using the Word document attached to this assignment, complete the 3-day food journal.

o Include one weekend day in your journal. o Record the days that most closely reflect your normal eating habits. o Include how foods are prepared (baked, fried, steamed, etc.) and brand

names when possible. o Include everything that you consume (food, beverages, and water).

 Remember to include fats used in cooking and any spreads, sauces and condiments added.

 The amount should be recorded in measurable terms such as grams, cups, ounces, teaspoons, tablespoons, etc.

o Be sure to record all of the components of the food eaten (for example, a hamburger has a meat patty, bun, condiments).

o Record the time of day that the food was eaten and whether it was a part of your breakfast, lunch, dinner, or snack.

• After you have completed your food journal, answer the following questions in a Word document:

o Keeping a dietary journal can have both positive and negative effects. Explain two of each.

o Did you experience any emotional eating during your three-day journaling? Please explain. If you did not experience emotional eating, please research and describe the impact that one’s emotional state could have on food choices.

 

 

 

© 2021 Post University, Waterbury, CT ALL RIGHTS RESERVED

Requirements:

• Submit a Word document in APA format for the questions. • Use the template provided to complete the food journal.

 

Be sure to read the criteria below by which your work will be evaluated before you write and again after you write.

 

 

© 2021 Post University, Waterbury, CT ALL RIGHTS RESERVED

Evaluation Rubric for Unit 2 Assignment

CRITERIA Deficient Needs Improvement

Proficient Exemplary

(0-8 points) (9-14 points) (15-18 points) (19-20 points) Food Journal Content

The Food Journal is not filled out at all or is missing significant pieces of information.

The Food Journal contains only one day of information.

The Food Journal is mostly complete, but is lacking some details.

The Food Journal is completed in a clear and detailed manner.

(0-4 points) (5-7 points) (8-9 points) (10 points) Food Journal Organization

The Food Journal is not organized at all and does not contain the proper measurement details.

The Food Journal is somewhat organized, but is missing some measurement details.

The Food Journal is mostly organized, but is lacking some detail.

The Food Journal is well- organized and contains proper measurement details for all entries.

(0-8 points) (9-14 points) (15-18 points) (19-20 points) Follow-Up Questions

The follow-up questions are not addressed.

Only one of the follow-up questions is addressed.

The follow-up questions are addressed, but are lacking detail or information.

The follow-up questions are addressed in a clear and detailed manner.

 

 

  • Overview:
  • Instructions:
  • Requirements:
  • Evaluation Rubric for Unit 2 Assignment
 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Discuss The Application Of Each Of Following In Biology Include Three Example.

/in /by

ASSIGNMENT 08

SC160 Basic Biology

Directions: Be sure to save an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English, spelling and grammar. Sources must be cited in APA format. Your response should be four (4) double-spaced pages; refer to the “Assignment Format” page located on the Course Home page for specific format requirements.

Discuss the applications of each of following in biology today and include three examples of each with a brief description.

 

a. DNA in forensic science

b. Population evolution and microbial life

c. Biological diversity evolution

d. Plant and animal evolution

e. Population growth

f. Biomes and ecosystems

 

Grading Rubric

 

Please refer to the rubric on the next page for the grading criteria for this assignment.

 

 

CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable

10 points 8 points 5 points 2 points

Student provides a clear,

logical description of the

application of DNA in

forensic science, along with

at least 3 clear, logical

examples.

Student provides a mostly

clear, logical description of

the application of DNA in

forensic science, along with

at least 2 mostly clear,

logical examples.

Student provides a partially

clear, logical description of

the application of DNA in

forensic science, along with

at least 2 partially clear,

logical examples.

Student provides a weak or

unclear description of the

application of DNA in

forensic science, along

with at least 1 weak or

unclear example.

15 points 12 points 8 points 5 points

Student provides a clear,

logical description of the

application of population

evolution and microbial life,

along with at least 3 clear,

logical examples.

Student provides a mostly

clear, logical description of

the application of

population evolution and

microbial life, along with at

least 2 mostly clear, logical

examples.

Student provides a partially

clear, logical description of

the application of

population evolution and

microbial life, along with at

least 2 partially clear, logical

examples.

Student provides a weak or

unclear description of the

application of population

evolution and microbial

life, along with at least 1

weak or unclear example.

10 points 8 points 5 points 2 points

Student provides a clear,

logical description of the

application of biological

diversity evolution, along

with at least 3 clear, logical

examples.

Student provides a mostly

clear, logical description of

the application of biological

diversity evolution, along

with at least 2 mostly clear,

logical examples.

Student provides a partially

clear, logical description of

the application of biological

diversity evolution, along

with at least 2 partially

clear, logical examples.

Student provides a weak or

unclear description of the

application of biological

diversity evolution, along

with at least 1 weak or

unclear example.

15 points 12 points 8 points 5 points

Student provides a clear,

logical description of the

application of plant and

animal evolution, along with

at least 3 clear, logical

examples.

Student provides a mostly

clear, logical description of

the application of plant and

animal evolution, along with

at least 2 mostly clear,

logical examples.

Student provides a partially

clear, logical description of

the application of plant and

animal evolution, along

with at least 2 partially

clear, logical examples.

Student provides a weak or

unclear description of the

application of plant and

animal evolution, along

with at least 1 weak or

unclear example.

10 points 8 points 5 points 2 points

Student provides a clear,

logical description of the

application of population

growth, along with at least 3

clear, logical examples.

Student provides a mostly

clear, logical description of

the application of

population growth, along

with at least 2 mostly clear,

logical examples.

Student provides a partially

clear, logical description of

the application of

population growth, along

with at least 2 partially

clear, logical examples.

Student provides a weak or

unclear description of the

application of population

growth, along with at least

1 weak or unclear

example.

15 points 12 points 8 points 5 points

Student provides a clear,

logical description of the

application of biomes and

ecosystems, along with at

least 3 clear, logical

examples.

Student provides a mostly

clear, logical description of

the application of biomes

and ecosystems, along with

at least 2 mostly clear,

logical examples.

Student provides a partially

clear, logical description of

the application of biomes

and ecosystems, along with

at least 2 partially clear,

logical examples.

Student provides a weak or

unclear description of the

application of biomes and

ecosystems, along with at

least 1 weak or unclear

example.

10 points 8 points 5 points 2 points

Student makes no errors in

grammar or spelling that

distract the reader from the

content.

Student makes 1-2 errors in

grammar or spelling that

distract the reader from the

content.

Student makes 3-4 errors in

grammar or spelling that

distract the reader from the

content.

Student makes more than

4 errors in grammar or

spelling that distract the

reader from the content.

DNA in forensic

science (10 points)

Biological diversity

evolution (10 points)

Plant and animal

evolution (15 points)

Mechanics –

Grammar,

Punctuation,

Spelling (10 Points)

Biomes and

ecosystems (15

points)

Population

evolution and

microbial life (15

points)

Population growth

(10 points)

15 points 12 points 8 points 5 points

The paper is written in

proper format. All sources

used for quotes and facts are

credible and cited correctly.

Excellent organization,

including a variety of

thoughtful transitions.

The paper is written in

proper format with only 1-2

errors. All sources used for

quotes and facts are credible

and most are cited correctly.

Adequate organization

includes a variety of

appropriate transitions.

The paper is written in

proper format with only 3-5

errors. Most sources used

for quotes and facts are

credible and cited correctly.

Essay is poorly organized,

but may include a few

effective transitions.

The paper is not written in

proper format. Many

sources used for quotes

and facts are less than

credible (suspect) and/or

are not cited correctly.

Essay is disorganized and

does not include effective

transitions.

Format – APA

Format, Citations,

Organization,

Transitions (15

Points)

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

Finance Work Out Problems

/in /by

Finance Work out problems

 

1.      You have the following data on

 

(1) the average annual returns of the market for the past 5 years

(2) similar information on Stocks A and B.  Which of the possible answers best describes the historical betas for A and B?

Years     Market     Stock A     Stock B

1        0.03        0.16        0.05

2       -0.05        0.20        0.05

3        0.01        0.18        0.05

4       -0.10        0.25        0.05

5        0.06        0.14        0.05

a. bA > 0; bB = 1.

b. bA > +1; bB = 0.

c. bA = 0; bB = -1.

d. bA < 0; bB = 0.

e. bA < -1; bB = 1.

 

2.      Which of the following statements is CORRECT?

 

a.       “Characteristic line” is another name for the Security Market Line.

 

b.      The characteristic line is the regression line that results from plotting the returns on a

 

c.       particular stock versus the returns on a stock from a different industry.

 

 

d.      The slope of the characteristic line is the stock’s standard deviation.

 

e.       The distance of the plot points from the characteristic line is a measure of the stock’s

market risk.

 

 

3. Assume an economy in which there are three securities:  Stock A with rA = 10% and  A = 10%; Stock B with rB = 15% and  B = 20%; and a riskless asset with rRF = 7%.  Stocks A and B are uncorrelated (rAB = 0).     Which of the following statements is most CORRECT?

 

a.       The expected return on the investor’s portfolio will probably have an expected return that is somewhat above 15% and a standard deviation (SD) of approximately 20%.

 

b.      The expected return on the investor’s portfolio will probably have an expected return that is somewhat below 10% and a standard deviation (SD) of approximately 10%.

 

c. The expected return on the investor’s portfolio will probably have an expected return that is somewhat below 15% and a standard deviation (SD) that is between 10% and 20%.

d. The investor’s risk/return indifference curve will be tangent to the CML at a point where the expected return is in the range of 7% to 10%.

e. Since the two stocks have a zero correlation coefficient, the investor can form a riskless portfolio whose expected return is in the range of 10% to 15%.

 

4. Consider the following information and then calculate the required rate of return for the Scientific Investment Fund, which holds 4 stocks.  The market’s required rate of return is 15.0%, the risk-free rate is  7.0%, and the Fund’s assets are as follows:

 

Stock         Investment         Beta

A           $  200,000         1.50

B              300,000        -0.50

C              500,000         1.25

D            1,000,000         0.75

 

a. 10.67%

b. 11.23%

c. 11.82%

d. 12.45%

e. 13.10%

 

 

5. You plan to invest in Stock X, Stock Y, or some combination of the two. The expected return for X is 10% and X = 5%.  The expected return for Y is 12% and  Y = 6%.  The correlation coefficient, rXY, is 0.75.

 

a.       Calculate rp and  p for 100%, 75%, 50%, 25%, and 0% in Stock X.

 

b.      Use the values you calculated for rp and  p to graph the attainable set of portfolios.  Which part of the attainable set is efficient? Also, draw in a set of hypothetical indifference curves to show how an investor might select a portfolio comprised of Stocks X and Y.  Let an indifference curve be tangent to the efficient set at the point where rp = 11%.

 

 

c.       Now suppose we add a riskless asset to the investment possibilities. What effects will this have on the construction of portfolios?

 

d.      Suppose rM = 12%,  M = 4%, and rRF = 6%.  What would be the required and expected return on a portfolio with  P = 10%?

 

 

e.       Suppose the correlation of Stock X with the market, rXM, is 0.8, while rYM = 0.9.  Use this information, along with data given previously, to determine Stock X’s and Stock Y’s beta coefficients.

 

f. What is the required rate of return on Stocks X and Y?  Do these stocks appear to be in equilibrium?  If not, what would happen to bring about an equilibrium?

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

Dr. Nicmus

/in /by

QUESTION 31

1. ___ tRNAs are required to translate the DNA template sequence GCTAGTCTGTGG into amino acids.

2
3
4
12
24

1.9 points   

QUESTION 32

1. Hominins that lived 2-4 million years ago that were eventually replaced by Homo species are members of the genus

Orrorin
Ardpithecus
Neanderthals
Pan
Australopithecus

1.9 points   

QUESTION 33

1. Identify the structure labeled “3”

 

chromatin
nucleosome
proteosome
gene
histone

 

1.9 points   

QUESTION 34

1. The sequence of base pairs composing the DNA of different organisms has been analyzed to infer the evolutionary relationship among these organisms.  This process would be part of the science involving

comparative anatomy
comparative biochemistry
developmental biology
comparative embryology
fossil evidence

1.9 points   

QUESTION 35

1. The figure below depicts the process of DNA replication. The end of the strand labeled “6” is the ____ end.

 

3′
5′

 

1.9 points   

QUESTION 36

1. Since there is more genetic variation between different racial groups than within a specific racial group, most geneticists support the idea of classifying our species into discrete and separate racial groups.

True

False

1.9 points   

QUESTION 37

1. “Lucy,” a 3.2 million-year-old skeleton is categorized as Australopithecus afarensis.  Members of this genus exhibit which of the following characteristics?

bipedal
7-8 feet tall
lived approximately 4-6 million years ago
large brain, typically with a cranial capacity over 500 cubic centimeters

3.2 points   

QUESTION 38

1. In the evolutionary history of the earth, Homo sapiens probably appeared approximately _______ years ago.

2,000
200,000
1 million
5 million
2.5 million

1.9 points   

QUESTION 39

1. In DNA replication,

an entirely new double helix is built using information in the sequence of amino acids
parental DNA shatters into pieces, and joins with newly-synthesized pieces to fashion two double helices from one
parental DNA remains intact but guides formation of new double helices
DNA taken into the body in the diet enters cells and joins the DNA
the parental DNA splits and free nucleotides bond to their complements, building two DNA molecules from one

1.9 points   

QUESTION 40

1. During DNA replication, which enzyme is responsible for unwinding the parent DNA strand?

primase
helicase
ligase
polymerase
ribase

1.9 points   

QUESTION 41

1. The figure below depicts the process of DNA replication. Identify the structure labeled “4”

 

leading strand
primer
Okakazaki fragment
helicase
nucleosome

 

1.9 points   

QUESTION 42

1. During transcription

RNA is synthesized from DNA
DNA is replicated
RNA is synthesized from protein
protein is synthesized from amino acids

1.9 points   

QUESTION 43

1. Based on the following information about the hemoglobin protein (a protein in red blood cells that binds and transports oxygen), which animal is most closely related to humans?

 

frog
dog
chicken
lamprey

 

1.9 points   

QUESTION 44

1. DNA polymerase adds nucleotides in the _________ direction.

3′ to 5′
5′ to 3′

1.9 points   

QUESTION 45

1. Which organism is most closely related to organism D ?

 

A
C
F
H
J

 

1.9 points   

QUESTION 46

1. All of the following are trends in the evolution of Primates EXCEPT

brain enlargement
expansion of tool-making capacity
complex social structure
progressively shorter periods of infant development

1.9 points   

QUESTION 47

1. A major difference between a chimpanzee skeleton and a human skeleton is that the chimpanzee

has a longer and more narrow pelvis
has knee joints that lock straight
has a leg bone and hip arrangement that forces the knees to be close together when walking
has a spinal cord that comes out of the base of the skull and points straight downward

3.9 points   

QUESTION 48

1. Which of the following types of structures is NOT likely to be preserved as a fossil?

shell
bone
heart
seed
teeth

1.9 points   

QUESTION 49

1. Which organism is most closely related to organism B?

 

C
D
G
F
E

 

1.9 points   

QUESTION 50

1. Who proposed a theory of evolution based on the idea that some heritable variations bestow competitive benefits  that allow organism to better compete for resources?

Jean-Baptiste Lamarck
Gregor Mendel
Reginald Punnett
Francis Crick
Charles Darwin

1.9 points   

Click Save and Submit to save and submit. Click Save All Answers to save all answers.

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

Module 5 (2)

/in /by

[INSERT TITLE HERE] 2

Running head: [INSERT TITLE HERE]

[INSERT TITLE HERE]

Student Name

Allied American University

Author Note

This paper was prepared for [INSERT COURSE NAME], [INSERT COURSE ASSIGNMENT] taught by [INSERT INSTRUCTOR’S NAME].

PART I: Short Response Questions

Directions: Using proper APA format, please write a response to each of the following questions that is two to three paragraphs in length. Please visit the Academic Resource Center (ARC) for concise APA guidelines.

1. Both aplastic anemia and pernicious anemia are characterized by low red blood cell count; explain the difference in their causes.

2. Why is the first Rh-positive baby born to an Rh-negative mother usually unaffected?

3. Explain what occurs in a myocardial infarction.

4. Explain how right-sided heart failure is usually caused by left-sided heart failure.

5. Name and briefly explain the four factors that influence blood pressure.

6. Explain the differences between normal postnatal circulation and fetal circulation. Based on the environment of the fetus, explain how these differences make fetal circulation more efficient.

7. List three causes of acquired immunodeficiency syndrome.

8. Explain the difference in mechanisms in the development of the allergic reaction of runny nose and hives and the allergic reaction to poison ivy.

PART II: Case Study

Directions: Please answer each of the case study questions below. Ensure that your responses are detailed and that each response is at least one half of a page to one page in length. Please use proper APA format. If necessary, please cite any sources. You may also utilize LIRN for your research. Please visit the Academic Resource Center (ARC) for concise APA and LIRN guidelines.

1. Mrs. Emery is pregnant. Her blood type is O negative and her husband’s blood type is O positive. She has been told that she will need to receive RhoGAM during her pregnancy (between 26 and 28 weeks) and again at delivery if the baby has O positive blood. She feels that it is important to receive as few medications as possible during her pregnancy. How should you advise her?

2. Mrs. Miller has been advised that she has mitral valve prolapse. She does not know what this is and has asked you to explain the disorder to her. Are there any complications from this disorder? How can this condition be corrected?

3. Mrs. Blake delivered a baby girl and was informed after the delivery that a “hole” in her baby’s heart had not closed properly and that surgery might be required to correct the problem. What was meant by this statement? How does fetal circulation differ from circulation after birth?

4. A patient being treated for AIDS comes to the office for a follow-up visit. The patient tested positive for the disease several months ago but has had no real symptoms of the disease up to this time. At the last visit, the physician prescribed a “cocktail” of several antiviral drugs. When asked about his compliance with the drug regimen, the patient replies that he has stopped taking the drugs because he doesn’t feel bad and doesn’t think he needs the drugs. How would you explain to the patient the importance of taking the prescribed medication?

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

Biology Lab

/in /by
The Quest for an AIDS Vaccine
 

AIDS (acquired immunodeficiency syndrome) afflicts 38 million people worldwide. Almost 3 million people died from AIDs in 2003 alone, and over 20 million have died since the epidemic began. A vaccine that could prevent or slow down the spread of this deadly disease would be a boon to the world. However, since 1981 when the first cases of AIDS were diagnosed, researchers have been unsuccessful in their attempts to develop such a vaccine. The efforts of a company called VaxGen illustrate the complexity of this task.

VaxGen, which is located in Brisbane, California, developed a vaccine called AIDSVAX. The vaccine contained synthetic proteins of recombinant gp120, a protein normally found on the surface of HIV, the virus that causes AIDS. The vaccine was designed to induce the immune system to respond to this noninfectious protein and to produce antibodies that could protect the recipient from an actual HIV infection. In phase I clinical trials, the vaccine was tested for safety. Phase II clinical trials included a larger-scale test for safety as well as a test for the production of antibodies against gp120. As a result of these trials, AIDSVAX was shown to be safe, and patients receiving the vaccine did develop antibodies against gp120.

Phase III clinical trials involved large-scale, placebo-controlled, double-blind tests of the vaccine’s effectiveness. The first trial began in June of 1998 and involved 5,100 gay men and 300 women, all volunteers, from the United States, Puerto Rico, Canada, and the Netherlands. The second trial began in March of 1999 and involved 2,500 IV drug abusers from Bangkok, Thailand. Both trials were completed in 2003. Unfortunately, these trials revealed no difference in the overall rate of HIV infection between the vaccinated and the unvaccinated participants. The data indicate that recipients of the vaccine did produce antibodies against gp120, but that those antibodies were not adequate to protect against HIV infection. (It did appear that certain subgroups—ethnic minorities other than Hispanic—exhibited a small but statistically significant lowering of the infection rate, but these results are still being examined.)

Questions

1. Why do you think a person would volunteer to test an AIDS vaccine?

2. In the AIDSVAX trials, some people were given a placebo instead of the vaccine. All the recipients had been told of this possibility ahead of time, but they did not know which substance they were receiving. Is it ethical to give some of the trial participants only a placebo?

3. If a vaccine being tested works for some ethnic minorities but not others, do you think it should be given to just those races or to everyone?

4. Since the antibodies produced in AIDSVAX recipients were insufficient to protect them against infection, what might scientists try next?

5. If a private company develops an AIDS vaccine, it will spend a large amount of money on development and testing. Should it offer the vaccine free of charge to people who cannot afford it, especially those in very poor countries? How can private companies afford to develop vaccines if they do not charge for them?

Assignment

Research how HIV differs from other viruses for which there are effective vaccines. Then hypothesize why it has been so difficult to develop a vaccine against AIDS.

References

http://www.vaxgen.com

http://www.cdc.gov

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

Bio

/in /by

BIO 1030, Principles of Biology 1

 

Course Description Principles of Biology contains an introduction to all major areas of general biology. The relevance and contribution of this discipline to business, health care, policy creation, and other sciences is highlighted in this course.

Course Textbook Krogh, D. (2014). Biology: A guide to the natural world (5th ed., Technology update). Upper Saddle River, NJ:

Pearson.

Course Learning Outcomes Upon completion of this course, students should be able to:

1. Evaluate concepts and theories of basic biological sciences, including the scientific method, cellular processes, heredity, and biodiversity.

2. Generate logical interpretations and conclusions based on various representations of scientific data. 3. Examine the basic properties of living organisms, to include the categorization of life. 4. Explain various chemical processes within living organisms. 5. Analyze the fundamental structure and function of the cell. 6. Compare and contrast the phases of mitosis and meiosis. 7. Predict genotypes based on patterns of heredity and pedigree information. 8. Examine macromolecules to include synthesis, structure, and function. 9. Relate biological concepts to current real-world issues and technology.

 

Academic Integrity Honesty and integrity are taken very seriously at Waldorf University. All students should be familiar with the Waldorf University Academic Integrity Policy (found in the current Student Handbook) and the consequences that will result from breaches of this policy.

Credits Upon completion of this course, the students will earn three (3) hours of college credit.

Course Structure

1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson, required reading assignments, and supplemental resources.

2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge students should gain upon completion of the unit.

3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material. 4. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook

and/or outside resources. 5. Suggested Reading: Suggested Readings are listed in Units I-VII. Students are encouraged to read the

resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested Readings.

BIO 1030, Principles of Biology Course Syllabus

 

 

 

BIO 1030, Principles of Biology 2

6. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their course of study.

7. Discussion Boards: Discussion Boards are part of all Waldorf term courses. More information and specifications can be found in the Student Resources link listed in the Course Menu bar.

8. Unit Assessments: This course contains six Unit Assessments, one to be completed at the end of Units I, II, III, V, and VI. Assessments are composed of multiple-choice questions, written-response questions, matching questions, ordering questions, and hot spot questions.

9. Unit Assignments: Students are required to submit for grading Unit Assignments in Units I, III, IV, V, VII, and VIII. Specific information and instructions regarding these assignments are provided below. Grading rubrics are included with each assignment. Specific information about accessing these rubrics is provided below.

10. Final Exam: Students are to complete a Final Exam in Unit VIII. All Final Exams are proctored—see below for additional information. You are permitted four (4) hours to complete this exam in the presence of your approved proctor. This is an open-book exam. Only course textbooks and a calculator, if necessary, are allowed when taking proctored exams. The Final Exam is composed of multiple choice questions and written response questions.

11. Ask the Professor: This communication forum provides you with an opportunity to ask your professor general or course content related questions.

12. Student Break Room: This communication forum allows for casual conversation with your classmates.

Unit Assignments Unit I Web Assignment Virtual Experiment As you learned in Chapter 1, problems and questions can be answered by applying the scientific method. This assignment will allow you to gain some experience in using the steps of the scientific method to conduct a controlled experiment. You will also gain experience recording data and constructing graphs. Click here to download the experiment worksheet. Follow the instructions in the worksheet, save your file as a .doc, docx, or .rtf file using your last name and student number as the file name. Upload the completed assignment when you are finished for grading. Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Unit III Annotated Bibliography Pick a type of cancer to research. Find articles that answer questions concerning your chosen type of cancer. This assignment will help you to organize the sources you will use in the Unit V Research Paper. An annotated bibliography consists of two parts: the reference citation in APA format, followed by the summary for that reference.

 Your sources should address the following topics, which will be included in the Unit V Research Paper: o Define cancer. o Describe the type of cancer you selected. o Describe the diagnosis: symptoms, diagnosis, staging, and prognosis. o Discuss treatment options, including medicines/alternative treatments. o Discuss causes/risk factors. o Include the incidence rate or statistics. o Explain the resources you would use if you or someone you knew had this type of cancer. o Discuss what you can do to help the fight against cancer. o Include any other interesting facts.

 Create an annotated bibliography following the structure given in the example: o Click here for the annotated bibliography example. o Find four to six current sources (published within the last five years). o Note that the reference citations should be organized in alphabetical order.

 

 

 

BIO 1030, Principles of Biology 3

o Summaries should not include opinions; rather, summaries should contain a short synopsis of the article, and no direct quotes should be present. End your summary with one or two sentences on why that source was selected and how it is of value to your research topic. Each summary should be at least 50 words in length.

 You must use at least two articles from any of the Waldorf Online Library databases to create your annotated bibliography. The remaining sources may include the textbook and credible websites other than Wikipedia.

You will NOT be writing the actual research paper in this unit. You will just be creating and submitting an annotated bibliography. Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Unit IV Lab Assignment Late Nite Labs provides students with an authentic science lab experience through virtual simulation. This course utilizes Late Nite Labs for this unit’s lab assignment. Please be sure to locate and become familiar with the link titled “Late Nite Labs” found at the top of the Course Content area of the navigation bar in your course. This link will take you to the information you need to access Late Nite Labs. Cellular Respiration Lab This cellular respiration lab will introduce you to various chemical processes within living organisms. On page 126 in the textbook, you learned about the three stages of cellular respiration. In this lab assignment, you will learn about both aerobic respiration and anaerobic respiration. You will conduct a virtual laboratory experiment in which you will examine the fermentation of different sugars by yeast. Make sure you read and follow all instructions step by step. Even though this is a computerized lab, you can do it incorrectly. Make sure you read the background information carefully before starting the lab. You will record your data and analyze your data. Analyzing the data will require you to perform mathematical computations based on the formulas in the background section of the lab. You will record all of your data and answer the questions on the Lab Report once you are finished. Before you begin your lab, be sure to click here to download the associated Lab Report. This lab report is what you fill out as you progress through your Late Nite Lab. Upon completion of the lab and lab report, navigate back to your unit in Blackboard to submit the lab report as a file upload to be graded. Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Unit V Research Report Recall from the unit lesson, the chances of developing cancer are fairly high, and cancer is very much a current real world issue. Almost everyone has been affected by cancer in some way or knows someone who has been. This research report will have you explore the type of cancer you selected in Unit III. Your research report should accomplish the following:

 Introduce the paper’s purpose, including background information on what cancer is and a summary of the main points.

 Describe the type of cancer you selected.

 Describe the diagnosis: symptoms, diagnosis, staging, and prognosis.

 Discuss treatment options, including medicines/alternative treatments.

 Discuss causes/risk factors.

 Include the incidence rate or statistics.

 Explain the resources you would use if you or someone you knew had this type of cancer.

 Discuss what you can do to help the fight against cancer.

 Include any other interesting facts. Your research report should be at least three full pages in length and include an introduction, a body, and a conclusion. You are required to cite at least two peer-reviewed sources and two additional sources of your own choosing, for a minimum of four sources. You are encouraged to use the references from the Unit III annotated bibliography assignment, but it is not a requirement.

 

 

 

BIO 1030, Principles of Biology 4

Be sure to include a separate title page and reference page. Title and reference pages do not count towards the minimum page requirement. An abstract is not required. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations following APA style guidelines. Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Unit VII Lab Assignment Electrophoresis (DNA) Lab Late Nite Labs provides students with an authentic science lab experience through virtual simulation. This course utilizes Late Nite Labs for this unit’s lab assignment. Please be sure to locate and become familiar with the link titled “Late Nite Labs” found at the top of the Course Content area of the navigation bar in your course. This link will take you to the information you need to access Late Nite Labs. This DNA lab will introduce you to the practical application of DNA testing. In Chapter 13 of the textbook, we learned about the double helix and components of DNA. In this lab, you will conduct a paternity test to identify the biological father of a child using DNA. Make sure you read and follow all instructions step by step. Even though this is a computerized lab, you can do it incorrectly. Make sure you read the background information carefully before starting the lab. You will record your data and analyze your data. You will record all of your data and answer the questions on the Lab Report once you are finished. Before you begin your lab, be sure to click here to download the associated Lab Report. This lab report is what you fill out as you progress through your Late Nite Lab. Upon completion of the lab and lab report, navigate back to your unit in Blackboard to submit the lab report as a file upload to be graded. Information about accessing the Blackboard Grading Rubric for this assignment is provided below. Unit VIII Lab Assignment Late Nite Labs provides students with an authentic science lab experience through virtual simulation. This course utilizes Late Nite Labs for this unit’s lab assignment. Please be sure to locate and become familiar with the link titled “Late Nite Labs” found at the top of the Course Content area of the navigation bar in your course. This link will take you to the information you need to access Late Nite Labs. Basic Microscopy Lab In this unit, we discussed four aspects of biotechnology. None of these modern day advances would have been possible without the invention of the microscope, which enabled us to view cells. In this lab, you will gain experience in basic microscopy. You will use a virtual microscope to examine the various cell types and cell structures that you previously learned about in Unit III. Make sure you read and follow all instructions step by step. Even though this is a computerized lab, you can do it incorrectly. Make sure you read the background information carefully before starting the lab. You will record your data and analyze your data. You will record all of your data and answer the questions on the Lab Report once you are finished. Note: You will not be able to access your Portfolio snapshots until the lab is completed. Before you begin your lab, be sure to click here to download the associated Lab Report. This lab report is what you fill out as you progress through your Late Nite Lab. Upon completion of the lab and lab report, navigate back to your unit in Blackboard to submit the lab report as a file upload to be graded. Information about accessing the Blackboard Grading Rubric for this assignment is provided below.

 

 

 

BIO 1030, Principles of Biology 5

Submitting Course Papers/Projects Once you have completed your papers/projects, submit your completed papers/projects by uploading through the Assignment tab in each unit. Do not e-mail your paper directly to your professor. By using the Assignment tab, your record will automatically be updated to indicate you have submitted your papers/projects and the assignment will be provided to your professor for grading. Instructions for submitting your assignment can be found under the Assignment tab in each unit.

APA Guidelines Waldorf University requires that students use APA style for papers and projects. Therefore, the APA rules for formatting, quoting, paraphrasing, citing, and listing of sources are to be followed. Students can find Waldorf’s Citation Guide in the myWaldorf Student Portal by clicking on the “Citation Guide” link under the “Resources” heading. This document includes examples and sample papers.

Grading Rubrics This course utilizes analytic grading rubrics as tools for your professor in assigning grades for all learning activities. Each rubric serves as a guide that communicates the expectations of the learning activity and describes the criteria for each level of achievement. In addition, a rubric is a reference tool that lists evaluation criteria and can help you organize your efforts to meet the requirements of that learning activity. It is imperative for you to familiarize yourself with these rubrics because these are the primary tools your professor uses for assessing learning activities. Rubric categories include: (1) Discussion Board, (2) Assessment (Written Response), and (3) Assignment. However, it is possible that not all of the listed rubric types will be used in a single course (e.g., some courses may not have Assessments). The Discussion Board rubric can be found within Unit I’s Discussion Board submission instructions. The Assessment (Written Response) rubric can be found embedded in a link within the directions for each Unit Assessment. However, these rubrics will only be used when written-response questions appear within the Assessment. Each Assignment type (e.g., article critique, case study, research paper) will have its own rubric. The Assignment rubrics are built into Blackboard, allowing students to review them prior to beginning the Assignment and again once the Assignment has been scored. This rubric can be accessed via the Assignment link located within the unit where it is to be submitted. Students may also access the rubric through the course menu by selecting the “Grades” link. Again, it is vitally important for you to become familiar with these rubrics because their application to your Discussion Boards, Assessments, and Assignments is the method by which your instructor assigns all grades.

Final Exam Guidelines

Proctored Final Exams are taken online. Final Exams are to be administered to students by an approved proctor on a date that is mutually convenient. The student is responsible for selecting a qualified proctor that must be approved by the College. To view a list of acceptable proctor qualifications, see the Proctor Agreement form. The Proctor Agreement form is located in the Online Forms, Courses page of the myWaldorf Student Portal. To request your proctored final exam and/or review the complete Examination Proctor Policy and Proctor Agreement, submit the Request, go to the Request to take Final Exam Online (Online Exam) form. The Request to take Final Exam Online (Online Exam) form is located in the Online Forms, Courses page of the myWaldorf Student Portal. Reminder: The Final Exam is due by Tuesday, 11:59 p.m. (Central Time) of Unit VIII. Any student who does not take the Final Exam by the end of the term will automatically fail the entire course.

 

 

 

BIO 1030, Principles of Biology 6

Communication Forums These are non-graded discussion forums that allow you to communicate with your professor and other students. Participation in these discussion forums is encouraged, but not required. You can access these forums with the buttons in the Course Menu. Instructions for subscribing/unsubscribing to these forums are provided below. Click here for instructions on how to subscribe/unsubscribe and post to the Communication Forums. Ask the Professor This communication forum provides you with an opportunity to ask your professor general or course content questions. Questions may focus on Blackboard locations of online course components, textbook or course content elaboration, additional guidance on assessment requirements, or general advice from other students. Questions that are specific in nature, such as inquiries regarding assessment/assignment grades or personal accommodation requests, are NOT to be posted on this forum. If you have questions, comments, or concerns of a non- public nature, please feel free to email your professor. Responses to your post will be addressed or emailed by the professor within 48 hours. Before posting, please ensure that you have read all relevant course documentation, including the syllabus, assessment/assignment instructions, faculty feedback, and other important information. Student Break Room This communication forum allows for casual conversation with your classmates. Communication on this forum should always maintain a standard of appropriateness and respect for your fellow classmates. This forum should NOT be used to share assessment answers.

Grading

Discussion Boards (8 @ 2%) = 16% Unit Assessments (5 @ 8%) = 40% Unit I Web Assignment = 5% Unit III Annotated Bibliography = 5% Unit V Research Report = 10% Lab Assignments (3 @ 5%) = 15% Final Exam = 9% Total = 100%

 

Course Schedule/Checklist (PLEASE PRINT) The following pages contain a printable Course Schedule to assist you through this course. By following this schedule, you will be assured that you will complete the course within the time allotted.

 

 

 

BIO 1030, Principles of Biology 7

BIO 1030, Principles of Biology Course Schedule

By following this schedule, you will be assured that you will complete the course within the time allotted. Please keep this schedule for reference as you progress through your course.

Unit I Science as a Way of Learning

Review:  Unit Study Guide  Learning Activities (Non-Graded): See Study Guide

Read:  Chapter 1: Science as a Way of Learning: A Guide to the Natural World  Additional Reading Assignment(s): See Study Guide  Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, 11:59 p.m. (Central Time)

Submit:  Assessment by Tuesday, 11:59 p.m. (Central Time)  Web Assignment by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

 

Unit II Essential Parts: Atoms and Molecules

Review:  Unit Study Guide  Learning Activities (Non-Graded): See Study Guide

Read:

 Chapter 2: Fundamental Building Blocks: Chemistry, Water and pH  Chapter 3: Life’s Components: Biological Molecules  Additional Reading Assignment(s): See Study Guide  Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, 11:59 p.m. (Central Time)

Submit:  Assessment by Tuesday, 11:59 p.m. (Central Time)  Proctor Approval Form

Notes/Goals:

 

 

 

BIO 1030, Principles of Biology 8

BIO 1030, Principles of Biology Course Schedule

Unit III Essential Parts: Cells

Review:  Unit Study Guide  Learning Activities (Non-Graded): See Study Guide

Read:

 Chapter 4: Life’s Home: The Cell  Chapter 5: Life’s Border: The Plasma Membrane  Additional Reading Assignment(s): See Study Guide  Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, 11:59 p.m. (Central Time)

Submit:  Assessment by Tuesday, 11:59 p.m. (Central Time)  Annotated Bibliography by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

 

Unit IV Energy and Its Transformations

Review:  Unit Study Guide  Learning Activities (Non-Graded): See Study Guide

Read:

 Chapter 6: Life’s Mainspring: An Introduction to Energy  Chapter 7: Vital Harvest: Deriving Energy from Food  Chapter 8: The Green World’s Gift: Photosynthesis  Additional Reading Assignment(s): See Study Guide  Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, 11:59 p.m. (Central Time)

Submit:  Lab Assignment by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

 

 

 

 

BIO 1030, Principles of Biology 9

BIO 1030, Principles of Biology Course Schedule

Unit V How Life Goes On: Genetics Part I

Review:  Unit Study Guide  Learning Activities (Non-Graded): See Study Guide

Read:

 Chapter 9: The Links in Life’s Chain: Genetics and Cell Division  Chapter 10: Preparing for Sexual Reproduction: Meiosis  Additional Reading Assignment(s): See Study Guide  Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, 11:59 p.m. (Central Time)

Submit:  Assessment by Tuesday, 11:59 p.m. (Central Time)  Research Report by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

 

Unit VI How Life Goes On: Genetics Part II

Review:  Unit Study Guide  Learning Activities (Non-Graded): See Study Guide

Read:

 Chapter 11: The First Geneticist: Mendel and His Discoveries  Chapter 12: Units of Heredity: Chromosomes and Inheritance  Additional Reading Assignment(s): See Study Guide  Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, 11:59 p.m. (Central Time)

Submit:  Assessment by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

 

 

 

 

BIO 1030, Principles of Biology 10

BIO 1030, Principles of Biology Course Schedule

Unit VII How Life Goes On: Genetics Part III

Review:  Unit Study Guide  Learning Activities (Non-Graded): See Study Guide

Read:

 Chapter 13: Passing on Life’s Information: DNA Structure and Replication  Chapter 14: How Proteins Are Made: Genetic Transcription, Translation, and Regulation  Additional Reading Assignment(s): See Study Guide  Suggested Reading: See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, 11:59 p.m. (Central Time)

Submit:  Lab Assignment by Tuesday, 11:59 p.m. (Central Time)  Request to take Final Exam

Notes/Goals:

 

Unit VIII Biotechnology

Review:  Unit Study Guide  Learning Activities (Non-Graded): See Study Guide

Read:  Chapter 15: The Future Isn’t What It Used to Be: Biotechnology  Additional Reading Assignment(s): See Study Guide

Discuss:

 Discussion Board Response: Submit your response to the Discussion Board question by Saturday, 11:59 p.m. (Central Time)

 Discussion Board Comment: Comment on another student’s Discussion Board response by Tuesday, 11:59 p.m. (Central Time)

Submit:  Lab Assignment by Tuesday, 11:59 p.m. (Central Time)  Final Exam by Tuesday, 11:59 p.m. (Central Time)

Notes/Goals:

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

For A-Plus Writer Only

/in /by

There are two assignments within in this post with 5 attachements, four chapters and a PDF form for the second assignemt.

 

DIscussion

 

John, a 32 year-old lawyer, had worried for several years about developing Huntington’s chorea, a neurological disorder that appears in a person’s 30s or 40s, bringing rapid uncontrollable twitching and contractions and progressive, irreversible dementia. It leads to death in about 10 years. John’s mother died from this disease. Huntington’s is autosomal dominant and afflicts 50% of an affected parent’s offspring. John had indicated too many people that he would prefer to die rather than to live and die as his mother had. He was anxious, drank heavily, and had intermittent depression, for which he saw a psychiatrist.  Nevertheless, he was still a productive lawyer. John first noticed facial twitching three months ago and two neurologists independently confirmed a diagnosis of Huntington’s. He explained his situation to his psychiatrist and requested help committing suicide. When the psychiatrist refused, John reassured him that he did not plan to attempt suicide any time soon. However, when he went home, John pinned a note to his shirt to explain his actions and to refuse any medical assistance that might be offered, then, ingested all of his antidepressant medication.  His wife, who did not yet know about his diagnosis, found him unconscious and rushed him to the emergency room without removing the note.

  • What should the care team at the emergency room do?
  • Discuss this question using the following topics and analyzing how these issues are applied to the decision made by the emergency room care team. Use at least two scholarly sources to support your discussion. Your initial post should be a minimum of 250 words.
  • Review of the topics within this case:
    • Medical Indications: There are two diagnoses/prognoses that merit consideration. The underlying chronic disease of Huntington’s has no available treatment and a bleak long term prognosis. However, there are effective treatments available for the acute diagnosis of drug overdose.
      • How does the chronic diagnosis affect the team’s response to the acute condition?
    • Patient Preferences: We know from the patient’s suicide note that he is refusing all medical treatment. However, what do we know about these statements of preference?
      • Were they informed?
      • Was the patient competent to make that decision?
    • The answers to these questions remain unclear, but we do know that the patient does not have decision making capacity for the present decision of whether to proceed with the gastric emptying.
      • Is there a surrogate decision- maker available?
    • Quality of Life: Life with Huntington’s can be difficult with the onset of spasms and dementia. John was familiar with the quality of life associated with living with Huntington’s as he watched his mother die of this disease. On the other hand, John does have a supportive family and continues to be able to work for the time being.
      • How should the diminished quality of life that is anticipated in the future affect the current decision?
    • Contextual Features: Several factors in the context of this case are significant. While the patient has a legal right to refuse treatment, he is currently unconscious and his surrogate (his wife) is requesting treatment. There are also certain emergency room obligations to treat emergent conditions.
      • How should the emergency staff weigh the various competing legal and regulatory duties?

 

 

ASSIGNMENT

 

  • Review THE ANESTHESIA FORM identify the five requirements within that consent form; explain where and how each element is noted within the actual form itself.
  • Then, analyze the purpose for such consent forms from both the patient’s and organization’s viewpoints.

Your paper should be two to three pages in length, excluding the title and reference pages; include at least two scholarly sources, in addition to the text; and be written in APA format.

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