Biology Unit II Assignment

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Unit II Assignment—Genetics Worksheet

 

 

Gregor Mendel’s Experiments, Theories, and Findings

 

1. Mendel observed that pea plants had traits, such as color, that were either “one or the other,” never something in between. In your own words, discuss the correlation between Mendel’s factors, what they might be, and why pea plant traits come in one form or another—e.g., gray or dark red—rather than blended.

 

Your response must be at least 75 words in length. (Type your response in the blank area below; it will expand as needed.)

 

 

2. Let’s imagine that we are studying only one trait, that of green- or yellow-colored seeds. Mendel bred his peas until they either produced seeds of one color or the other. These purebred plants he called the p generation (“p” for parental generation). He then cross bred green plants with yellow ones and discovered that all the offspring were yellow-colored. Mendel called the offspring of the purebred plants the F1 generation.

 

In your own words, explain why all the offspring in the F1 generation were yellow instead of half being yellow and half green, or some other mix of the colors. Hint: Remember that Mendel coined the terms dominant and recessive.

 

Your response must be at least 75 words in length. (Type your response in the blank area below; it will expand as needed.)

Punnett Squares Reginald Punnett was a British geneticist who developed the Punnett square to explain how the chromosomes of parents cross and produce offspring. In order to solve genetics problems using a Punnett square, it is necessary to a) understand the associated vocabulary and b) understand some of the rules for solving the problems.

 

· Before you continue with the problems below, review the meaning of the terms allele, dominant, recessive, homozygous, heterozygous, genotype and phenotype.

 

· You should also review the Punnett Square Basics video linked in the unit lesson.

 

In this first problem (question #3), the key and genotype of the parents will be done for you as an example. For problems #4 and #5, you will fill in those details based on the information in the question. Remember, when asked for the genotypic ratio, it may be expressed as 25%(GG):50%(Gg):25%(gg), for example. Or, you may write it more succinctly as 1GG:2Gg:1gg. Either way will be correct. The phenotypic ratio will use descriptive terms, for example, 3(Green):1(clear), 2(Green):2(clear), or whatever it may be depending on the results of your cross. 3. In corn plants, the allele for green kernels (G) is dominant over clear kernels (g). Cross a homozygous dominant plant with a homozygous recessive plant.

 

Fill in the Punnett square below and give the ratios for each question beneath the Punnett Square.

 

 

 

Key: G = green kernels, g = clear kernels Genotype of parents: _GG_ x _gg_

 

Parent #1
 

 

Parent #2

 

 

What is the genotypic ratio of the offspring in Question 3? What is the phenotypic ratio of the offspring in Question 3?

4. Yellow seeds are dominant over green seeds in pea plants. Cross a heterozygous (yellow seeded) plant with a green seeded plant.

 

Key: __________ Genotype of parents: __________ x __________

 

Parent #1
 

 

Parent #2

 

What is the genotypic ratio of the offspring in Question 4? What is the phenotypic ratio of the offspring in Question 4?

 

 

 

 

5. Now cross two of the heterozygous F1 offspring from question #4.

 

Parent #1
 

 

Parent #2

 

What is the genotypic ratio of the offspring in Question 5? What is the phenotypic ratio of the offspring in Question 5?

6. Consider the resulting ratio of crossing the two heterozygous pea plants in question #5. We will use this ratio in a short activity exploring probability. Keep in mind that crossing two individuals that are heterozygous for a certain trait is similar to flipping two coins. Each coin has two sides (we might think of each side as an “allele”) and the chances of flipping heads/heads, heads/tails or tails/tails should be similar to the ratio we see when crossing two heterozygotes. For this simple activity, you will need two coins (pennies, nickels, dimes, quarters, or a mix of any of those). Alternatively, you may google a coin-flipper simulator that will allow you to flip two coins at once. You will also need a piece of scratch paper and a pen or pencil. Directions: Flip the two coins simultaneously at least 50 times. For each flip of the pair of coins, you will record the results on a piece of scratch paper. You might set up a table like the one below to record your results. Once you have flipped the coins at least 50 times, enter the number of heads/heads, heads/tails and tails/tails in Table 1 below. Now determine the ratio for your results. You will do this by dividing the number for each result by the total number of flips, and then multiply by 100. (Example: If the number of heads/heads is 9 then 9/50 = .18, .18×100 = 18%), Repeat this mathematical procedure for heads/tails and tails/tails)

 

Table 1
Heads/heads (hh)
Head/tails (ht)
Tails/tails (tt)
Ratio (hh:ht:tt)

 

 

Compare the resulting ratio from the question #5 cross of two heterozygous parents to the ratio from the coin flipping exercise. Are there similarities? If so, what are they? What might be done to make the ratio from the coin flipping exercise become more similar to the ratio from question #5? (Hint: Consider that more data equals better accuracy.)

 

 

 

Cancer Risk Factors

 

6. This question deals with cancer and risk factors. Begin by going to the website http://www.cancer.org/

 

Click “Cancer A-Z” in the upper left corner. The page that comes up will provide links to information on breast cancer, colon and rectal cancer, lung cancer, prostate cancer, and skin cancer. Review the information for each these cancers.

 

Next, write an essay that discusses your own risk factors for each type of cancer and steps you might take to decrease those risk factors. Be sure to address all five types of cancer.

 

You do not have to disclose any actual personal information if you do not wish to do so. You may create a fictional character and discuss his or her risk factors instead. Be sure to address all five types of cancer.

 

Your response must be at least 300 words in length. (Type your response below)

 

 

 

 

 

 
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Medical Billing And Coding

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A physician performed an aspiration via thoracentesis on a patient in observation status in the hospital. The patient has advanced lung cancer with malignant pleural effusion. Later the same day, due to continued accumulation of fluid, the patient was returned to the procedure room and the same physician performed a repeat thoracentesis.

 

Report diagnosis and procedure codes. Do not report observation codes.

 

Assign the correct codes and modifier for this encounter.

 

ICD-9-CM and CPT Code(s):__________________

 

ICD-10-CM Code(s):________________________

 

A 12-year-old boy presents with his father to the ER due to open wounds to his arm, hand, and upper leg. The injury occurred when the boy fell on a barbed-wire forearm, right hand, and left thigh. Procedure: Suture repair of the following: single-layer closure, 4.0cm, forearm, layered closure, 3.0cm, hand; 6.0 simple repair, thigh.

 

ICD-9-CM Reason for Visit Code(s):_____________________________________

ICD-9-CM and CPT code(s):________________________________________

ICD-10-CM Reason for Visit Code(s):_________________________________

ICD-10-CM Code(s):___________________________________

 

From the health record of a patient seen in the emergency room/observation area for an allergic reaction:

Discharge Summary

Date of Discharge: 01/08/XX

Chief Complaint: Allergic reaction to Bactrim, resulting in angioedema and mild respiratory distress.

Hospital Course: Fifty-six-year-old male admitted for angioedema after taking Bactrim for an ear infection. The patient had mild respiratory distress and marked swelling of his hands, face, and his oropharynx. The patient was given IV steroids in the Emergency Room and was admitted overnight for observation. The patient’s swelling rapidly improved and by the morning after his admission he was back to baseline. He had no complaints of shortness of breath and desired to go home.

Condition on Discharge: Good. Activity: As tolerated. Diet: As tolerated.

Medications: Home medications only including:

1. Celebrex 200 mg one b.i.d.

2. Isosorbide 30 mg once a day.

3. Atenolol 25 mg per day.

4. Lipitor 10 mg per day.

Follow-Up: Will be as needed with primary care physician if ear problem returns and/or respiratory distress.

Emergency Assessment

Chief Complaint: Swelling, itching, and change in voice.

Present Illness:  This is a 56-year-old white male with a history of allergic reaction to an antibiotic in the past, who presents today after taking his second dose of Bactrim this morning at home. He then had acute onset of swelling, redness, itching, and change in voice; also states that he was slightly short of breath but no wheezing. He denies any nausea, vomiting, fevers, chills.

Past Medical History: Coronary arter disease, MI 2 years ago, is currently take Celebrex, Isosorbide, Atenolol, Lipitor, and Bactrim that he just started on his morning.

Physical Examination:  Appears very red, swollen diffusely with erythematous rash, macular type rash. Blood pressure is 145/77, heart rate of 120, respiration rate 18 and 02; saturation is 96%. On room air. HEENT: He does have swollen eyelids, both upper and lower eyelids, with also some facial swelling and some uvular swelling as well as some lateral pharyngeal and uvualr swelling, which appears to be allergic in nature. His tongue appears also slightly swollen, does not have any neck swelling, also has an erythematous rash. Lungs: Clear to auscultation with no wheezing noted. Abdomen: Soft, nontender.

Ed Course: Received Benadryl 25 mg IV, Pepcid 20 mg IV, Solu-Medrol 125 mg IV. At this point, his voice was still changing, and decision was made to admit the patient to the hospital for observation and then to observe and given a second dose of Solu-Medrol and Benadryl. Consultation between patient’s private physician.

Select the correct codes for this observation patient.

a. 961.0, 786.09, 995.1, 693.0, E857, E849.0

b. 995.20, E931.0, E849.0

c. 995.1, 786.09, E931.0, E849.0

d. 995.1, 786.09, 693.0, E930.9, E849.0

 

ICD-10-CM Code(s):_____________________________

 
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Biology

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Objectives

· Investigate the process of Natural Selection using the Peppered Moth as the example

· Analyze population trends

· Understand the effect of human impacts on the living world.

NGSS: 3-LS4-2. Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing

· LS4.B: Natural Selection Sometimes the differences in characteristics between individuals of the same species provide advantages in surviving, finding mates, and reproducing. (3-LS4-2)

Introduction

Between 1831 and 1836 Charles Darwin, a naturalist, sailed around the world as a member of a British scientific expedition. During the trip he made observations about the natural world and collected numerous species of plants and animals. These observations led to a book called The Origin of the Species, where he proposed The Theory of Natural Section.  Darwin suggests that “those individuals who possess superior physical, behavioral, or other attributes are more likely to survive than those which are not so well endowed” (a.k.a. survival of the fittest).

One example of an advantage that leads to survival of the fittest is camouflage. The term camouflage means to conceal by disguise. There are many examples in nature of animals that hide from predators. Chameleons are known for their ability to alter their skin color to blend in with the leaves and plants they are hiding in. This enables them to “sneak attack” their prey. Insects often use camouflage to hide from birds or other predators.

The case of the peppered moth in Manchester, England is a well documented scientific study of the value of camouflage in Natural Selection. This case involves two forms of a moth, an insect which relies on camouflage to survive. One form of the moth was white colored and the other form a black color. During the end of the 19th century, with the beginning of the Industrial Revolution, smoke particles from the factories gradually blackened the trees on which the moths rested. What was the result of this change in the environment? How were the moth populations affected? How did the moth populations change?

Instructions 
               Go to:                   http://peppermoths.weebly.com
               Click on:               A bird’s eye view of natural selection (far right circle with bird)
               Read:                    The Instructions
               Play:                     5 minutes in the Lichen Forest; hit pause and write down your 
                                              percentages in the table below.  Stop and goto the Sooty Forest.
               Play:                     5 minutes in the Sooty Forest; hit pause and write down your 
                                              percentages in the table below.  Stop and answer the questions.
Alternatives:       http://www.techapps.net/interactives/pepperMoths.swf
                               http://www6.district125.k12.il.us/~nfischer/Moth/default.htm
Name:  _____________________
Peppered Moth Analysis

 

Percent Dark Moths
Percent Light Moths
Lichen Forest
Sooty Forest
1.    Explain how the color of moths increases or decreases their chances of survival depending on the environment. 
2.    Application:  500 light colored moths and 500 dark colored moths are released into a polluted forest.  After 2 days the moths were recaptured, make a prediction about the number of each type of moth that would be captured. 
3.    How has the striking change in coloration come about? (Include an explanation of how the dark moth appeared and how the proportion of dark moths changed from 0.0005% to more than 90% in polluted forests.)
4.    Using the four words we discussed in Lecture, explain how the Peppered Moth population is an example of Natural Selection.
5.    Is Evolution a directed or purposeful event?  Is it random?  Or is a population evolving
 
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ANTH 101 – Primate Behavior Report

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Primate Behavior Report

 

Name: ______________________ Date___________________________

 

Primate Behavior Report

 

This assignment has three parts that follow the scientific method: 1. Prepare for the observation; 2. Observe primates in videos; 3. Report the findings.

Supplies Needed

· Internet connection

· Access to Youtube

· Primate Observation Playlist – Use this link to access the Primate Observation Videos

· Observation Worksheets

Relevant Learning Resource

· Jaffe, Karin Enstam. 2019. Chapter 6: Primate Ecology and Behavior. Explorations.

https://pressbooks-dev.oer.hawaii.edu/explorationsbioanth/chapter/__unknown__-6/

 

Legendary primatologist Jane Goodall revolutionized the study of chimpanzees during her fieldwork in Gombe, Tanzania. The behaviors she witnessed changed our perception of apes from instinct-driven creatures to tool-inventing beings.

In this activity you will learn about ethology, or how researchers turn observations of living things into scientific data, and then create a report of what you saw. While we cannot go to Gombe on short notice, we can watch uncut videos of zoo-dwelling primates online and apply scientific techniques to go beyond what a typical zoo visitor sees.

There are different ways to collect data on animal behavior. We will be practicing scan sampling whereby the observer records the behaviors of the group at set intervals, as well as focal sampling, which involves recording every action of one specific individual over a length of time.

Part One: Preparation

Before watching primates, you have to prepare for what you expect to see in order to save time and effort later when you are intently focused on your living subjects. First, pick one of the videos to observe from the Primate Observation Playlist .

1. Which video will you observe ?

 

Apply the scientific method and make a prediction about what will you see. Answer the following question:

2. Which behaviors do you think you will see when watching the primate video for 15 minutes (or as long as it lasts – some are a bit shorter)?

 

 

Now set up an ethogram (see below), which is a table used to record animal behavior. You will use this table while observing the primate video in order to reduce writing and produce a standardized data set of what you saw. Put short descriptions of behaviors in the left column. Some have been added for you but you should add more based upon your general knowledge of primate behavior.

Primate Ethogram Continuous Focal Follow

Behavior Time (1:00-15:00)
  1:00 2:00 3:00 4:00 5:00 6:00 7:00 8:00 9:00 10:00 11:00 12:00 13:00 14:00 15:00
Out of View                              
Standing                              
Sitting                              
Sleeping                              
Eating                              
Playing                              
Interacting in any way with others                              

 

Primate Ethogram Scan Sample

Behavior Time (1:00-15:00)
  1:00 2:00 3:00 4:00 5:00 6:00 7:00 8:00 9:00 10:00 11:00 12:00 13:00 14:00 15:00
Out of View                              
Playing                              
Sharing Food                              
Grooming                              
Fighting                              
Eating                              
Sleeping                              

 

 

 

Now it is time to use your ethogram to record primate behavior. After you select the video use two different methods for observing the primates. For one method (continuous focal follow), watch one individual and do a continuous follow for 15-minutes, indicating all of the behaviors, and interactions with other primates in the video. The second method is a scan sample of the group – every minute stop the video and write down what all the animals (who are in frame on the video) are doing (including directions of any social interactions).

 

You may have to view the video several times, as you practice each method of behavioral observations for your Primate Report

Read these instructions in full before starting:

1. Play the video you chose in Part One – You may have to watch twice to fill out both ethnograms.

2. Using the video’s timer or your own stopwatch app, keep track of the time.

3. Every minute, record the behaviors of the primates you see using the ethograms you set up in Part One. Mark each square for each behavior you see at each time. If you are watching multiple primates try to keep track of each one by using a short unique name for them.

4. End observation at 15 minutes.

Here is a sample table:

Behavior/Time

 

 10:00 11:00 12:00 13:00 14:00
Out of View     B, C A, B C
Sitting A, B A, B A C B
Sleeping C C     A

A: Adult male, B: Adult female, C: Juvenile

 

Part Three: Analysis and Report

Your data set allows you to quantify how much time each primate spent with each activity. For each individual, calculate how many times they were seen performing each behavior by filling out this table

Time Budget for Individual – Focal Observation:

Behavior/

Calculation

 

 Boxes Seen Total Visible Times Boxes Seen/Total Visible Times
Out of View     Not calculated
Standing      
Sitting      
Sleeping      
Eating      

 

See this example based on the adult male in the example ethogram:

Time Budget for Individual: A: Adult Male

Behavior/Calculation

 

 Boxes Seen Total Visible Times Boxes Seen/Total Visible Times * 100
Out of View 1 4 Not calculated
Standing 3   75%
Sitting 1   25%

 

 

Time Budget for Groups – Scan Observation:

Behavior/

Calculation

 

 Boxes Seen Total Visible Times Boxes Seen/Total Visible Times
Out of View     Not calculated
Playing      
Sharing Food      
Grooming      
Fighting      

 

Using your data sets and time budgets, write a report of what you saw. Follow these instructions to write an effective report that is at least 750-1000 words. Your report should be well-organized, and clear to best communicate your message. Make sure to follow proper APA formatting guidelines. Your report should include the following sections:

1. Introduction: Which primate(s) did you observe (provide genus, species and subspecies)? Summarize the natural habitat and geographic distribution of this primate species in the natural world. (You may find out this information from Primate Fact Sheets found at the Primate Info Net website, http://pin.primate.wisc.edu/factsheets, in addition to information provided at zoo displays or zoo website).

 

2. Body: Tell the reader in more detail what you saw in your focal observation. Start with a description of the scene and the individual primate you focused on. Then describe the actions you saw in order from beginning to end. Include specific details. Then tell the reader in more detail what you saw in your scan observation. Start with a description of the scene and the group of primates you focused on. Then describe the actions you saw in order from beginning to end. Describe specific details. .

Present your analysis of time budgets. How much time did each individual spend with each behavior?

Compare and contrast the observed behaviors with those of human beings. Are there similar behavior patterns in humans? Why or why not?

3. Conclusion: Summarize your paper for the reader. Briefly restate what primate(s) you observed. Compare and contrast the two methods (focal follow and scan sample) that you used for observing primate behavior in the video. Which method did you find more challenging for your observations? Which method would you recommend for collecting time budget data (i.e., how group spends their time) for primates? End this section with a short summary of what you actually saw and whether it matched what you expected.

4. Appendix: Cut and paste copies of your completed ethograms and time budget sheets as an Appendix to your written report.

 

 

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HSA 501 ASSIGNMENT 1

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HSA 501 ASSIGNMENT 1

Assignment 1: Value Proposition in Patient Care

Paradise Hospital, Inc. is a for-profit hospital. As the facility’s new hospital administrator, you have been tasked with improving the service value of the hospital. The administration has not done this process since the hospital began operating in the year 1995. The investors are not familiar with the value proposition strategies of hospitals in the current-day America.

Note: You may create and / or make all necessary assumptions needed for the completion of this assignment.

Write a four to six pages paper in which you:

1. Articulate the meaning of value-added service as it pertains to patient care services, and argue the major reasons why it matters to add value to patient services. Justify your response.

2. Outline a system for identifying the functional areas in which changes might be necessary in order to improve the hospital’s service value. Recommend the key methods that you would use to acquire the information necessary to identify the specified functional areas.

3. Specify four (4) specific areas where you believe the administration can add value in Paradise Hospital, and argue the most significant reasons why such value proposition would improve the value of services to the patients.

4. Use five (5) recent (within the last five [5] years) quality academic resources in this assignment. Note: Wikipedia and other websites do not qualify as quality academic resources.

NOTE: PLEASE USE AS A GUIDE OR REWRITE TO MAKE IT YOURS

 
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HSA 535 FINAL EXAM PART 1

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Question 1 

Social epidemiology studies ____.

 

the effect of the environment on human health

 

the effect of community socioeconomic factors on health

 

lifestyle factors that may be associated with disease status

 

diseases that are acute and contagious

Question 2 

One of the important concepts from the Nuremberg Code is that of ____, which means that the subject understands the scope of the study and can make an informed decision to participate.

 

informed consent

 

voluntary consent

 

beneficence

 

primary agent

Question 3 

The first step in any epidemiological investigation is to ____.

 

understand causation

 

establish risk factors

 

track trends and determine if particular diseases are   increasing or decreasing in the population

 

describe the population demographically by age, race, sex,   education, and other relevant indicators

Question 4 

While Austin Bradford Hill is well-known for his work in developing guidelines for establishing causality for studies of non-infectious diseases, his other contributions to the field of epidemiology and ____ are remarkable.

 

psychology

 

statistics

 

sociology

 

mathematics

Question 5 

The modern epidemiologic triangle includes groups of populations, causative factors, and ____.

 

alternate explanations

 

risk factors

 

results

 

coherence

Question 6 

The time between infection and clinical disease is referred to as a(n) ____.

 

a plausible period

 

temporal period

 

incubation period

 

latency period

Question 7 

A table in epidemiology that arranges numbers to allow the comparison of exposure and outcome is called a ____ table.

 

proportion

 

contingency

 

specific

 

crude

Question 8 

Prevalence equals ____.

 

incidence times duration of disease

 

incidence divided by duration of disease

 

incidence plus duration of disease

 

incidence divided by duration of disease times 100

Question 9 

A person in the population or study group identified as having the particular disease, health disorder, or condition under investigation is known as a ____.

 

person time

 

case

 

suspect case

 

proportion

Question 10 

The probability of death due to infectious disease in sub-Saharan Africa is ____%, but only ____% in developed countries, such as the United States.

 

22; 1.1

 

35; 10

 

66; 11

 

50; 22

Question 11 

____ is the transmission of a disease from person to person, and may be directly from one person to another, or indirectly from one person through an intermediate item to another person.

 

Horizontal transmission

 

Vertical transmission

 

Quick transmission

 

Polar transmission

Question 12 

____ is the transmission of a disease from mother to child during pregnancy or delivery.

 

Horizontal transmission

 

Vertical transmission

 

Lateral transmission

 

Polar transmission

Question 13 

During 2008, the most recent year for which data are finalized, ____ food-borne disease outbreaks were reported.

 

340

 

1,034

 

2,340

 

10,300

Question 14 

In a propagated epidemic with person to person transmission, control measures may include ____.

 

isolating the elderly from the young

 

treating the carriers and vaccinating the population at risk

 

developing an evacuation strategy

 

hiring more emergency doctors

Question 15 

One of the most common errors in an outbreak investigation is the failure to ____.

 

utilize a strict case definition

 

call the WHO

 

accurately count cases

 

vaccinate the population

Question 16 

Which first generation vaccine was introduced in 1935?

 

Rabies vaccine

 

Yellow Fever vaccine

 

Pertussis vaccine

 

Smallpox vaccine

Question 17 

Which vaccine is linked to the greatest number of deaths each year?

 

DPT

 

MMR

 

hepatitis A

 

HIB

Question 18 

Anthrax is caused by ____.

 

Bacillus anthracis

 

Bacillus hemolith

 

Anthracis virus

 

Anthracis fungi

Question 19 

In 1988, research indicated that high levels of ____ cholesterol reduces the risk of death from cardiovascular disease.

 

PDL

 

LDL

 

fatty

 

HDL

Question 20 

In 1970, cardiovascular research indicated that high blood pressure (hypertension) increased the risk of ____.

 

migraine headache

 

obesity

 

stroke

 

heart attack

Question 21 

CVD is the leading cause of death in the United States for all but one ethnic group. Which one?

 

Whites

 

African Americans

 

Native Americans

 

Asian Americans

Question 22 

The non-melanomatous are the ____ type of skin cancers.

 

most deadly

 

only

 

more benign

 

rarest

Question 23 

Cancer in the ____ is the second most common cancer when considering men and women combined.

 

lung and bronchus

 

brain

 

colorectal

 

liver

Question 24 

In what year did the National Cancer Institute and the National Human Genome Research Institute establish The Cancer Genome Atlas?

 

1999

 

2001

 

2005

 

2008

Question 25 

Where is the incidence of Type 1 diabetes mellitus highest?

 

Venezuela        .

 

Italy

 

U.S

 

Finland

Question 26 

Metabolic syndrome is also known as ____.

 

insulin abundance syndrome

 

Syndrome X

 

Type 2 diabetes

 

CVD Syndrome

Question 27 

Diabetes mellitus was the ____ leading cause of death in the United States in 2007.

 

second

 

fourth

 

seventh

 

tenth

Question 28 

Cholera is an acute intestinal infection caused by ____ transmitted through contaminated water or food.

 

a parasite

 

fungus

 

a virus

 

bacteria

Question 29 

Overall, what effect have MPOWER policy interventions had on tobacco use in the developing countries that have implemented them?

 

slightly reduced

 

significantly reduced

 

had no effect

 

slightly increased

Question 30 

New HIV infections have declined by ____ globally from 2001–2009.

 

1%

 

5%

 

10%

 

17%

 
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Lab.8 -Ecology.

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Final Lab.: Lab.8 -Ecology.

Concepts Explored: Trophic levels, food webs, biogeochemical cycles, human impact on biogeochemical cycles,

Experiment:

In this set of procedures you will measure mushroom yield under various conditions. You will study how levels of concentration of nitrate, heavy metals and pH affect mushroom yield in separate experiments.  This activity will require about two hours.

Please log into the Table Top Science web-site, follow the directions and submit the completed activity form in this assignment folder by the due date posted in the syllabus.

 
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ESSAYS EXPERT PROFESSOR

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Assignment Questions That Need To Be Answered:

Please write responses to each of the 5 items below—-Module 1 Discussion Board:

1. Why has nursing made policy and political competence such a strong part of the nursing curriculum and role development?

2. Discuss ways that you have been active as a policymaker or could be active.

3. Discuss examples of advocacy you see in your practice or in the practice of others? Advocacy in this form does not refer to bedside advocacy on behalf of your patient. This item is specific to policy advocacy such as with your professional organization, with a consortium, etc.

4. Discuss barriers to effective nursing advocacy? What are ways to mitigate these barriers?

5. Discuss the importance of ethics in health care policy.

 

STUDENT #1 Example Submission

1. Nursing contributes to the healthcare system and having a set of regulations is a very important aspect in the delivery of safer healthcare. Then, Health Policy is essential in Nursing. The ultimate goal of political and policy activity is the Optimal health for everyone. (Mason, Gardner, Outlaw, & O’Grady, 2016)

Policy and political competence must be abundantly applied to execute a specific role. Hence, Ferris, Davidson, and Perrewe (2005) discussed, that political skill is an essential role to accept others and to use that ability to impact others. They classify it into four political skills, Social astuteness, Interpersonal influence, Networking ability, and Apparent sincerity. The American Association of Colleges of Nursing has developed a Policy Competencies for Nurses that describe the level of expertise in each nursing program. Deep understanding of both content and policy, offering solutions that are not only focussing on nursing and using the power will have a greater effect on the role development of each nurse. (Mason et al., 2016)

Nurses can globally affect policy and politics. It is the duty of nurses to engage in legislation that influences their patients. As one of the biggest medical professions worldwide, nurses should be the leaders in the way in formulating a modernize healthcare system.

 

2. Discuss ways that you have been active as a policymaker or could be active.

I still remember receiving a call from my Chief Nurse, asking me to come for another shift the following day after my fifth day stretched that week. I was physically and emotionally drained and refusal to her request will lead through disciplinary action. From then on, I became an active supporter of Safe Staffing. Being a nurse made me experienced a lot of challenges in my life, one of these, is when I became one of the first Filipino nurses in the hospital where I used to work before. I worked as a Registered ICU Nurse in Universal Hospital, LLC, United Arab Emirates, Abu Dhabi City. I had the opportunity to develop a policy in the hospital which is the policy regarding safe staffing. Safe staffing requires that there are enough numbers of competent staff nurses in the desired unit. Research has shown that nurse staffing is crucial in influencing patient care results. In addition to this, Nurse staffing is linked to effective leadership. The report shows that managers with transformational leaders contribute to staff engagement, positive feedback resulting in higher job satisfaction and low nursing turn over. (MacPhee, Ellis, & McCutcheon, 2006)

3. Discuss examples of advocacy you see in your practice or in the practice of others?

Advocacy in this form does not refer to bedside advocacy on behalf of your patient. This item is specific to policy advocacy such as with your professional organization, with a consortium, etc.

Safe Staffing for Nurse and Patient Safety Act of 2018 (S. 2446, H.R. 5052). Under this act in Section 2 Findings (3) “The 2015 National Healthcare Retention and RN Staffing Report revealed that nurse turnover costs the average U.S. hospital nearly $5,000,000 every year. Appropriate nurse staffing reduces nurse burnout and turnover, saving hospitals money.” (H.R. Res. 5052, 2018). I strongly support this law because I believe, nurses play a major role in the health care system. I recently visited the American Nurses Association website and I am very fortuitous being a part of this organization. They advocate continues support to this bill in order to provide not only quality health care but safe care to all the patients of all ages.

 

4. Discuss barriers to effective nursing advocacy? What are ways to mitigate these barriers?

Inadequate training and education regarding advocacy skills are one of the barriers to effective nursing advocacy. Advocacy is extensively considered as a fundamental nursing role. Hence, Learning is the key to alleviate these issues. As described by McDermott-Levy (2009) he proposes a unique time to train students in advocacy for environmental health. McDermott-Levy’s students discovered laryngeal cancer from the patient’s immediate family member who lives in a coal mining community. Thus, he recommends that nurses trained in environmental health could be a good advocate for patients and communities in these situations. (Mason et al., 2016)

 

5. Discuss the importance of ethics in health care policy.

Ethics has to do with right or wrong in this world, and policy and government issues have an inseparable tie to what happens to individuals in this world. Furthermore, ethics and politics are answerable for building a better life for oneself and others. (Mason et al., 2016)

Ethics is the field that tries to comprehend which beliefs are deserving of our grip, and why. It does not require an exceptionally skilled knowledge or academic concepts. For this reason, ethics is not a major part of health policy. The things that are important about morals for wellbeing approach and for different fields are things that we all can do, given the will to undertake them. (Danis, Clancy, & Churchill, 2002)

 

References

Danis, M., Clancy, C., & Churchill, L. R. (Eds.). (2002). What ethics can contribute to health policy. Ethical dimensions of health policy (p. 53).

MacPhee, M., Ellis, J., & McCutcheon, A. S. (2006, October 1). Nurse Staffing and Patient Safety. The Canadian Nurse, 102, 18-23.

Mason, D. J., Gardner, D. B., Outlaw, F. H., & O’Grady, E. T. (2016). Policy & politics in nursing and health care (7th ed.). St. Louis, MO: Elsevier

Safe Staffing for Nurse and Patient Safety Act of 2018, H.R. Res. 5052, 115 Cong., (2018) (enacted).

 

 

STUDENT #2 Example Submission

1.Why has nursing made policy and political competence such a strong part of the nursing curriculum and role development?

Nursing has made policy and political competence a strong part of the nursing curriculum and role development because healthcare policy is involved in everyday nursing practice. Legislators need to be encouraged to appreciate nurses’ views on policy. Nurses must develop strong relationships with the public and be able to shape policy in government, in the workplace, in health-related organizations, and in the community. Studies have found that undergraduate nurses are not educated or aware of the importance of political influences they hold. Students’ need to be taught how to participate in the political process and participate in professional organizations in order to influence policies. There are different levels in nursing education-BSN, MSN, DNP, that have individual expectations for policy influence and competencies. Nurse need to be taught political skills in order to advocate for others and influence policies (Mason et al., 2016) .

2.Discuss ways that you have been active as a policymaker or could be active.

I have been active in my facility as a policymaker as a member, co-chair, and chair of the Practice Council. The practice council in our facility reviews and improves on current policies that pertain to nursing practice. The council also developed new policies as needed as new and current issues evolved. As co-chair and chair of the practice council I also served on the Relationship-based Council main council that reviewed the other councils’ suggestions for policy improvements.

3.Discuss examples of advocacy you see in your practice or in the practice of others? This item is specific to policy advocacy such as with your professional organization, with a consortium, etc.

In my practice examples of advocacy seen is promoting or decreasing healthcare acquired infections such as HAUTIs, CAUTIs, and HABSIs. Nurses are encouraged to influence providers to remove catheters and central line catheters as soon as possible. Nurses are involved in policy and practice implementations that encourage nursing practices that promote health. Our facility also encourages nurses to participate in community health programs such as career day in the county school systems as well as other community health programs to promote improved community health.

4.Discuss barriers to effective nursing advocacy. What are ways to mitigate these barriers?

There are many barriers to effective nursing advocacy. Some of these barriers include advocacy is time consuming, requires a strong commitment, lack of education and training regarding advocacy skills, fear of retribution from employers. Ways to mitigate these barriers include, mentoring tuning in to their personal advocacy attributes, improving confidence in new graduate nurses, empowering students by increasing awareness, encouraging participation in politics, and introducing advocacy skills while in nursing schools (Mason et al., 2016).

5.Discuss the importance of ethics in health care policy.

Ethics are important in health care policy in order to ensure health care improves peoples’ lives and not hurt them. Ethics are important to ensure that all persons receive or have access to appropriate and efficient health care. Nurses must adhere to the Nurses’ Code of Ethics in order to provide appropriate healthcare and influence efficient policies and practices (Mason et al., 2016).

References

Mason, D. J., Gardner, D. B., Outlaw, F. H., & O’Grady, E. T. (2016). Policy and politics in nursing and health care (7th ed.). Elsevier Inc.

 
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Biology Problem Set Homework

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BICD 110 Fall 2020, Dr. Kiger

Problem Set 8 Lectures 7A-7B

 

Microtubules

 

1. What statement best describes the basis for how/why microtubules are “tubes”?

 

___A. tubulin and tubulin assemble into small filament rings that stack into a tube

___B. tubulin dimers assemble into filaments that spiral into a tube

_X_C. tubulin dimers assemble into parallel protafilaments that fold into a tube

___D. MAPs bind and curve the tubulin dimers so that filament assembly forms a tube

___E. ATPase activity of kinesin motor proteins bends a sheet of protafilaments into a tube

 

2. What is a shared property of both actin and tubulin subunits with respect to microfilament and microtubule dynamics, respectively?

 

___A. predominantly added to filament/protofilament (+) ends.

___B. predominantly added to filament/protofilament (−) ends.

___C. equally efficient at being added to both ends of filament/protofilament.

___D. added along the length within an assembled filament/protofilament.

 

3. During dynamic instability of microtubules, within the tubule…

 

(i)…the -tubulin subunits: (ii)….the -tubulin subunits:

 

___A. undergo ATP hydrolysis ___A. undergo ATP hydrolysis

___B. undergo GTP hydrolysis ___B. undergo GTP hydrolysis

___C. remain locked in GDP bound state ___C. remain locked in GDP bound state

___D. remain locked in ADP bound state ___D. remain locked in ADP bound state

___E. remain locked in GTP bound state ___E. remain locked in GTP bound state

 

(iii) Compare and contrast the above properties of tubulin subunits in microtubule ‘dynamic instability’ to those of actin subunits with microfilament ‘treadmilling’, providing key details. What is similar? What is distinct?

 

 

 

 

 

 

 

4. Define ‘critical concentration’ (Cc) as it relates to microfilament and microtubule formation, as well as to the different ends of the polymers. Define steady state.

 

 

 

 

 

 

 

5. Fill in the blanks.

 

Microtubules are typically not static structures. _____Dynamic instability_____ is the phrase used to describe how a microtubule undergoes alternating periods of rapid growth and shrinkage, called _____rescue_______ and ______catastrophy_________, respectively. These dynamics occur with growth happening at the microtubule ____positive (+)_____ ends, since the ____negative (-)_____ ends are typically inaccessible while stabilized at the ______MTOC_______. At the microtubule minus-ends, you will invariably find the specific microtubule subunit, __________________, which directly interacts with another tubulin subunit, __________________ in -TuRC. Growing microtubule ends are normally stabilized by __________________ ‘caps,’ while ___GTP____ hydrolysis can lead to rapid disassembly.

6. Compare and contrast the proteins, -tubulin and formin (what do they do? how do they do it? where do they do what they do?).

 

 

 

 

 

 

 

 

 

 

 

 

7. Name and describe the organization and roles for the three different major classes of microtubules that contribute to mitosis.

 

Microtubules and Motor proteins

 

8. Motor proteins are what kinds of enzymes?

 

 

 

9. Draw and label a simple cartoon of the general protein domains found in common between the structures for different types of motor proteins. Indicate the ‘motor’ region and what specific types of proteins interact with the different protein domains.

 

 

 

 

 

 

 

 

 

10. Which of the following properties is not shared by all myosins? May be one or more than one answer.

 

___A. the ability to bind ATP

___B. the formation of homodimers

___C. the ability to bind F-actin

___D. the presence of a head domain

___E. the ability to do work

___F. the ability to bind G-actin

 

11. In the model for myosin movement on microfilaments, the power stroke occurs during:

 

___A. binding of ATP.

___B. hydrolysis of ATP.

___C. release of phosphate (Pi).

___D. release of ADP.

___E. the assembly of a myosin thick filament

 

12. Match the cell functions on the right with the specific motor (A-F) most likely involved. You may use an answer more than once or not at all.

 

A. Myosin I ________ Cilia movement

B. Myosin II ________ Cell contraction

C. Myosin V ________ Organelle and vesicle transport (>1 correct!)

D. Kinesin I ________ Microtuble plus-end directed sliding

E. Kinesin 5 ________ Microfilament to membrane tethering

F. Dynein ________ Microfilament plus-end directed vesicle transport

13. All of the following statements describe Kinesin I except:

 

___A. Kinesin I is a (−) end-directed motor.

___B. Kinesin I transports vesicles along microtubules.

___C. Kinesin I binds and hydrolyzes ATP to produce movement.

___D. Kinesin I is composed of two heavy chains and two light chains.

___E. Kinesin is a (+) end-directed motor.

 

14. With respect to motor protein function, specifically what effect would the addition of AMP-PNP (a non-hydrolyzable analog of ATP) have on axonal transport? Why?

 

 

 

 

 

 

 

 

15. You purify what appears (by protein sequence homology) to be an ATPase protein complex that is required in a cell free assay for endosome intracellular transport. You call it Endomytin. You want to determine if Endomytin acts as a motor protein, and if so, to characterize its motor properties. Name three basic criteria (properties or predictions about protein function) that you expect if Endomytin is a motor protein, AND how you would test Endomytin for each of these properties.

 

 

 

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ANTH 101 – Primate Behavior Report

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Primate Behavior Report

 

Name: ______________________ Date___________________________

 

 

Primate Behavior Report

 

This assignment has three parts that follow the scientific method: 1. Prepare for the observation; 2. Observe primates in videos; 3. Report the findings.

Supplies Needed

· Internet connection

· Access to Youtube

· Primate Observation Playlist – Use this link to access the Primate Observation Videos

· Observation Worksheets

Relevant Learning Resource

· Jaffe, Karin Enstam. 2019. Chapter 6: Primate Ecology and Behavior. Explorations.

https://pressbooks-dev.oer.hawaii.edu/explorationsbioanth/chapter/__unknown__-6/

 

Legendary primatologist Jane Goodall revolutionized the study of chimpanzees during her fieldwork in Gombe, Tanzania. The behaviors she witnessed changed our perception of apes from instinct-driven creatures to tool-inventing beings.

In this activity you will learn about ethology, or how researchers turn observations of living things into scientific data, and then create a report of what you saw. While we cannot go to Gombe on short notice, we can watch uncut videos of zoo-dwelling primates online and apply scientific techniques to go beyond what a typical zoo visitor sees.

There are different ways to collect data on animal behavior. We will be practicing scan sampling whereby the observer records the behaviors of the group at set intervals, as well as focal sampling, which involves recording every action of one specific individual over a length of time.

Part One: Preparation

Before watching primates, you have to prepare for what you expect to see in order to save time and effort later when you are intently focused on your living subjects. First, pick one of the videos to observe from the Primate Observation Playlist .

1. Which video will you observe ?

 

Apply the scientific method and make a prediction about what will you see. Answer the following question:

2. Which behaviors do you think you will see when watching the primate video for 15 minutes (or as long as it lasts – some are a bit shorter)?

 

 

Now set up an ethogram (see below), which is a table used to record animal behavior. You will use this table while observing the primate video in order to reduce writing and produce a standardized data set of what you saw. Put short descriptions of behaviors in the left column. Some have been added for you but you should add more based upon your general knowledge of primate behavior.

Primate Ethogram Continuous Focal Follow

Behavior Time (1:00-15:00)
  1:00 2:00 3:00 4:00 5:00 6:00 7:00 8:00 9:00 10:00 11:00 12:00 13:00 14:00 15:00
Out of View                              
Standing                              
Sitting                              
Sleeping                              
Eating                              
Playing                              
Interacting in any way with others                              
                               
                               
                               

 

Primate Ethogram Scan Sample

Behavior Time (1:00-15:00)
  1:00 2:00 3:00 4:00 5:00 6:00 7:00 8:00 9:00 10:00 11:00 12:00 13:00 14:00 15:00
Out of View                              
Playing                              
Sharing Food                              
Grooming                              
Fighting                              
Eating                              
Sleeping                              

 

Now it is time to use your ethogram to record primate behavior. After you select the video use two different methods for observing the primates. For one method (continuous focal follow), watch one individual and do a continuous follow for 15-minutes, indicating all of the behaviors, and interactions with other primates in the video. The second method is a scan sample of the group – every minute stop the video and write down what all the animals (who are in frame on the video) are doing (including directions of any social interactions).

 

You may have to view the video several times, as you practice each method of behavioral observations for your Primate Report

Read these instructions in full before starting:

1. Play the video you chose in Part One – You may have to watch twice to fill out both ethnograms.

2. Using the video’s timer or your own stopwatch app, keep track of the time.

3. Every minute, record the behaviors of the primates you see using the ethograms you set up in Part One. Mark each square for each behavior you see at each time. If you are watching multiple primates try to keep track of each one by using a short unique name for them.

4. End observation at 15 minutes.

Here is a sample table:

Behavior/Time

 

 10:00 11:00 12:00 13:00 14:00
Out of View     B, C A, B C
Sitting A, B A, B A C B
Sleeping C C     A

A: Adult male, B: Adult female, C: Juvenile

 

Part Three: Analysis and Report

Your data set allows you to quantify how much time each primate spent with each activity. For each individual, calculate how many times they were seen performing each behavior by filling out this table

Time Budget for Individual – Focal Observation:

Behavior/

Calculation

 

 Boxes Seen Total Visible Times Boxes Seen/Total Visible Times
Out of View     Not calculated
Standing      
Sitting      
Sleeping      
Eating      

 

See this example based on the adult male in the example ethogram:

Time Budget for Individual: A: Adult Male

Behavior/Calculation

 

 Boxes Seen Total Visible Times Boxes Seen/Total Visible Times * 100
Out of View 1 4 Not calculated
Standing 3   75%
Sitting 1   25%

 

 

Time Budget for Groups – Scan Observation:

Behavior/

Calculation

 

 Boxes Seen Total Visible Times Boxes Seen/Total Visible Times
Out of View     Not calculated
Playing      
Sharing Food      
Grooming      
Fighting      

 

Using your data sets and time budgets, write a report of what you saw. Follow these instructions to write an effective report that is at least 750-1000 words. Your report should be well-organized, and clear to best communicate your message. Make sure to follow proper APA formatting guidelines. Your report should include the following sections:

1. Introduction: Which primate(s) did you observe (provide genus, species and subspecies)? Summarize the natural habitat and geographic distribution of this primate species in the natural world. (You may find out this information from Primate Fact Sheets found at the Primate Info Net website, http://pin.primate.wisc.edu/factsheets, in addition to information provided at zoo displays or zoo website).

 

2. Body: Tell the reader in more detail what you saw in your focal observation. Start with a description of the scene and the individual primate you focused on. Then describe the actions you saw in order from beginning to end. Include specific details. Then tell the reader in more detail what you saw in your scan observation. Start with a description of the scene and the group of primates you focused on. Then describe the actions you saw in order from beginning to end. Describe specific details. .

Present your analysis of time budgets. How much time did each individual spend with each behavior?

Compare and contrast the observed behaviors with those of human beings. Are there similar behavior patterns in humans? Why or why not?

3. Conclusion: Summarize your paper for the reader. Briefly restate what primate(s) you observed. Compare and contrast the two methods (focal follow and scan sample) that you used for observing primate behavior in the video. Which method did you find more challenging for your observations? Which method would you recommend for collecting time budget data (i.e., how group spends their time) for primates? End this section with a short summary of what you actually saw and whether it matched what you expected.

4. Appendix: Cut and paste copies of your completed ethograms and time budget sheets as an Appendix to your written report.

 

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