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ignment Details

Focus on Case Studies in Neurology

For this assignment you will respond to three case studies.

What is a Case Study?

“A case study is a narrative used to help you practice real-life analysis and communication skills. It is a learning tool that provides readers with “enough detail…to understand the nature and scope of the problem, and…serve as a springboard for discussion and learning” (O’Rourke, 2007, p. 391).

Use your textbook and academic resources from the Library to support your responses.

Access the Library directly from Course Resources for this class, or through the student portal. Be sure to cite and reference all your sources. The Library has a feature that allows you to automatically create an APA formatted reference.

Your completed case studies should be between 750–1000 words, and all sources must be properly cited using APA format.

CASE STUDY #1

1. Amy is cooking dinner for her family. She moves to pull a pot off the stove and accidently touches the burner. She reflexively pulls her finger away from the stove and immediately feels the pain.
   1. Which receptor neuron is responsible for sending information from her finger to her peripheral nervous system?
   2. Is this receptor neuron, an afferent or efferent neuron?
   3. Explain where the information from the receptor neuron is sent and how does it result in Amy moving her finger away from the stove.
   4. Describe the three classes of neurons involved in this response.
   5. Evolutionarily, why do you think the human body has this system in place?
   6. What might happen if we did not have this response?

CASE STUDY #2

1. Glen, who is 45 years old, begins to notice that his hands shake (tremors) when he is performing everyday tasks such as signing his signature. His family members have noticed that he also has muffled speech and tends to shuffle when he walks. He is diagnosed with Early Onset Parkinson’s disease.
   1. What is Early Onset Parkinson’s disease?
   2. What specific cell type is affected in Parkinson’s disease?
   3. What is dopamine? What effects does dopamine have on the body?
   4. Explain the structure of a synapse and why Glen’s neurologist would prescribe him a dopamine agonist?
   5. Glen has genetic testing performed and it is determined that he does carry an autosomal dominant mutation in the SNCA gene associated with Early Onset Parkinson’s disease. Glen has three children. Would you advise his children to have genetic testing performed to determine if they also carry the disease mutation? Why or why not?

CASE STUDY #3

3. Patricia, who is 37 years old, discusses with her physician recent symptoms that she has experienced including blurred vision, numbness in her fingers and face, dizziness, fatigue and weakness. The physician performs multiple neurological tests and she is diagnosed with multiple sclerosis (MS).

1. What is MS?
2. Is MS a disease of the central or peripheral nervous system?
3. What is the main cell structure affected in MS?
4. How is the action potential of a neuron affected in MS?
5. The origins of MS are not clear. What do scientists hypothesize to be the causes of MS?

Your assignment should be written in an essay format. The assignment requires you to include details from research including the course materials and sources you locate on your own. Remember to use APA format to cite your sources of information, both within parenthetical citations and also within a reference page at the end of the project.

Basic Writing Requirements:

• Between 750–1000 words not counting the title or reference pages.
• Include a title page, double space, font size 10 or 12.
• Include a well-developed introduction and conclusion
• Provide exceptional content.
• Demonstrate superior organization: use logic.
• Free of grammar and spelling errors.
• No evidence of plagiarism.
• Use APA style for all citations and references.

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1. Evidence for the theory of evolution includes all but __________ (Points : 5)
the fossil record.
biochemical similarities among all living things.
catastrophism.
biogeography.

2. Chelonia mydas is the scientific name for the green turtle. Chelonia is the __________ (Points : 5)
genus.
species.
order.
domain.

3. Characteristics of prokaryotes include all of the following EXCEPT FOR: (Points : 5)
a single, circular chromosome
most commonly reproduce by asexual fission
having membrane enclosed organelles
small in size and can only be seen with a microscope

4. Protists ____________. (Points : 5)
are prokaryotic cells.
have a nucleus.
are most closely related to animals.
live in dry environments.

5. Viruses are __________ (Points : 5)
prokaryotic cells.
eukaryotic cells.
non-living particles.
large in size.

6. Angiosperms produce all of the following EXCEPT __________ (Points : 5)
flowers.
fruit.
pollen.
cones.

7. An organism is multicellular, has cell walls made of chitin, and absorbs its food. In which Kingdom does it belong? (Points : 5)
Animalia
Fungi
Plantae
Protista

8. Dissolved sugar is carried throughout the plant in which tissue? (Points : 5)
cortex
xylem
cambium
phloem

9. Characteristics of animals include all of the following EXCEPT FOR: (Points : 5)
multicellular
unwalled cells
capable of photosynthesis
have the ability to reproduce sexually

10. Which of the following statements is TRUE? (Points : 5)
Mammals are invertebrates.
Invertebrates have a backbone.
There are more species of invertebrates than vertebrates.
Arthropods are the least abundant species.

11. Where is bile produced? (Points : 5)
the gall bladder
the pancreas
the liver
the small intestine

12. The sites of gas exchange in the lungs are the ____. (Points : 5)
bronchioles
alveoli
bronchi
integument

13. The functional units inside of kidneys are the ____. (Points : 5)
sarcomeres
ureters
malpighian tubules
nephrons

14. ___ tissue allows a body to detect and respond to internal and external changes. (Points : 5)
Epithelial
Muscle
Connective
Nervous

15. Which blood vessels return the blood to the heart from the lungs? (Points : 5)
pulmonary arteries
pulmonary veins
systemic arteries
systemic veins

16. The relationship between a flowering plant and mycorrhizal fungi is an example of ___. (Points : 5)
commensalism
parasitism
mutualism
predator/prey interaction

17. Currently, the human population is nearing ___. (Points : 5)
275 million
3 billion
7 billion
9 billion

18. Which of the following organisms would be found at the lowest trophic level of a food chain? (Points : 5)
rabbit
hawk
mushroom
oak tree

19. Which of the following is not considered a density-dependent factor? (Points : 5)
An infestation of parasites on a deer population
Competition for nesting sites for bald eagles
Predation of cheetahs on a population of gazelles
A hard freeze on a plant population

20. A keystone species ___ (Points : 5)
nfluences the survival of several other species within a community.
never goes extinct.
has little impact on the ecosystem.
has the largest population in an ecosystem.

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MMG 404 F2015 Homework # 7

12 points

due Oct. 20, 2016

1.. A certain large population is found to exhibit a frequency of 3% for an autosomal recessive trait, i.e. 3 people out of 100, on average, have the trait (assume 100% penetrance). Assuming the alleles are in Hardy-Weinberg equilibrium, calculate the expected carrier frequency. When actually tested, it was found that the carrier frequency was 15%. Suggest one possible explanation for this non-equilibrium value.

2. a. A biallelic locus, Aa, has allele frequencies of A = 80% and a=20% in a certain population. Another biallelic locus, Bb, has allele frequencies of B = 90% and b = 10% in the same population. Both loci are found to be in Hardy-Weinberg equilibrium. Calculate the expected percentages of each of the AA, Aa, aa, BB, Bb, and bb genotypes in the population.

AA= Aa= aa=

BB= Bb= bb=

b. A recessive digenic disorder (100% penetrant) occurs ONLY when one has the aabb genotype. It’s found that 15 people out of 10,000 in this population have the disorder. What would be the expected frequency of the disorder if the Aa locus and the Bb locus were segregating independently? Is the actual frequency significantly different from this?

3. A very rare disorder is shown to depend on the genotype at three unlinked autosomal loci, A/a, B/b and C/c and that to be affected one must be homozygous for the rare allele at all three loci, that is, aabbcc. The MZ twin disorder concordance is 100%, implying that the penetrance is 100%. Calculate the expected dizygotic twin concordance for presence of the affected trait, that is, if one DZ twin shows the trait, what is the chance that the 2nd twin will be affected? (Hint: because the trait is rare, assume that both parents are heterozygous for all three loci. This is NOT the probability that both twins are affected among all DZ twin pairs.)

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Homework Directions:

· You will answer 4 short answer/essay questions, each worth 5 points.

· The questions will draw primarily from your textbook.

· Each answer should be approximately 200 words, its not an exact science, but if you’re only writing a sentence or two you are not going into enough detail, or answering the entire question.

· When answering questions that ask for a definition, do not use a quote from the book to give that definition! Put the answer in your own words to show you understand what is being asked.

· Use quotations sparingly. Answers that are quote after quote do not show understanding or analysis and will be marked down.

· Do not use bullet points, graphs, charts or other methods to answer.  You need to write out your analysis/answer to show me you understand the material.

· Any quotes or outside sources need to be appropriately cited.

· All answers need to be written at a college level with appropriate spelling, punctuation and grammar.

· You will be turning all of your homework in through the TurnItIn. So remember, if you cheat, it will catch you!

Questions:

1. Define the term biocultural evolution.

2. Explain what is meant by differential net reproductive success. Give an example of how this mechanism works.

3. Compare and contrast the processes and end products of mitosis and meiosis.

4. Using the HbS allele to illustrate, describe why fitness levels are a function of the environment.

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Microbiology for the Health Professions

Credits – 3 (Lecture) 1 (Lab)

Description

Overview

This course is designed to meet the microbiology prerequisite for students who are applying for admission to health profession programs. Most students taking this course will have an undergraduate degree and will be in the process of a career change. Online Microbiology is a one-semester course.  It will emphasize the concepts that are a necessary groundwork for courses the student will take in his/her professional program.

Topics covered in this course include: the history of microbiology, microbial morphology and physiology, bacterial metabolism, genetics, ecology, and the classification of microorganisms, particularly bacteria, fungi, and viruses. Therapeutic agents used to disrupt and control microbial growth are considered and a body systems approach is utilized in the coverage of diseases.

Materials

Textbook

· Microbiology: A Human Perspective Eugene W. Nester et.al., 7th edition

Note: The e-book version of Nester may not be used on any proctored course exam. Textbooks need to be purchased separately and are not part of your registration fee. All course materials are available through our bookstore at  http://www.newengland.bkstr.com

Laboratory Components

It is mandatory for students enrolled in the laboratory component of the course to order a lab kit. The kit must be purchased directly through Hands on Labs and cannot be purchased second hand or from another vendor. Students enrolled in lab must complete both parts of every lab – the assigned experiment and the corresponding assignment online – to earn a grade for the lab. The kits must be ordered immediately upon enrollment in order to ensure materials are on hand for the start of the course. Note: Kits can take 5 – 7 business days to arrive. Go to this link:  https://www.holscience.com/mm5/merchant.mvc?Screen=LOGN

1. ENTER Login: C000384

2. ENTER Password: labpaq

3. Choose LP-2231-MB-02: LabPaq, Microbiology, 11 Labs

4. Review the  HOL Return and Refund Policy

Learning Objectives and Outcomes

Course Objectives

Upon successful completion of the course students will be able to:

1. Define basic structure/function of microorganisms including prokaryotes, eukaryotes and viruses, with emphasis on their relationships to human disease and treatment modalities

2. Describe the kinetics and patterns of microbial growth, and environmental factors that alter growth

3. Describe key features of microbial genetics, including DNA structure and function, as well as mechanisms of DNA replication, transcription and translation

4. Explain how and why microbial gene expression is regulated, as well as how genetic mutation and DNA transfer mechanisms affect microbial evolution, fitness and pathogenesis

5. Define and compare beneficial versus pathogenic host-microbial interactions

6. Explain fundamental stains, basic staining techniques, and corresponding bacterial and fungal morphology

7. Describe the clinical manifestations associated with common bacterial, viral, fungal, and parasitic diseases

8. Describe the uses of the various media and metabolic/enzymatic testing protocols

9. Identify bacterial/fungal toxic and invasive factors and their relationship to the pathogenesis of disease

10. Classify the mechanisms of antibiotic (antibacterial/antifungal), antiparasitic, and antiviral activity, as well as resistance strategies employed by target microorganisms

11. Identify the pathogens commonly associated with infections of the skin, eyes, nervous system, respiratory tract, gastrointestinal tract and genitourinary tract in humans, as well as their modes of pathogenesis and risk factors associated with each type of disease

12. Identify common healthcare-associated (nosocomial) pathogens

13. Identify disease and likely etiology on the basis of patient signs and symptoms, pertinent history, and lab findings

14. Create a case study outline.

Assignments

Lectures and Laboratories

Our textbook allows students to utilize CONNECT from McGraw-Hill to go through the lecture course material with Learnsmart. This is a good self-assessment tool. The access code for CONNECT may be purchased using a link located within the course homepage in Blackboard.

Laboratory Information:

For the laboratory portion of this course, you will be be purchasing a LabPaq lab kit from the Hands On Labs (HOL). Your instructor will provide you with a link that is unique to your class. You will use this link to create an account and set up your profile and submit your work. Additional directions for Getting Started with HOL can be found in the COURSE INFORMATION section of the course.

Laboratory Assignments

For students enrolled in the laboratory component, most weeks have an associated laboratory assignment. Complete each assignment online using the HOL Online link provided by your instructor.

Using the HOL resource material, your notes, and in some cases outside research, answer all of the questions in each lab exercise. Your answers must be in the form of complete and grammatically correct sentences with proper spelling, grammar, and capitalization. Be mindful of the spelling for bacterial genus and species names (capitalize genus names, lower case for species names, eg., Streptococcus pyogenes). If a question is asking for terms you are not familiar with, be sure to define and understand those before you answer the question. Reference your facts using in-text citations and AMA format for your outside references.

Once you complete the lab, use the text submission field for this assignment in Blackboard to write a message to your instructor to say that you have completed the assignment. This will serve as an alert to your instructor that your assignment is ready to be reviewed and graded.

Chapter Tests, Vocabulary Quizzes, and Unit Exams

Chapter Tests

The chapter tests are multiple-choice and matching. The tests can be accessed by clicking on the link in Blackboard. The chapter tests are open book and are intended to help you review for the unit exams. They are timed and you have three attempts at each test; the questions for each attempt cover the same material, although they may be different. The highest of the three attempt grades will be recorded in the grade book. If you take the test only once, that grade will be recorded in the grade book. To prepare for the chapter tests, complete the readings, view the lecture material, and review using the CONNECT and other study helps posted in the chapter module. Also, review the end-of-chapter questions and other study aides in your textbook. When you are ready, take the test. If you wish, you may review the material and take the test a second or third time.

Module Vocabulary Quizzes

Each module has a 20-term vocabulary quiz. The terms are selected from the chapter vocabulary lists. The quizzes are taken online through the Blackboard site. Each quiz is accessed by clicking on the link in Blackboard. The quizzes are open book and are intended to help you review for the unit exams. To prepare for the vocabulary quizzes read through the lists of terms for each chapter within the module. Fit the terms into the context of the learning objectives for each chapter. The vocabulary quizzes are timed and you have three attempts at each quiz. When you are ready, take the quiz. If you wish, you may review the material and take the quiz a second or third time.

Unit exams

The five unit exams are timed exams (120 minutes) consisting of multiple choice and matching; with all questions graded automatically upon the completion of the unit exam. These unit exams are single-attempt (with no pauses allowed during the 2-hour time frame) and may be taken only once. The unit exams will be available only after all the quizzes, tests and other assessments in the unit are completed. The exams will include topics covered in the textbook, learning objectives, and lectures for each unit. These exams are open notes and open book; however, you should review the material as though you will not have the notes or book available. There will not be time during the exam to look up every answer. Of the 5 unit exams, your 4 highest exams will count toward your final grade (the lowest score will be dropped). NOTE: Do not schedule your unit exams with ProctorU. Only the HOL Laboratory Final Exam (if you are taking the lab) and the lecture Final Exam need to be proctored.

The Microbiology Case Study

You will create a case study for a microbial infection selected from the current pathogen list which your instructor will provide to you. Your case study will be assembled using a detailed rubric. Upon completion, and by a specified due date (within Unit 5), your case study will be submitted using the Blackboard website.

Final Exam

The cumulative BIOL 1020 lecture final is a proctored test so plan for at least a three-hour exam period consisting of multiple choice, matching, and short answer questions. It is open book and open notes; however, no electronic memory devices may be used, including but not limited to the internet, other files on a computer, cell phones, tablet devices, smartphones, e-books, etc.

If you have information you wish to use on the Final Exam, it will have to be printed out or hand-written and there are no exceptions to this policy.

HOL Laboratory Final Exam – For Students Enrolled in the Laboratory 

The cumulative BIOL 1020 laboratory final is a proctored test. Plan for at least a three-hour exam period consisting of multiple choice, matching, and short answer questions. It is open book and open notes; however, no electronic memory devices may be used, including but not limited to the internet, other files on a computer, cell phones, tablet devices, smartphones, e-books, etc.

If you have information you wish to use on the HOL Laboratory Final Exam, it will have to be printed out or hand-writtenand there are no exceptions to this policy.

Discussion Board Posts

Discussion questions cover interesting current events or materials that contribute to a deeper understanding of key concepts and allow you to interact with your classmates and the instructor. Most of the discussion questions are designed to accompany particular chapters (see specific discussion questions for more information). Each question will require you to conduct internet research, read additional materials (a short journal or magazine article), visit a specific webpage, or view a short video. Then you will write a response following the guidelines in the assignment.

To earn full credit: you will need to post a response, respond to the original posts of at least two other students, and then contribute to an ongoing discussion. For special cases where one or two students are accelerating faster through the course, the instructor will participate in the discussion so that everyone has the opportunity to interact.

Discussion Question Guidelines

1. Read the assignment carefully so that you are familiar with the materials that you need to cover and how to craft your post.

2. Respect each other’s ideas, feelings, and experience. Some of the questions involve areas of disagreement. Expect your classmates to have different opinions.

3. Use proper writing style. Correct spelling and sentence structure are expected just as if you were writing a regular paper. Use spell check and grammar check before you submit.

4. Write your posting in a word document! That way you can save a copy and use spell check and grammar check.

5. Cite the sources that you use to write your response. Follow the AMA guidelines.

6. Avoid posting large blocks of text. Break your writing into paragraphs and use a space between paragraphs to make your posting easier to read online.

7. Subscribe to the discussion so that you get email updates when there is activity.

8. Use the “reply” button rather than the “compose” button when responding to someone else’s post.

9. When responding to a classmate, address them by name.

10. Do not use postings such as “I agree,” “I don’t know either,” or “ditto.” They do not add to the discussion, take up space on the Discussions, and will not be counted.

11. Everyone benefits from an active discussion. Check back in frequently to see what others are saying.

12. Plan your time carefully. You will need to give your classmates time to respond to your postings. This is an asynchronous class where students will be in different points of the class.

13. Contact your instructor if there are schedule problems or other issues that need to be resolved.

Examinations and Grading Information

For students taking the lecture course only, the final course grade will be determined as follows:

For students taking the lecture course with the laboratory, your final grade will be determined as follows:

A letter grade is assigned according to the scheme below. The final course grade will not be posted until all the quizzes, tests, exams, and case study, are completed. For those students taking the laboratory, all lab exercise assessments and the laboratory Final Exam must be also be submitted.

Grade Scale

Schedule

Course Outline

Microbiology BIOL 1020

Lecture and Lab Schedule

Student Resources

Course Length

A schedule of lectures and assignments is included in this syllabus. This is, however a self-paced course and you can complete the course in less time.

1. Courses in SPHP program are equivalent to one-semester courses designed to be completed in 16 weeks

2. Enrollment in the course begins the day your section opens which is listed in the Academic Calendar found on the Student Success Portal.

3. Course start and end dates are in respect to Eastern Standard Time.

Incomplete Grade Policy

Students are expected to complete all course work by the end date of the course. To view the incomplete grade policy, please  click here .

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