Describe own responsibilities under relevant health and safety legislation. Explain why minors should not be given treatments without informed and signed parental or guardian consent. Describe why it is important, when treating minors under 16 years of age, to have a parent or guardian present. State the age at which an individual is classed as a minor and how this differs nationally. Describe the importance of not discriminating against clients with illnesses and  disabilities. Explain the legal significance of gaining signed, informed consent to treatment.

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Short answers to questions on VTCT Level 2 beauty therapy facials

  • Complete the following questions to complete this assignment, this is a homework study part of the course.
  • Bare in mind that this is a level 2 qualification so there need to be enough detail in the answers. (no bullet point answers).

You are required to have a title page (please include full name) and a bibliography page to the assignment

Outcome 4

Understand organisational and legal requirements

  1. Describe own responsibilities under relevant health and safety legislation.
  2. Explain why minors should not be given treatments without informed and signed parental or guardian consent.
  3. Describe why it is important, when treating minors under 16 years of age, to have a parent or guardian present.
  4. State the age at which an individual is classed as a minor and how this differs nationally.
  5. Describe the importance of not discriminating against clients with illnesses and  disabilities.
  6. Explain the legal significance of gaining signed, informed consent to treatment.
  7. Describe own responsibilities and reasons for maintaining personal hygiene protection and appearance according to accepted industry and organisational requirements.
  8. Explain the importance of, and reasons for, keeping and storing client records.
  9. State the salon’s service times for completing facial treatments and the importance of completing the application in a commercially viable time.
  10. State the salon’s pricing structures.
  11. Describe how to complete client records used in the salon and the importance of gaining clients’ signatures.

 

Outcome  5

Understand how to work safely and effectively when providing facial treatments

  1. Describe how to set up the work area and prepare and use equipment and materials for facial treatments
  2. Describe the necessary environmental conditions for facial treatments (including lighting, heating, ventilation and general comfort) and why these are important
  3. State the differences between sterilising and disinfecting
  4. Explain the importance of, and reasons for, disinfecting hands, and how to do this effectively
  5. Describe how to maintain equipment and materials in a clean and hygienic condition
  6. Describe how to prepare yourself and clients for facial treatments
  7. Describe how to avoid potential discomfort and injury and the risks of poor positioning of clients
  8. Describe how to check equipment used for facial treatments
  9. Describe why it is important to maintain standards of hygiene and the principles of avoiding cross-infection
  10. Explain how to minimise and dispose of waste from treatments
  11. Describe the condition in which the work area should be left ready and why this is important

 

Outcome 6

Understand how to perform client consultation and treatment Planning

  1. Describe how to use effective consultation techniques
  2. Describe the questioning and listening skills required to find out information
  3. Describe how to give effective advice and recommendations to clients
  4. Describe how to interpret negative and positive body language
  5. Describe the importance of questioning clients to establish any contra-indications to facial treatments
  6. Explain why it is important to record clients’ responses to questioning
  7. Explain why it is important to encourage and allow time for clients to ask questions
  8. Describe the legal significance of client questioning and of recording the clients’ responses
  9. Explain the reasons why it is important to encourage clients with contra-indications to seek medical advice
  10. Describe the importance of, and reasons for, not naming specific contra-indications when referring clients to a general practitioner
  11. Explain why it is important to maintain client’s modesty and privacy
  12. Explain how to prepare treatment plans

Outcome 6 (continued)

Understand how to perform client consultation and treatment planning

  1. Describe how to prepare clients for treatments
  2. Describe how to position clients for facial treatments
  3. Describe how to conduct a skin analysis
  4. Describe the relationship between the client’s skin care routine, its current condition and implications for treatment

 

Outcome 9

Understand facial skin care techniques, products and treatment planning

  1. Describe how to recognise different skin types and conditions
  2. Describe how to treat, and suitable courses of action for, different skin types and conditions
  3. Describe the different types of specialist skin products and how to apply them
  4. Compare the different types and effects of skin warming devices
  5. Describe how to safely, manually extract comedones
  6. Describe the different types of massage techniques, and state the
  7. Describe the skin types best suited to oil or cream massage mediums
  8. Describe the links between mask treatment timing and skin condition

 

Outcome 10

Understand the aftercare advice to provide clients for facial care treatments

  1. Explain why it is important to provide a basic home care routine
  2. Describe the contra-actions that may occur after facial treatments and what advice to give clients
  3. Describe the recommended time intervals for facial treatments

 

Exam Knowledge

Understand anatomy and physiology that relates to facial skin care treatments

  1. Describe the structure and function of the skin
  2. Describe the skin characteristics and skin types of different ethnic client groups
  3. Describe the actions of the facial, neck and shoulder muscles
  4. Describe the bones of the
  • head
  • neck
  • shoulder girdle and chest (including for the skull –
  • occipital
  • frontal
  • parietal
  • temporal
  • sphenoid
  • ethmoid
  • zygomatic
  • mandible
  • maxillae
  • nasal
  • vomer
  • turbinate
  • lacrimal
  • palatine bones;
  • for the neck – cervical vertabrae;
  • for the shoulder girdle –
  • clavicle
  • scapula
  • humerus;
  • for the chest – sternum)

 

  1. Describe the position of the head, face, neck, chest and shoulder girdle bones
  2. Describe the position of the face, neck and shoulder muscles
  3. Describe how the natural ageing process affects facial skin and muscle tone
  4. Describe the composition and function of blood and lymph and its role in improving skin and muscle condition

Understand contra-indications that affect or restrict facial skin care treatments

  1. Describe the contra-indications which require medical referral and state why they require referral b. Describe the contra-indications which restrict treatment and why they restrict treatment

Understand facial skin care techniques, products and treatment planning

  1. Describe how to adapt facial techniques for male and female clients
  2. Describe how environmental and lifestyle factors affect the condition of the skin
  3. Describe the recommended frequency of treatments
  4. Compare the range and uses of products available for facial treatments
  5. Explain the reasons for, and benefits of: –

cleansing the skin –

exfoliating the skin –

toning the skin –

warming the skin –

applying massage –

applying masks –

skincare products

  1. Describe the effects of massage techniques on the skin, muscle and underlying structures
  2. Compare the different types of masks and their effects on the skin
  3. Describe how to identify erythema and its causes
  4. Describe possible contra-actions which may occur during the facial treatment and how to deal with them

 

 Understand the aftercare advice to provide clients for facial care treatments

  1. Describe aftercare products that will benefit the client and advise, with reasons, on those the client should avoid

Evaluate the source by explaining why it is or is not an academically and scientifically credible source of information. Provide a minimum of three pieces of evidence to support your thoughts and state if they are green or red flag examples. Provide a reference for your source in APA reference format.

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Week 2 Discussion Q

Instructions: Technology makes vast amounts of information (and misinformation) readily available. The challenge is navigating this sea of information. Our goal for your general science education is to develop your scientific literacy. A critical skill you must develop is the ability to find reputable sources of academically and scientifically credible information. There are many sources of high-quality scientific information on the open web; you just need to learn how to spot them by identifying any “green” or “red” flags.

For this week’s initial post:

First, decide which species you will choose for your Course Project topic. (Only one species!)
Next, select only ONE article from a source of biology information from the open web or the Trefry Library.
Use the name of your article and its source as the title of your initial post. (You cannot use a source that one of your classmates has already used or you will not receive credit.) (e.g., “Bare-nosed Wombat – Australian Museum.”)

1. Evaluate the source by explaining why it is or is not an academically and scientifically credible source of information.

A. Provide a minimum of three pieces of evidence to support your thoughts and state if they are green or red flag examples.

Some evidence to consider are the credibility of the author as a subject matter expert, the quality of the reference sources included in the article or lack thereof, the credibility of the publisher or website, etc. Review the Source Evaluation Cheat Sheet.

Green-Flag evidence example:

Author is a subject-matter expert (e.g., “Dr. Mary Smith holds a Ph.D. in zoology.”)
Red-Flag evidence example:

Author is not a subject-matter expert and does not provide academically and scientifically credible reference sources. (e.g., “John Jones is a freelance writer with a journalism degree and did not include any credible reference sources.”)

B. Based on the evidence you have provided, state if you feel this source is an overall credible source.

Examples:

“All three pieces of evidence I found were green flags; therefore, I feel this is a credible source overall.”
“All three pieces of evidence I found were red flags; therefore, I feel this is not a credible source overall.”
“The evidence I found was a mix of red and green flags. Because Wikipedia was one of the sources noted in the article, I believe this is not a credible source overall.”

2. Provide a reference for your source in APA reference format (version 6 or 7).

Identify the sense. Briefly describe its related sensory receptors. Briefly explain how they “transduce” physical stimuli. List the main regions of the nervous system that bring this information into the primary sensory cortex for that sense. Try to explain what happens to this sensory information as it moves to ever higher levels of the nervous system, transforming raw inputs to conscious sensations.

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Sensory or Motor Systems

Choose and describe one human sensory system (touch, sight, hearing, smell or taste). Use the following source to support your analysis:

Bear, M., Connors, B., & Paradiso, M. A. (2020). Neuroscience: Exploring the brain: Exploring the brain, enhanced edition (4th ed.). Jones & Bartlett Learning. https://www.jblearning.com/catalog/productdetails/9781284211283 (Links to an external site.) ISBN-10: ‎ 1284211282, ISBN-13: ‎ 978-1284211283

and ONE source from the following:

• A large collection of varied sensory and perception tests or demonstrations. Scroll down until you see the heading “Sensation and Perception” https://psych.hanover.edu/Krantz/tutor.html#Biopsychology/Physiopsychology (Links to an external site.)
• Example neurologic exams (video) https://neurologicexam.med.utah.edu/adult/html/sensory_normal.html (Links to an external site.)
• Zeiss Inc. online vision screening. This is not a promoted company and only use the tests for educational purposes. Do not pay for anything and beware of any possible marketing pitches https://visionscreening.zeiss.com/en-US [Data Collection Available]
• Auditory Testing with an experiment you can run https://isle.hanover.edu/ and look for “Frequency Response of the Ear”. Browse the website for other tests of other modalities. [Data Collection Available]
• A cool biological motion imitation engine with user modifiable movement parameters including gender, happiness, and more. https://www.biomotionlab.ca/html5-bml-walker/ (Links to an external site.)
• Red/Green Stoplight – Online Reaction Time test https://faculty.washington.edu/chudler/java/redgreen.html [Data Collection Available]

 

Part 1 (200 words minimum):

– Identify the sense.
– Briefly describe its related sensory receptors.
– Briefly explain how they “transduce” physical stimuli.
– List the main regions of the nervous system that bring this information into the primary sensory cortex for that sense.
– Try to explain what happens to this sensory information as it moves to ever higher levels of the nervous system, transforming raw inputs to conscious sensations.

Part 2 (200 words minimum):
– Explain the significance of this knowledge (why you care about this information and how it could inform understanding or decision making in a variety of situations including psychological or medical treatment, law or employment, culture, and diversity).

Restate your hypothesis and determine whether it was supported or rejected by the data you collected. If your hypothesis was supported, is this information novel or did science already know this? Discuss, what is known about the topic. Be sure to use references if you are stating facts that are not common knowledge.

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Lab Report Format

All lab reports will be submitted through a DropBox and will be checked for plagiarism by Turnitin.com.  Use the headings below in your lab report.  Each report only has one of each section; combine all experiments into each section.  Don’t make a separate Procedure or Results section for each experiment.  See the Sample Lab Report at the bottom of the page for an example.

Purpose
In the purpose section, state which principles you will be testing how you will test each principle.

Good Example – “I will be testing different foods to determine if they contain carbohydrates and lipids using chemical testing agents.”
Bad Example – “I will be testing things to see what they are made out of.”

Hypothesis

The hypothesis must state the expected outcome of each experiment.  Remember your hypothesis is what you expect to happen to the dependent variable. You may have more than one hypothesis if you ran more than one experiment. In this example experiment, you are testing different foods (independent variable) for carbohydrates by observing which turn black (dependent variable) using iodine.  Testing for lipids using Sudan IV would need a different hypothesis!

Good Example – “Iodine will turn the onion, potato, and vegetable oil black.”
Bad Example – “Potatoes have complex carbohydrates in them.”

Procedure
Do not list what you used.  Explain what you did and name the key equipment or chemicals you used in paragraph form.  Be sure to record the location and date of the experiment. Your description should be complete enough to allow another person to repeat the experiment exactly based on what your wrote.
Identify the independent, dependent, and control variables in the experiment.
Do not include data in this section.

Good Example – “Iodine was added to peas, corn, and carrots to see which of them contained complex carbohydrates.”
Bad Example – “I put different chemicals on each food to see what they were made of.”

Results

You must have paragraphs describing the data in your tables and graphs.  Each table or graph should have a unique descriptive title.  Such as: Table 1: List of foods tested, chemicals used and color change response.   In addition, you must write up all of your results in words.  For example: “As seen in Table 1, the starch and sugar water both turned black in the iodine test.”

Include at least one picture of the experiment in this section.  The picture should have a card showing your name included in the picture. There should be a MAXIMUM of 2 pictures in any lab report.

Discussion
Restate your hypothesis and determine whether it was supported or rejected by the data you collected.

If your hypothesis was supported, is this information novel or did science already know this?  Discuss, what is known about the topic.  Be sure to use references if you are stating facts that are not common knowledge. You MUST have at least two citations and references in your lab report!

If your hypothesis was incorrect, explain what you were thinking when you made the hypothesis and what you know now.

If you had trouble with your experiment or got unexpected results, identify any likely sources of error.

Think of at least one extra experiment you could do or type of data you could gather to improve the experiment further.

Why does the hormone require a receptor to work properly? Explain why a receptor tyrosine kinase contains both a kinase domain and a SH2 domain. Explain the effect this would have on the signaling process and protein transcription. Predict the effect of this mutation on organismal growth.

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Question 1. Monotremes use the monosaccharide fucose as their milk sugar; eutherian mammals (like us) use the disaccharide lactose as theirs

a. (5 pts) On the structures of these two sugars below, please label: i. the glycosidic bond ii. the modified “group” on fucose

b. (4 pts) What monomers make up the lactose disaccharide? Include the identity of the two monomers and the proper bond designation betveh–them.

c. (3 pts) Hypothesize the role of the modification seen on Fucose. Focus on chemistry not complex biological function.

d. (5 pts) The inability of some individuals to digest lactose is called “lactose intolerance” and leads to digestive distress as the result of undigested sugar accumulating in the gut. This condition stems from the reduced expression of an enzyme that breaks a particular kind of bond. Which bond in lactose do you think is the problem (and why) 3-5 sentences?

 

Question 2. Hormone that stimulates growth binds a receptor tyrosine kinase in the membrane of its Question 8 A target cells opts)

a. (0pts) Why does the hormone require a receptor to work properly? Focus on the cell membrane in vour answer (1-2 sentences)
b. (opts) Explain why a receptor tyrosine kinase contains both a kinase domain and a SH2 domain (2-3 sentences)
c. (7pts) A mutation discovered in this process leads to the Sos protein having a much lower affinity for binding Ras. Explain the effect this would have on the signaling process and protein transcription. Predict the effect of this mutation on organismal growth (5-7 sentences)

Question 3 The amino acid histidine is very important biologically and can also be used as a buffer

H3N—CH I CH2 1 H C—NN 1\ , CH CH —N, H A
OOH H2N—CH I CH2 z H C—N 11 NCH CH —N .1
OOH H3N—CH I CH2 1 H C—NN II + CH CH—N’
COO-_± I H3N—CH I CH2 1 H C—NN 11 CH CH—N,
co971/ I H2N—CH I CH2 1 H C—NN 11 CH CH—N,
B C D E
a. (4 pts) The structures above show forms of histidine. Using the letters “A, B, C, D, E” to name the forms, fill in the blanks in the acid/base equilibria below.

b. (4 pts) The pl of histidine is 7.6. What is the predominant form of histidine at pH 7.6 and what is its net charge? Give your answer as “A, B, C, D, E.”

c. (5 pts) There are two Henderson-Hasselbach equations you cou. win., Lui ifistidine buffer at pH 7.6. Write them both, using the relevant term pKi, pK2, or pKR, and the correct letters (A, B, C, D or E) for the conjugate acid and base forms.

d. (3 pts) Using “D” as the conjugate base species, calculate the ratio of conjt____Ilatel)asep its weak acid at pH 7.6. Show all wnrk

 

 

Question 6 After passing biochemistry with an A, you accept a position in a biochemistry lab that studies oxygen transport in limpets (a type of mollusk). You are tasked with characterizing the copper containing oxygen transport protein known as Hemocyanin. a. (3pts) How are the alpha helices that make up hemocyanin held together? Identify the atoms that interact and the nature of their interaction)-3 sentences
b. (8pts) A segment of the hemocyanin primary structure is of particular interest: TTYHIHKSC Pick one of the residues that has an ionizable R group for part C. Write the full name, pKr and charge at pH=8.0, draw the R group

c. (6pts) Pick one of the residues (from the peptide in part c) that does not have a charged R group for part D. Write the full name and net charge at pH=8.0, draw the R group

 

 

Question 7 Hemoglobin utilizes quaternary structure to transport oxygen efficiently.

a. (lOpts) A mutant version of hemoglobin (Heme M) lacks the ion pairs at the interface between the a and 5 subunits. Explain what effect the lack of these ion pairs has on 02 transport. As part of your explanation you must include your hypothesized effect on Heme M’s p02 and its ability to perform its normal function. 6-8 Sentences  nots1 Do you predict Heme M to be a lethal mutation? Why or why not? (2-3 sentences)

 

 

 

 

Write an article for the section under “Thanatology – Study of death and dying; and so, this is a biological discipline surging electricity in the dying brain. Explain what the white light and the symptoms of dying are.

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Thanatology

Write an article for the section under “Thanatology – Study of death and dying; and so, this is a biological discipline surging electricity in the dying brain. This article is slide 19.
Explain what the white light and the symptoms of dying are. The link is on slide 20 there’s there are hallmark features when people pass these stages that they transition through. Use the below link (ONLY) for reference to write this article. Also attached are slides for this purpose.

Near-death experiences are ‘electrical surge in dying brain==>https://www.bbc.com/news/science-environment-23672150

How can drugs, such as novocaine, effectively block the transmission of pain impulses? Why don’t they block motor impulses-or do they?

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Transmission of Pain Impulses

How can drugs, such as novocaine, effectively block the transmission of pain impulses? Why don’t they block motor impulses-or do they?

Create and post your own visual summary of the characteristics of life. This can be any presentation of the material that is visually descriptive, uses color to create interest/command attention, and summarizes the seven requirements that are used to classified something as “living.”

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Properties of Life

As you study biology, it is important to be able to describe the characteristics that allow you to identify “living” vs. “nonliving” things. Review the characteristics of living things in Chapter 1 and in this video:

https://www.youtube.com/watch?v=0NnFhY_STFQ (Links to an external site.)

Create and post your own visual summary of the characteristics of life. This can be any presentation of the material that is visually descriptive, uses color to create interest/command attention, and summarizes the seven requirements that are used to classified something as “living.”

Apply these 7 criteria (properties of life) to at least four things- two of which are determined to be living and two of which are determined to be nonliving (do not use water as one of your examples, as it is the example used in the assigned video). Be as creative as you like, but post a visual that helps you to learn and remember these characteristics. Examples of previous submissions include this video https://www.powtoon.com/online-presentation/cJtRaC7DBxh/?utm_medium=social-share&utm_campaign=player+page+share&utm_source=copy+link&utm_content=cJtRaC7DBxh&mode=movie (courtesy Sarah Naylor), this pdf (courtesy April Salazar), or this pdf (courtesy Sarah Densmore).

https://www.powtoon.com/online-presentation/cJtRaC7DBxh/?utm_medium=social-share&utm_campaign=player+page+share&utm_source=copy+link&utm_content=cJtRaC7DBxh&mode=movie —– EXAMPLE

Did you correctly identify the hypothesis? Did you introduce the why for your hypothesis- almost like a background? Did you clearly identify at least 3-4 articles, papers that address your hypothesis? Did you accurately discuss the major concepts in the article? Did you relate the article to points discussed in class?

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Nerve cell/system

Choose your topic- it should be a question (something you relate to and want to find out more about).
 Any topic related to cell biology
 Quality of content is MOST important
o 1000 to 1500 words
o 1 in margins all around; 12pt font (prefer Calibri or Arial); 1.5 in spacing;
 Use APA style
o Free citation builders; Noodle Bib Express, Knight Cite, others
o Purdue Online Writing Lab (OWL) has amazing resources on grammar, formatting, and plagiarism
 Charts, illustrations, diagrams are not necessary but can always be good
 You will be graded on your ability to answer the questions below
– Did you correctly identify the hypothesis?
– Did you introduce the why for your hypothesis- almost like a background?
– Did you clearly identify at least 3-4 articles, papers that address your hypothesis?
– Did you accurately discuss the major concepts in the article?
– Did you relate the article to points discussed in class?
– Is your paper edited for punctuation and grammar (spelling, etc.)?
– Did you provide your thoughts/opinion on the subject?
– Did you use YOUR OWN WORDS to explain the article and the concepts?
– Did you include a reference section and correctly cite sources within your review?

Create a dichotomous key covering all the required categories of animals.

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Dichotomous Key

Assignment:

Create a dichotomous key covering all the required categories of animals.

Requirements:

  • Key must be typed or written VERY nicely and presented in booklet format
  • Key must be organized and neat with correct spelling
  • Key must be easy to read and follow
  • A picture and complete description must be included for each terminal animal category
  • The following terminal categories of animals must be included in the key

 

  • Fishes
    • Jawless fish
      • Hagfish
      • Lamprey
    • Cartilaginous fish
      • Sharks
      • Skates and rays
    • Bony fish
      • Ray-finned fish
      • Lobe-finned fish
    • Amphibians
      • Frogs and toads
      • Salamanders and newts
      • Caecilians
    • Reptiles
      • Lizards and snakes
      • Turtles
      • Crocodiles and alligators
      • Tuataras
    • Birds
      • Passeriformes (perching birds)
      • Piciformes (cavity-nesters)
      • Ciconiiformes (wading birds)
      • Procellariiformes (marine birds)
      • Sphenisciformes (penguins)
      • Strigiformes (owls)
      • Struthioniformes (flightless birds)
      • Anseriformes (waterfowl)
    • Mammals
      • Monotremes
      • Marsupials
      • Placental mammals
        • Insectivore
        • Chiroptera
        • Primates
        • Xenarthra
        • Rodentia
        • Lagomorpha
        • Carnivora
        • Proboscidea
        • Sirenia
        • Perissodactyla
        • Artiodactyla
        • Cetacea