Identify a research article published within the last 10 years that focuses on the evolution of terrestrial plants.

/in /by

Discussion 2

This discussion will be centered around the evolutionary origins of life on Earth.  To accompany our lecture and lab information on the topic, please watch the TED Talk linked below for additional background information on the topic.

TED Talk: The Hidden Beauty of Pollination

  • Post:Write two short paragraphs based upon lecture information, information taken from the TED Talk, and information from personal research as it pertains to our discussion of plant evolution.
    • Paragraph Prompt 1: Given what you know about the importance of plants to life on Earth discuss, 1) a significance of plants at the global level, and 2) a different significance of plants at the local level.
    • Paragraph Prompt 2: Identify a research article published within the last 10 years that focuses on the evolution of terrestrial plants.  How is your article related to the information you addressed in your first paragraph?

 

Discuss how this is relevant to the RBCs function.

/in /by

Blood is classified as a connective tissue because of its vast distribution throughout the body. The bloodstream is used for the transportation of nutrients, blood cells, proteins, hormones, etc., and unfortunately, pathogens. The circulatory and lymphatic systems work together to circulate and recover fluids of the body. The bloodstream and the lymphatic system interact closely within peripheral tissues where fluids are exchanged to nourish bodily tissues and aid in waste removal. The lymphatic system helps to restore blood volume by draining excess fluids found in the interstitial space and returning it to normal circulation. Additionally, the lymphatic system plays a crucial role in immunity because it contains many cells that fight pathogens. Each cell or structure of the immune system has a specific role in helping the body avoid illnesses. In the following assignment, you will explore the foundational components of blood and their functions, as well as the key elements of immunity.

Create a PowerPoint using the categories, terms, and guidelines below. The PowerPoint should be approximately 20 slides in length, include the use of visual aids (for every slide), and adequate descriptions of the listed terms and concepts. Be sure that the descriptions are your work as opposed to being a part of the image that the author developed.

Part A: Components of the Blood

This section of the PowerPoint should include information on the following elements within blood:

  1. Formed elements
  2. Plasma
  3. Red blood cells (erythrocytes)
  4. White blood cells (leukocytes)
  5. Platelets (thrombocytes)

Things to include about each of the above terms:

  1. Picture(s) of what it looks like along with a description of unique characteristics
  2. Function within the body
  3. Relative amounts within the body

Part B: Red Blood Cells (Erythrocytes, RBCs)

This section of the PowerPoint should include information on the following aspects of red blood cells:

  1. Shape: Discuss how this is relevant to the RBCs function.
  2. Hemoglobin: Discuss what it looks like, function, and the components of hemoglobin.
  3. Pathology – Sickle Cell Anemia: What causes it? What does it look like? How is someone with this disease impacted?

Part C: Red Blood Cell formation (Erythropoiesis)

This section of the PowerPoint should include information on erythropoiesis. Include the following components:

  1. The location of red blood cell formation
  2. The hormone that stimulates erythropoiesis, including one factor that would cause this hormone to be released and the organ that releases this hormone

Part D: Hemostasis

This section of the PowerPoint should include information describing the process of hemostasis. Be sure to address details regarding the following stages:

  1. Vascular spasm
  2. Platelet plug formation
  3. Blood coagulation

Part E: Immunity – Concept Map

This slide of the PowerPoint should contain a concept map organizing various components of immunity in a meaningful and accurate way. This concept map can be hand drawn with clear, legible handwriting, or computer-generated. If you choose to create a computer-generated concept map, be sure it fits onto the PowerPoint slide and is legible. If you choose to make the concept map in a drawing done by hand, you must place the image into the PowerPoint slide. You can do this by taking a picture of your concept map and emailing it to yourself. Next, simply copy and paste the image into your PowerPoint.

Include the following terms, which are listed in a random sequence, in the concept map:

  1. Innate immunity
  2. Phagocytosis
  3. Cellular mediated immunity
  4. Skin
  5. Second line of defense
  6. White blood cells
  7. T cells
  8. Adaptive immunity
  9. B cells
  10. Antibodies
  11. Fever
  12. Mucous membranes
  13. Antibody mediated immunity
  14. First line of defense
  15. Mechanical barriers
  16. Third line of defense
  17. Chemical barriers
  18. Complement system
  19. Inflammation

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

 

Narrate your tour and include an accurate description of the name, structure, and function of the major organelles.

/in /by

Imagine that you can shrink down to sub-cellular size, and you are the tour guide of a eukaryotic animal or plant cell (choose one).

Please narrate your tour and include an accurate description of the name, structure, and function of the major organelles.
Your language and presentation should be engaging and fun for a group of non-specialists.
Include a welcome and a closing statement.

Why is water vital to our very existence on earth ?

/in /by

Water is the Essence of Life !!
Water is the Essence of Life – what do you understand by this statement in relation to physiology of living things ?
Why is water vital to our very existence on earth ?
Do NOT cut and paste from web sites, – you will get 0 pts. That’s plagiarism.
TYPE YOUR write up first in a Word Doc, it must be max 2 pages , add your references in APA format, Put your name/ course-inde at top of the page.
Write your answer to the questions and give at least two or more references. DO NOT use bullet points, use a narrative style, like if you were writing a paper for submission. Edit your write up for spelling and grammar, as points will be taken off

In your own words, state the difference between primary and secondary sources.

/in /by

Final project: Part A At the end of the last unit of this course you will submit a final project related to primary and secondary sources for grading. Throughout the course you will have the opportunity to build knowledge and skills related to the final project and submit work for feedback but not a grade to help you prepare for the final project. At this point you will complete the first part of your final project. You will submit this for feedback. We read, watch and listen to media about science and research all the time. These pieces of media are always stating “in a recent study….”, “a study found that….”, or similar statements. Those original studies are considered primary sources of information because they are the original published research about that study. In this activity you will compare primary and secondary research and scholarly (also called peer-reviewed or refereed) and non-scholarly sources. Step 1: Research the differences between primary and secondary sources, to answer the question below. One place you may want to start is the following website comparing primary and secondary sources – https://umb.libguides.com/PrimarySources/secondary(Opens in new window) In your own words, state the difference between primary and secondary sources. Student Answer Primary sources are the original piece of information. Secondary sources are reporting, critiquing or responding to that original primary source. Complete the following table brainstorming a list of possible primary and secondary sources in your notebook. Review the suggested answers after you have brainstormed. Primary Sources Secondary Sources Notice that some media forms (ex. books) are in both columns, however they are classified based on what type of information they contain. Step 2: Next, perform research and make notes on how to identify scholarly sources compared to non-scholarly sources. One place you may want to start you research is this website: http://guides.library.cornell.edu/c.php?g=31867&p=201758(Opens in new window) Using your notes on scholarly and non-scholarly sources, complete the following Venn diagram comparing the two types of sources. You will submit this to the teacher for feedback. Venn Diagram Step 3: Perform research on “Fake News” and how to identify it. From your research create a list of tips for students like yourself to help you identify and avoid Fake News. You will submit this for feedback. You may want to start your research at the following website http://guides.library.cornell.edu/evaluate_news(Opens in new window). Step 4: Perform research to find at least two articles on the following topic: “The effects of climate change on polar bear populations”. You must find one article based on primary research and one based on secondary research. After reviewing the articles, recreate and complete the table below which you will submit for feedback. Article 1 Article 2 Source Purpose of the periodical (news website, newspaper, journal) Type of source: primary or secondary? Type of article: scholarly or non-scholarly Type of language used in article (describe) Intended audience – who is the article written for? Main point or main message of the article How does the title catch attention? Does it accurately depict the main message? List any opinions stated in the article. (Who’s opinion are they?) How many authors? How many people interviewed in the article (not applicable if this is original research) How many sources listed in the bibliography or sources list? Step 5: Write a 1-paragraph summary of the comparison. Which one is the primary source? How are primary and secondary sources different from each other? Similar to each other? How can you tell which is which? You will submit this paragraph for feedback. Step 6: Save your work. You will submit your work to the teacher for feedback once complete. Ensure the following is included: Venn diagram comparing scholarly vs. non-scholarly sources List of tips and tricks to avoid Fake News Table comparing articles 1-paragraph comparing articles You will receive feedback based on the success criteria listed below: Success Criteria I am able to: Identify scholarly and non-scholarly sources of information Identify primary and secondary research Identify and describe tips to avoid Fake News Compare the opinions stated in articles Compare and contrast sources of information created for different audiences Determine the main message of scholarly and non-scholarly articles

What do you think is the best way to study for the material in this course and why?

/in /by

Prompt 1 COLLAPSE What do you think is the best way to study for the material in this course and why? Do you use those methods? How do you study for the course? Have you had to adjust your study methods for this course compared to other courses?

What are the major methods used in the study and the model system?

/in /by

Write a synopsis following the guidelines below about the paper attached. Must answer all 4 bulleted questions.
1. On what previous data/studies is this study based that brought about the reason for this study? Understanding the background should help you in stating the hypothesis of the study. Must answer all 4 questions below.
2. Why do you think this paper is important? What is the impact of the findings/how did it bring about a new idea to the field? Think about why the instructor selected this paper for you to read. You should end the synopsis with a statement of impact/how the paper advanced the field.
3. What are the major methods used in the study and the model system? Why did they use that model system? Could they have used another approach or model system?
4. What are the study conclusions/findings? Did the authors “deliver” on these conclusions, or not? Give reasons why/why not you think they proved their points. If not, what could they have done better, or added as an experiment?
**There are a few “traps” that students often are caught in that you should avoid. First, students sometimes just “rehash” what was done in the study. “The authors first did A and they found B. They next did C, etc.” Try not to just only describe the studies performed and the results. The goal of the synopsis is to try and get you to think beyond just what was done. Second, often students will try to look for every little thing that was wrong with the study. Realize that no paper is perfect. If there is a issue that could impact how the authors interpreted of an experiment, that is important to note, but try not to be so hypercritical that it blocks your understanding of the major findings

Explains whether there is adequate knowledge to direct change

/in /by

Part 5: Final Project Report
For this assignment you will produce the final version of your report, taking into account all the feedback and advice you have received from your mentor.
It is important to remember that your final report is an opportunity for you to apply the safety and health knowledge and skills you have learned in this course.
Your report should be 10 to 15 pages (2500 to 3750 words), including your literature review. It should be double-spaced and should follow the guidelines outlined below. Be sure to follow accepted research approaches and citation format (APA).
Your report will be graded on the quality of analysis of your selected problem/issue, grammar and syntax, and overall seriousness and professionalism shown toward the work. (See the Final Project Rubric located within the Evaluation Rubrics section of the course website).
Organization and Format for Your Report
Your report should contain the following five sections and adhere to APA format.
Introduction
Indicates focus or purpose of review
States concepts (concept words to be defined by the literature)
Describes the organization of your sources
Indicates basis for ordering:
Most important to least
Earliest to most recent
Categories
Body
Includes quality studies relevant to the problem/issue
Uses paraphrasing rather than direct quotes for the presentation or reporting of specific findings from your search
Critiques the strengths and weaknesses of studies relevant to the problem/issue
Addresses ethical issues in an unbiased and neutral tone
Conclusion
Presents research knowledge about your selected safety and health problem/issue (what is known and not known)
Explains whether there is adequate knowledge to direct change or solve the issue
States your proposed change or solution
Identifies limitations that can arise from your change and solutions in practice or real-life environment
References Supporting the Body of Your Report
Utilizes APA format
Includes a minimum of five peer-reviewed articles from scholarly journals within the last five years
Literature Review
Includes the final version of your literature review

Compare and contrast phenotypes and genotypes. Provide examples of each.

/in /by

Compare and contrast phenotypes and genotypes. Provide examples of each.

How do you think milk can become contaminated by Salmonella, an organism that colonizes the digestive tract?

/in /by

Activity 3 Case Write-Up: Contaminated Raw Milk Case Study
Activity 3 Case Write-Up (Submit by Day 3)
Value: 3% of final grade
Two cases of laboratory-confirmed infection with Salmonella enterica serotype Typhimurium were reported to the Pennsylvania Department of Health (PDH) in February 2007. Both patients reported consuming unpasteurized, or raw, milk from the same dairy—Dairy A, located in York County, Pennsylvania. At the same time, the Pennsylvania Department of Agriculture (PDA) received several reports of diarrheal illness associated with consumption of raw milk from Dairy A. (In Pennsylvania, the PDA regulates raw-milk sales, issuing permits to dairies that adhere to milk sanitation regulations and displaying public notices explaining the potential hazards of consuming raw milk).
On February 26, the PDH and the PDA initiated an investigation to identify the source of the salmonellosis outbreak and to determine how many cases could be traced to the initial source. Samples taken from the raw-milk bulk tank at Dairy A yielded S. enterica Typhimurium genetically identical to that seen in the patients. Stool samples of patients and family members were also tested for the presence of the pathogen, and food histories were obtained for each patient. By July 14, a total of 29 cases of diarrheal illness caused by S. enterica Typhimurium and associated with consumption of raw milk from Dairy A had been identified and grouped into three distinct time periods.
How do you think milk can become contaminated by Salmonella, an organism that colonizes the digestive tract? How can milk be tested for contamination?