How is restoration related to abiotic factors such as: (dissolved oxygen, temperature, pH level and conductivity)?

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Instructions to follow (important)

It should be written in the style of a scientific journal research article with an abstract, introduction, materials and methods, results and discussion, references section. Choose a relevant journal and follow the instructions for authors online guidelines in writing. You must attach the instructions for authors guidelines in the appendix at the end.

The main text must be no more than 5000 words for the research article (excluding references, legends and tabular content) and should comprise in the following order:

  • Abstract: The abstract should be a factual condensation of the entire paper, including a statement of purpose, summary of methods used, results and a concise presentation of conclusions. The abstract must not exceed 350 words. References to cited literature should not be included.
  • Introduction: this section should specifically state the aim and research hypothesis your project addresses within the context of the literature and field of study.
  • Materials: this section should be sufficient to allow an experienced researcher to exactly repeat your experiments. Except where otherwise required by the nature of the text, adopt a concise impersonal style sufficient to convey all essential information without ambiguity, e.g. “…and 5ml of Reagent A was pipetted…” rather than “… and I took the red bottle containing Reagent A from the shelf and I measured 5ml of this in a E-mil 5ml pipette and I added this to…”.
  • Results: this section should summarise the key findings referring to the data presented in the figures and the results of your statistical analysis
  • Discussion: this section should summarise the meaning of the data(data will be added in the files area, please build graphs and create comparing tables of it) in the context of current knowledge drawing from the literature you have reviewed. It should also include some discussion of further work based on your findings.

The dissolution questions are the following:

  • What are the importance of conducting river restoration? (Go deeper in explaining this question)
  • How does the restoration works and what damage does it leave?
  • What adjustments has been taken from aquatic invertebrates to remain alive?
  • How is restoration related to abiotic factors such as: (dissolved oxygen, temperature, pH level and conductivity)?
  • Mention a type/kind of fish that lives in the river and explain its life cycle with and without restoration based on a scientific study.
  • Conclusion: (if needed) this section forms a concise summary of the key findings
  • Acknowledgments
  • References
  • Appendix

Notes:

Please focus on the following:

Overall Aim: To evaluate the benthic macroinvertebrate community following the restoration of the river Ouse in Sheffield Park.

Objectives

  • compare macroinvertebrate community before and after the restoration project focusing on diversity and abundance
  • compare abiotic factors across the survey period
  • evaluate the ecological and water health of the river Ouse stretch (focusing on BMWP, ASPT, EP, LIFE scores as well as functional feeding groups) across the sampling period

Discussion of results in context of observed changes (in any) in regard to communities changes; bio-indicators and water quality.

Please do build graphs and compare between data from each 2 years with the Excel file I have attached in the files area.

 

 

 

 

Does the cooperation of viruses follow fitness trade-offs consistent with game theory models?

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You will write a 5-paged single spaced grant based on your research question that is formatted according to NIH guidelines, and written as if it were going to be reviewed by the NIH criteria described below. All of the proposed work must be experiments that can be completed in a laboratory. Human trials or drug trials or clinical trials are not allowed. The goal of the grant must be to understand some kind of interaction involving microorganisms. It can be basic science or applied, and it does not need to be related to health in any way (even though NIH requires this).
You will be writing this grant as if you were sending it to the National Institutes of Health (although you do not need to pretend it has an impact on human health. we are mostly just using their format). Here is a link to some R01 samples, annotated by NIH. https://www.niaid.nih.gov/grants-contracts/sample-applications#r01. I highly recommend that you look at these examples in pdf form to see the comments.
Below is a description of the sections you should have in your proposal. I want a title page with the title of your grant, your name, and your institution. The next page of your grant should consist of the summary statement (described below) and nothing else. Pages 3-8 of your proposal should be your project narrative, described below. Your project narrative should be no longer than 5 pages, single-spaced, including figures, tables, and figure captions and tables. After the project narrative, (pages 8+) you should have a bibliography section that cites all of the references used in the project narrative. This bibliography section is not included in the page limits of the narrative or summary statement. You do not need to include a bio or budget, etc. The formatting requirements are posted at the end of this description.
These are the instructions for the summary statement
The Project Summary must contain a summary of the proposed activity suitable for dissemination to the public. It should be a self-contained description of the project and should contain a statement of objectives and methods to be employed. It should be informative to other persons working in the same or related fields and insofar as possible understandable to a scientifically or technically literate lay reader. This Summary must not include any proprietary/confidential information. Please click the Add Attachment button to the right of this field to complete this entry.
The Project Summary is meant to serve as a succinct and accurate description of the proposed work when separated from the application. State the application’s broad, long-term objectives and specific aims, making reference to the health relatedness of the project (i.e., relevance to the mission of the agency*** you do not have to argue that your project affects health, but you still need to explain why it is important). Describe concisely the research design and methods for achieving the stated goals. This section should be informative to other persons working in the same or related fields and insofar as possible understandable to a scientifically or technically literate reader. Avoid describing past accomplishments and the use of the first person. Finally, please make every effort to be succinct. This section must be no longer than 30 lines of text, and follow the required font and margin specifications. An abstract which exceeds this allowable length may be flagged as an error by the agency upon submission. This would require a corrective action before the application will be accepted.
Project narrative instructions
These are the sections you should have in your project narrative. Each section must be labelled with a heading, and subsections must also be labelled with a heading. ignore the following sections: Preliminary studies for new applications, Progress report for renewal….,

What components or features of the Biomedical Masters Program at UPSOM attracted you to apply to the program?

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Self-assessment and expectations for growth and improvement in the BMP. What components or features of the Biomedical Masters Program at UPSOM attracted you to apply to the program? How do you see specifically the BMP helping you in your career growth in the health sciences?

Research current findings relative to the pathogen and their impact on current medical practice.

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Select a specific pathogen (Genus species) that you have covered either in your reading to this point in the course or one that will be covered in later sessions. A pathogen is defined as any infectious microbial agent such as a virus, bacterium, prion, or fungus that causes disease or illness to its host. Explore beyond your reading assignments to research current findings relative to the pathogen and their impact on current medical practice. This outline will help you start to organized and compile information for your finally paper that will be due during Session 8. The outline should contain the following on the selected pathogen:

Introduction or background information (include statistics when possible)
Basic characteristics (i.e. shape, gram stain, envelop or non-enveloped virus, etc)
Modes of transmission
Virulence factors (molecules expressed and secreted by a pathogen that aid in pathogenesis)
Prevention and treatment
Write this outline in Microsoft Word and format it according to APA guidelines. Properly cite your sources for the points explored in the outline. Use the rubric linked to this assignment for the standard of writing required for this assignment.

When finished, submit your outline for grading by the posted due date.

By submitting this paper, you agree: (1) that you are submitting your paper to be used and stored as part of the SafeAssign™ services in accordance with the Blackboard Privacy Policy; (2) that your institution may use your paper in accordance with your institution’s policies; and (3) that your use of SafeAssign will be without recourse against Blackboard Inc. and its affiliates.

Discuss in your answer two examples where such studies have proved beneficial and at least one example where they have failed to deliver the desired outcomes.

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Many major breakthroughs in our understanding and treatment of disease have been possible because of studies using animal models. Debate the advantages and limitations of using animal models to understand diseases of the human brain. Discuss in your answer two examples where such studies have proved beneficial and at least one example where they have failed to deliver the desired outcomes.

With particular reference to the long and short-term physiological adaptions that are required to successfully and safely exercise in the heat, discuss what factors may contribute to death in such a situation.

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Runners have been known to die from competing in 5km races in the heat. With particular reference to the long and short-term physiological adaptions that are required to successfully and safely exercise in the heat, discuss what factors may contribute to death in such a situation.

What information might help you decide if the variance in amount of rain in Atlanta is unusual?

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This is an assignment for my Environmental Science class. First, start by watching the TEDed video at: https://ed.ted.com/lessons/how-to-spot-a-misleading-graph-lea-gaslowitz
Then answer to the following questions.
Question 1: Analyze the graph on Environmental Waste.
1a. Explain at least three problems with this graph.
1b. In what year was the amount of waste trashed closest to the amount recycled?
Question 2: Analyze the graph on rainfall in Atlanta, GA.
2a. The two graphs above show very different pictures of the rainfall in Atlanta. Explain how each graph is distorted.
2b. What information might help you decide if the variance in amount of rain in Atlanta is unusual? This is an open ended question designed to get you thinking like a scientist. If you were a senior scientist and your lab assistant brought you those graphs. What would you tell them to do to them to make them clearer and easier to understand?

Identify a microorganism of interest to you that causes disease

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Instructions for Assignment 1:

Step 1: Identify a microorganism of interest to you that causes disease (2 points).

Step 2: Describe how Koch’s postulates have been used to determine the chain of infection of this microorganism. (Remember chain-of-infection identifies the causative agent, the mechanism of transmission and the host range that it causes disease in) (8 points).

In a minimum 150 words, summarize the highlights of this video. Think who, what, where, why?

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This is an assignment for my environmental science class.
This assignment has two parts. Please complete both parts.

Part 1:
Watch: http://ww2.kqed.org/quest/2010/04/27/science-of-taste/ (Links to an external site.) then answer the following.

A. Bullet point 3 facts from the video.
B. In a minimum 150 words, summarize the highlights of this video. Think who, what, where, why?
C. Is this video reputable and trustworthy? Why or why not. Be specific.

Part 2:
Watch http://ww2.kqed.org/quest/2014/11/13/the-sweet-science-of-chocolate/ (Links to an external site.) then answer the following. (yup – similar questions, different video).

A. Bullet point 3 facts from the video.
B. In a minimum 150 words, summarize the highlights of this video. Think who, what, where, why?
C. Do a little research on tropical rainforest destruction and its impact on chocolate. Write a 150 word summary of what you find and cite your sources in CSE Name-Year style. If you are not sure about this format, check https://www.marypoffenroth.com/cse for how to cite a source in CSE Name-Year style.

How might God have been seeking to protect his people from the effects of microorganisms through these laws?

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Discussion: Food and Sanitation
In the Old Testament, God gave the Israelites laws regarding food and sanitation. One example is, “Meat that touches anything ceremonially unclean must not be eaten; it must be burned up” Leviticus 7:19 (NIV). Another example is:
Of the animals that move along the ground, these are unclean for you: the weasel, the rat, any kind of great lizard, the gecko, the monitor lizard, the wall lizard, the skink and the chameleon. Of all those that move along the ground, these are unclean for you. Whoever touches them when they are dead will be unclean till evening. When one of them dies and falls on something, that article, whatever its use, will be unclean, whether it is made of wood, cloth, hide or sackcloth. Put it in water; it will be unclean till evening, and then it will be clean. If one of them falls into a clay pot, everything in it will be unclean, and you must break the pot. Any food you are allowed to eat that has come into contact with water from any such pot is unclean, and any liquid that is drunk from such a pot is unclean. Anything that one of their carcasses falls on becomes unclean; an oven or cooking pot must be broken up. They are unclean, and you are to regard them as unclean. A spring, however, or a cistern for collecting water remains clean, but anyone who touches one of these carcasses is unclean. If a carcass falls on any seeds that are to be planted, they remain clean. But if water has been put on the seed and a carcass falls on it, it is unclean for you. Leviticus 11:29-38 (NIV)
Do you see these laws as being excessive or beneficial? Why?
How might God have been seeking to protect his people from the effects of microorganisms through these laws?
What further microorganism “controls” might have been helpful and accessible to the Israelites?