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Q1:Insecticides like the one Patient X used contain organophosphates which inhibit acetylcholinesterase. What is the function of acetylcholinesterase? See Answer
Q2:Which types of autonomic receptors are excessively stimulated as a result of this inhibition? See Answer
Q3:Which division of the ANS has been primarily affected, the sympathetic or the parasympathetic? Briefly explain. See Answer
Q4:5. Explain how the insecticide resulted in her presenting symptoms. See Answer
Q5:If exposed to high enough doses, what effect might the insecticide have on the patient's skeletal muscles? Explain. See Answer
Q6:The "nerve gas," sarin, is a potent, irreversible organophosphate. Based on what you now know about organophosphates, what is the likely cause of death resulting from exposure to this extremely toxic agent? Explain. See Answer
Q7:Describe the relationship of the adrenal medulla to the autonomic nervous system. Under what general conditions are the catecholamines typically released? See Answer
Q8:Would you expect the patient's pupils to be constricted or dilated when her other symptoms are at a peak? See Answer
Q9:What type(s) of autonomic nervous system medications could potentially be used to treat her? Options: adrenergic agonist, adrenergic antagonist, cholinergic agonist, cholinergic antagonist. Explain your answer. (You don't need the internet or your textbook to answer this question.) See Answer
Q10:Introduction Welcome to the Testing the Nervous System Assignment. This assignment will cover the brain and spinal cord. For this assignment, you will investigate a case and answer the corresponding questions. Remember to view the assignment rubric (see below) before completing the assignment. Case Study The case is based on a case from the National Center for Case Study Teaching in Science and modified/rewritten by Dr. Bruce Forciea. Dr. Mary Smith and Dr. Ashley Peters were beginning their ER residency at ACME Memorial Hospital. They had been close friends throughout medical school and were looking forward to helping each other through the challenges of clinical work. They had just completed a 16-hour shift and were sitting down to enjoy a cup of bitter vending machine coffee when nurse Cassidy burst into the break room. See Answer
Q11:Introduction "She's awake, Jane's awake," exclaimed Jane's mother as her older brother Cliff and sister Rachelle gathered around the hospital bed. Jane let out a long moan then mumbled a barely audible "what happened?" "Don't try to speak," said Cliff. Just rest for now. "You are going to be all right." Dr. Joel entered the room. "That's great she's awake. It was a bit touchy for a moment there, but I think she will improve quickly. She lost a lot of blood and went into shock. Read the case study. Investigate how Jane's physiology would respond to the blood loss and shock. See Answer
Q12:3. With regards to Vestibular Nystagmus (review nystagmus caused by the inner ear's vestibule due to Meniere's disease), how would you manage a patient with this disorder based on the health clinician profession you have chosen as your career here at Rasmussen University. Again, based on your chosen profession what physical assessments, actions and considerations would you have to perform during your care of a patient with Vestibular Nystagmus? Remember to find and utilize sources pertaining to your chosen profession such as:See Answer
Q13:Why is it important to learn Anatomy and Physiology in relationship to surgical procedures?See Answer
Q14:Part A: Anatomy and Physiology in the Media - 17 points if both completed 1. Anatomy & Physiology in the News: Find an article in a newspaper or magazine (in print or online) that discusses Human Anatomy and/or Physiology. You may not use an article that was used in class. Read the article and TYPE a two paragraph summary of the article. Attach the article with your summary or provide a link to the article. Your summary should include the following: (5 points total) Paragraph 1: Detailed summary of article content. ➤ Paragraph 2: Answer the following questions: • Why did you choose this article? • What areas of Human Anatomy and Physiology are discussed in this article? 2. Anatomy & Physiology on TV: Watch an approved TV show that deals with Human Anatomy & Physiology. TYPE a two paragraph summary of the show. . Why is the subject of the article important? • What are two things you learned from reading this article? Approved shows: Discovery Channel Human Body Series, Dr. G Medical Examiner, ER, House, CSI, Grey's Anatomy, Bones, Night Detective...see me with other options. Your summary should include the following: (10 points total) > Paragraph 1: Answer the following questions: . What is the name of this show? . Why did you choose to watch and summarize this particular episode? Have you seen other episodes of this show? What happened in this episode related specifically to Human Anatomy and Physiology? (include a brief summary of this episode) ● > Paragraph 2: Answer the following questions: Describe at least two characters from this show that have careers dealing with the fields of Human Anatomy or Physiology. Due by Due by Friday, November 10,See Answer
Q15:= X Module 04 Nutrition plays a vital role in a person's overall health and well-being. Not getting enough of the recommended nutrients over the long-term can lead to malnutrition which often results in disease and illness. In a 3-page paper, written in APA format using proper spelling/grammar, address the following: 1. Define malnutrition and identify a specific disease that can result from it. 2. Perform library research about the selected disease, and explain its physiological effects on a person's body. 3. Describe the relationship between specific foods/nutrients and the disease. Use the questions below to guide your response. a. Does research indicate that a lack of specific foods/nutrients increase a person's chance of contracting the disease? b. Are there specific foods/nutrients that should be avoided by an individual afflicted with the disease? c. How do specific foods/nutrients work physiologically within the body to help combat the disease?/nBlackboard Ultra X Module 04 In a 3-page paper, written in APA format using proper spelling/grammar, address the following: 1. Define malnutrition and identify a specific disease that can result from it. 2. Perform library research about the selected disease, and explain its physiological effects on a person's body. 3. Describe the relationship between specific foods/nutrients and the disease. Use the questions below to guide your response. a. Does research indicate that a lack of specific foods/nutrients increase a person's chance of contracting the disease? b. Are there specific foods/nutrients that should be avoided by an individual afflicted with the disease? c. How do specific foods/nutrients work physiologically within the body to help combat the disease? 4. Evaluate nutritional recommendations to help combat the disease. 5. Cite at least 3 credible references and present the resources in APA format on the References page.See Answer
Q16:/nsamples are also attached Follow all the instructions mentioned in the file. The assessment must talk about the anatomy and physiology of the cardiovascular system, it must be 650 words (without references) and a lot of pictures, it must contain relevant and reliable references, and all the information written must be cited and not from my own words. Submission instructions: The portfolio assessment brief should be uploaded via the Turnitin submission link on VLE module page. Further information is available on the VLE assessment page. Late submissions will be penalised. (See student handbook on the VLE here). If you believe that you have any mitigating circumstances affecting your ability to submit your work by the deadline, please complete a mitigating circumstances form. See Virtual reception for links.See Answer
Q17: Week 7 Discussion Board Preview All Sections No unread replies. Hello Class, Welcome to our Module 7 discussion board. You will notice that you cannot see other posts until you submit your own. Before you get started, let me advise you of a few discussion board requirements to follow: • The initial post should include a response of at least 150+ words • Respond to (2) peers - add new on-topic information not previously discussed, ask on-topic questions (stimulate further discussion). A detailed reply should be . at least 75+ words and two replies should be posted by Sunday 11:59pm. References and matching in-text citations should be included when sharing any new information • Post on at least two separate days Welcome back to the final Cyber-Samantha Mystery Discussion! You are required to post each week and you can apply what you have learned to this discussion. Have fun and let's get started! 1. Review the module resources. 2. Review the rubric criteria for posting. 3. Review the original Cyber-Samantha Clues. 4. Given the new information, answer the following questions in the discussion in complete sentences. • Provide a description of myositis. ○ Present a new or modified hypothesis regarding Samantha's death. Discussion: Cyber-Samantha Mystery Module 7 (Peer Response) Discussion Instructions Refer to the Discussion Forum Instructions that were provided in the first discussion forum assigned in this course for more information about the requirements associated with each post, netiquette guidelines, and more. • Each student must post one (1) initial post as a response to the discussion question • The student must also reply to peer responses in addition to their initial response. Responses may be a response to the instructor if the instructor has posted additional questions. Discussion Question(s) Welcome back to the final Cyber-Samantha Mystery Discussion! You are required to post each week and you can apply what you have learned to this discussion. Have fun and let's get started! 1. Review the module resources. 2. Review the rubric criteria for posting. 3. Review the original Cyber-Samantha Clues. 4. Given the new information, answer the following questions in the discussion in complete sentences. О Provide a description of myositis. О Present a new or modified hypothesis regarding Samantha's death. 5. Note: You may need to revise your answers to the questions each week as new information is presented. Peer Response Instructions 1. Respond to at least two posts, these can be peers or your instructor. 2. Submit peer/instructor responses by the assigned due date. Case Study: The Cyber-Samantha Mystery By Dr. Bruce Forciea Case Study: The Cyber-Samantha Mystery (from discussion 5) By Dr. Bruce Forciea Background A police officer held open the front door to Samantha's house while detective Jones entered and proceeded through the living room to the stairs leading to the basement. "She was found this way by her son this morning," said the officer. "The son said he tried to contact her over the past 3 days and became worried, so he stopped by to check on her on his way to work." Samantha's body lay on the floor face down with both arms sprawled in front of her as if to break the fall. A small pool of blood encircled her head. "I'm so sorry for your loss Mr. Alvarez, but I will need to ask some questions,” said detective Jones to Samantha's son. "Sure, whatever I can do to help,” said Samantha's son. "Did your mother have any health issues that could affect her balance?" said detective Jones while opening his notepad. "She had a bad case of the flu," said the son. "I think she's had it for about a week." "Do you know who her doctor is? We need to get her medical records," said detective Jones. "Yes, it's Dr. Jane Simon. She has been seeing her for years, but I think she went to urgent care for this flu." "We'd like to get your permission to do an autopsy to rule out foul play along with getting her medical records. I'll get the forms to you,” said detective Jones." Yes, of course," said the son, “I want to find out what happened." Medical Records Acme Urgent Care Clinic Most Recent Entry Samantha Alverez reported to the clinic with sinus congestion, fever, and bronchial cough. History • Patient is a 60-year-old right-handed post-menopausal female standing 5'4" tall and weighing 120 lbs. Medications include: 。 Progesterone for symptoms of menopause O Prednisone for Rheumatoid Arthritis • Vital Signs: Blood Pressure: 130/85 Pulse: 92 bpm ○ Temperature: 100.2°F Case Study: The Cyber-Samantha Mystery(from discussion 6) By Dr. Bruce Forciea Detective Jones obtained a preliminary autopsy report from the coroner. Autopsy Findings • Skull fracture involving the left frontal bone and anterior portion of the ethmoid bone • Complete fracture of the neck of the left femur Cerebral edema secondary to the skull fracture A moderate amount of mucus in the nasal sinuses and bilateral bronchial • Multiple contusions New Clues From records obtained by detective Jones from Samantha's primary medical doctor. In addition to suffering from Rheumatoid arthritis, it was discovered that Samantha recently visited her primary doctor for leg pain. Dr. Simon entered the diagnosis of myositis of the left quadriceps muscles secondary to Rheumatoid Arthritis./nSee Answer
Q18: TVO ILC Student name: Unit 3 Animals Unit 3 SBI3U Unit 3: Assessment for Feedback and Grade Assessment for Feedback and Grade Date: Unit title Level/Mark Percentage of term work /15 % Instructions Choose one case study from this unit to further develop into a presentation. You made point-form notes about these case studies when you studied the corresponding body system. Now, you will take your notes on the case study and develop it into a presentation. You will need to include information about the body system (digestive, respiratory, or circulatory), in addition to information about the specific case. Be sure to review the list of criteria that follows. Note: You do not have to answer each question that is outlined in the case study. They are there to guide your work and research. Case studies: ● Lactose Intolerance (Enzymes) (#4) • Thanksgiving Dinner Distress (Digestive System) (#8) Broken Arrow (Respiratory Conduction) (#16) Aunt May's Heart Attack (#12) Choose one of the following formats for your presentation: 1. Using PowerPoint, create a presentation and record your voice (instructions can be found here). Then, save the file as a video and submit. (instructions on how to save your recorded PowerPoint file as a video) 2. Create a video using any video creation tool you wish. One example is Adobe Spark. 3. Create a slide deck using any slide creation tool (PowerPoint or Google Slides, for example). Then record your screen while presenting your slides (talking). Use a free tool such as ScreenCast-O-Matic to record this and create a video. Copyright © 2022 The Ontario Educational Communications Authority. All rights reserved. 1 TVO ILC SBI3U Unit 3: Assessment for Feedback and Grade 4. Create a slide deck using any slide creation tool (PowerPoint or Google Slides, for example) and put your script (what you would say if you were presenting the slide deck) in the notes section for each slide. Be sure to include the following information in your case study presentation: 1. Overview of the case (any relevant background information, description of the issue or event, and the symptoms) 2. Use appropriate terminology related to anatomy 3. Include an explanation of at least one of the body systems (respiratory, digestive, or circulatory) and how it works: ONE OF ☐ anatomy of the respiratory system and the process of ventilation and gas exchange from the environment to the cell (e.g., the movement of oxygen from the atmosphere to the cell; the roles of ventilation, hemoglobin, and diffusion in gas exchange) OR anatomy of the digestive system and the importance of digestion in providing nutrients needed for energy and growth (e.g., the body's mechanical and chemical processes digest food, which provides the proteins needed to build muscle, and the fibre, water, vitamins, and minerals needed to regulate body processes) OR anatomy of the circulatory system (e.g., blood components, blood vessels, the heart) and its function in transporting substances that are vital to health 1. describe one disorder related to the system you are focused on 2. explain the importance of one technology related to your case study that helps us to understand the internal body system you are focused on (example: an imaging technology or a diagnostic technology) When you are ready, submit your assessment for feedback and a grade by selecting the "Assignment" link and following the submission directions. Feedback and marking Copyright © 2022 The Ontario Educational Communications Authority. All rights reserved. 2 TVO ILC SBI3U Unit 3: Assessment for Feedback and Grade You will receive three kinds of feedback: Your teacher will highlight the levels on the rubric that best describe your work. • Your teacher will also provide you with detailed comments about the strengths, areas that need improvement, and the steps you should take before submitting further assessments. The final piece of feedback that you will receive will be your mark. Each of the four categories of knowledge and skills is weighted equally. The final mark on this assessment for feedback and a grade is determined by your teacher based on their professional judgement of the requirements for the assignment. Rubric Before submitting your tasks, review the rubric below to self-assess. Look at each of the criteria that your teacher will follow to assess your work. Using the description, which level is your work meeting? What can you do to improve your work? Take the time now to make any improvements to your work before submitting it. Review this Rubric Deconstruction for help understanding rubrics or levels. Each of the criteria in this rubric will be weighted equally to determine your grade on this assessment. Task and Achievement Category Success Criteria Marks/Levels Case study presentation Knowledge and Understanding Demonstrates knowledge of content with accuracy. L4: 80-100 Thorough/High degree L3: 70-79 Considerable e.g., facts, terminology, definitions L2: 60-69 Some ☐ L1: 50-59 Limited Less than 50 Knowledge and Understanding Demonstrates understanding of content with clarity e.g., concepts, ideas, theories, principles L4: 80-100 Thorough/High degree L3: 70-79 Considerable ☐ L2: 60-69 Some L1: 50-59 Limited Less than 50 Copyright © 2022 The Ontario Educational Communications Authority. All rights reserved. Comments 3 TVO ILC Thinking and Investigation Demonstrates use of critical/creative thinking processes, skills, and strategies with fluency. e.g., analyzing, interpreting, problem solving, evaluating, forming and justifying conclusions on the basis of evidence SBI3U Unit 3: Assessment for Feedback and Grade L4: 80-100 Thorough/High degree L3: 70-79 Considerable L2: 60-69 Some ☐ L1: 50-59 Limited Less than 50 Communication ☐ Demonstrates use of conventions, vocabulary, and terminology of ☐ L4: 80-100 Thorough/High degree L3: 70-79 Considerable human anatomy and physiology in written and/or oral forms with relevance. ☐ L2: 60-69 Some ☐ L1: 50-59 Limited ப Less than 50 Communication Demonstrates expression and organization of ideas and information in written, visual, and/or oral forms with logic. L4: 80-100 Thorough/High degree L3: 70-79 Considerable L2: 60-69 Some L1: 50-59 Limited Less than 50 Application Demonstrates application of knowledge and skills (e.g., concepts and processes) in familiar contexts with accuracy. Application Application of knowledge and research skills in familiar contexts with significance L4: 80-100 Thorough/High degree L3: 70-79 Considerable ☐ L2: 60-69 Some ப ☐ L1: 50-59 Limited Less than 50 L4: 80-100 Thorough/High degree L3: 70-79 Considerable L2: 60-69 Some L1: 50-59 Limited Less than 50 Copyright © 2022 The Ontario Educational Communications Authority. All rights reserved. 4 TVO ILC Feedback SBI3U Unit 3: Assessment for Feedback and Grade Application Proposes courses of practical action with logic. L4: 80-100 Thorough/High degree L3: 70-79 Considerable ☐ L2: 60-69 Some ☐ L1: 50-59 Limited ☐ Less than 50 Strengths Areas for improvement Next steps Incomplete Repeat Copyright © 2022 The Ontario Educational Communications Authority. All rights reserved. 5/n TVO ILC SBI3U Unit 3 Learning Activity 06 Rubric Unit 3 - Learning activity 06 Rubric Before submitting your tasks, review the rubric below to self-assess. Look at each of the criteria that your teacher will follow to assess your work. Using the description, which level is your work meeting? What can you do to improve your work? Take the time now to make any improvements to your work before submitting it. Review this Rubric Deconstruction for help understanding rubrics or levels. Each of the criteria in this rubric will be weighted equally to determine your grade on this assessment. Task and Achievement Category Case study presentation Success Criteria Knowledge and Understanding Demonstrates knowledge of content with accuracy. e.g., facts, terminology, definitions Marks/Levels L4: 80-100 Thorough/High degree L3: 70-79 Considerable L2: 60-69 Some L1: 50-59 Limited Less than 50 Knowledge and Understanding Demonstrates understanding of content with clarity ☐ L4: 80-100 e.g., concepts, ideas, theories, principles Thorough/High degree ㅁㅁㅁㅁ L3: 70-79 Considerable L2: 60-69 Some L1: 50-59 Limited Less than 50 Copyright © 2022 The Ontario Educational Communications Authority. All rights reserved. Comments 1 TVO ILC SBI3U Unit 3 Learning Activity 06 Rubric Thinking and Investigation ☐ L4: 80-100 Demonstrates use of critical/creative thinking processes, skills, and Thorough/High degree strategies with fluency. L3: 70-79 Considerable e.g., analyzing, interpreting, problem solving, evaluating, forming and justifying conclusions on the basis of evidence L2: 60-69 Some L1: 50-59 Limited Less than 50 Communication Demonstrates use of conventions, vocabulary, and terminology of human anatomy and physiology in written and/or oral forms with relevance. L4: 80-100 Thorough/High degree L3: 70-79 Considerable L2: 60-69 Some L1: 50-59 Limited Less than 50 Communication Demonstrates expression and organization of ideas and information in written, visual, and/or oral forms with logic. L4: 80-100 Thorough/High degree L3: 70-79 Considerable Application Demonstrates application of knowledge and skills (e.g., concepts and processes) in familiar contexts with accuracy. L2: 60-69 Some L1: 50-59 Limited Less than 50 ☐ L4: 80-100 Thorough/High degree ㅁㅁ ㅁㅁ L3: 70-79 Considerable L2: 60-69 Some L1: 50-59 Limited Less than 50 Copyright © 2022 The Ontario Educational Communications Authority. All rights reserved. 2 TVO ILC Feedback Application Application of knowledge and research skills in familiar contexts with significance. Application Proposes courses of practical action with logic. Strengths Areas for improvement ப ㅁㅁ SBI3U Unit 3 Learning Activity 06 Rubric L4: 80-100 Thorough/High degree L3: 70-79 Considerable L2: 60-69 Some L1: 50-59 Limited Less than 50 L4: 80-100 Thorough/High degree Copyright © 2022 The Ontario Educational Communications Authority. All rights reserved. L3: 70-79 Considerable L2: 60-69 Some L1: 50-59 Limited Less than 50 Incomplete Repeat Next steps 3/nSee Answer
Q19: BIOL 426 Spring 2024 | Biology Department | West Virginia University Infographic II Description and Rubric Over the course of the semester, you have most likely developed further interest in some general areas of cancer study that we have not yet covered or still have questions that remain on some topics after lecture. This is an opportunity to select one of those interests and pursue it further on your own. The information that you gather will again be used to create an infographic, but your audience will be different. You will take the scientific interest that you have and explain it at the level of the general public. Due Date: Wednesday, April 24th at 1:30 PM EST on eCampus. Project Rationale By completing this project, you will be gaining skills to: 1. Educate yourselves on an unknown topic by searching for relevant sources. 2. Communicate clearly to a select audience using a modern form of information dissemination. 3. Make complex information more accessible to a wider and mostly non-scientific audience. In part, this project will allow you to research a related topic of your choice, but the bigger picture is to practice your skills at finding reliable sources, critically analyzing information, and how to explain these facts to others who do not have a strong scientific background. These skills are so very important in our modern society! Professional/Real-World Skills developed by this project include: Critical/Analytical thinking Ability to use new/unfamiliar software through self-exploration ● Creative Communication WVU BIOL 426-001 Infographic II Description & Rubric | Young | Page 2 of 5 How to Get Started, then Complete the Project 1. Start with some simple research surrounding your topic of interest and see where it leads. • Try Google first, then scientific journal articles to see what research may have been performed on the subject. 2. Check out different free infographic design websites to see which you like best. • Canva- https://www.canva.com/ o Piktochart- https://piktochart.com/formats/infographics/ ○ Visme- https://www.visme.co/make-infographics/ ○ Smartdraw - https://www.smartdraw.com/ o If you have another website or program in mind, please go for it! o Please do not pay for anything!!! There are easy ways to work around this - come see me first! 3. Check the rubric at the end of this document to make sure you know what needs to be included in your infographic. 4. Create your own infographic. Have fun with this! I know students HATE to hear professors say this, but how often do you get to flex your creative muscles in your biology courses? 5. Download your completed infographic as a PDF file and submit it to the appropriate link on eCampus by 1:30 PM EST on 4/24/24. BIOL 426: Molecular Biology of Canc HOW TO CREATE AN INFOGRAPHIC ? ויויז ויזיז Start with a question. I've always heard that causes caner. Is it true? You may fill in the blank with your original answer from class or use another you find interesting that you have thought of since. Perform a quick Google search. Search to see if others have this question as well What kind of information is available to you. Are the sources your found easily trustworthy? Can you find sources that you trust on this topic elsewhere? Check out the attached rubric. The rubric provides bullet points of all items required in your infographic. This will help to guide future research. Canva PIKTOCHART Think about your infographic design. In what order would you like to present your information. What would best represent your data (a table, a graph, a picture)? Get Creative with free online software. Use websites such as Piktochart or Canva (used for this graphic) to build a visual representation of the information you collect to answer your question. @ Don't forget your references. Information can come trusted sources, but two journal articles must be used. Also, you should have both in-text citations (Young. 2018) and a full references section at the end. Download and email to submit. Infographic I will be due on 3/10/21 at 9:30am Download as a PDF and submit via the Tumitir link on eCampus. References: Author Last Name, Author First and Middle Initials. Year of Publication. Article Title. Name of Journal Volume of Journal: Pag Numbers of Article WVU BIOL 426-001 Infographic II Description & Rubric | Young | Page 3 of 5 Items to Keep in Mind While Designing Your Infographic Your audience is key in this assignment: the general public. Most Americans read at the 8th-grade level. There is a fine line between providing enough information to inform your audience and insulting them. Beware this line! Make known the significance of your question/project. ➤ Your audience will need to see right away why they should care about your topic so you can keep their attention. Use information from trusted sources ➤ Two scientific journal articles minimum - a must this time. ➤ In-text and full citations are required. See the Writing Guide below. ❖ Include as many facts in visual form as possible, while still keeping “white space” in your design. ➤ Can that fact you wish to use be shown visually in a figure, a cartoon, or a graph? ➤ Use as little text as possible. Let the figures/pictures do your talking for you. *Use the attached rubric for all items required to be present on your infographic to earn full points. WVU BIOL 426-001 Infographic II Description & Rubric| Young | Page 4 of 5 Writing Guide Avoiding Plagiarism Plagiarism is defined as submitting anyone else's work or ideas as your own. Even if you change a few words around or reorder sentences from a source, it is still considered to be plagiarism. This can be intentional or accidental, but in either case it is treated the same by the University. So if unintentional plagiarism is possible, how do you know if you are avoiding it? In scientific writing, we cite all information, language, and ideas that are not our own. It is always best to restate the ideas of others into our own words, but this information still needs to have an in-text citation and a full citation in the References section. References sections are not entirely difficult to write; if a citation is found in the text, it should also be found in the References section. In the text of your infographic, it is better to over-cite, than to under-cite. Although citations are not always necessary after every sentence (see below), when in doubt, cite it. Citing Sources - Journal Articles In-text citations: (Author, Year of Publication) Example: if you use a paper that has a single author of Janet Smith that was published in 2012, after that information in your infographic, but before the period of that sentence, you should find the following: (Smith, 2012). Full Citations in the References Section: Full citations in the references section have many acceptable forms. These citations can also be a little different depending on if the source is a journal article, book, web site, or personal communication. Although all slightly different, most use the following general format: Author Last Name, Author First and Middle Initials. Year of Publication. Article Title. Name of Journal. Volume of Journal (Issue): Page Numbers of Article. Example: Smith, J.T. 2012. Most Common Causes of Lung Cancer in the Midwestern United States of America. Nature Cancer Reviews (123): 234-245. Infographic I Rubric: WVU BIOL 426-001 Infographic II Description & Rubric| Young | Page 5 of 5 Criterion Points Points Possible Earned Purpose Title Provide a descriptive title for your infographic. 2 。 The title may be in the form of your original question, but should catch a reader from your audience's attention. Project Significance An explanation of the significance of the project. 。 Why is this of interest to your audience? 。 Statistics may be presented to explain importance. Research • Provide information from reliable sources. 7 • Show the results of experimentation and/or important figures from scientific research (2 articles must be cited). 10 • Provide a summary of facts/data collected by trusted groups/organizations (i.e. American Cancer Association). Discussion/Conclusion • Research presented is critically analyzed. o Is the source trustworthy? Were the results clear/strong? •Provide a final conclusion based on your presented facts. • Summarize what all this information means to the reader. 4 o Is there a suggestion you can make for your reader based on these findings? Audience The presentation uses appropriate terms, explanations, and graphics given the audience = the general public. Conventions Facts & Clarity • All information presented is scientifically accurate and clearly communicated. • The information is presented logically so that is both educational and conclusive. • The information presented is clearly relevant to the question asked. Design of the Infographic • Graphics used help illustrate the text in the infographic • Layout includes sufficient white space and is easy to follow • Color scheme is pleasant and enhances the visibility of the infographic. • Includes an appropriate font to complement the content and make the text readable. References • In-Text citations present in infographic (Author, year) • References section included that contains full bibliographic citations for all sources used. 5 5 3 TOTAL: 40 _/40/n CANCER'S SILENT THREAT: ASBESTOS EXPOSURE DANGER ASBESTOS What is asbestos? Asbestos as a group of naturally occurring minerals composed of thin, fibrous crystals uses in construction, insulation, and manufacturing. FIBERS TO THE LUNGS Health Risks Mesothelioma Lung cancer Asbestosis Pleural plaques Other respiratory diseases A ASBESTOS Common sources Older buildings constructed with asbestos-containing Occupational exposure Construction workers Shipyard workers . Plumbers . Electricians • Mechanics materials (ACMs) Insulation materials Automotive parts Industrial settings Environmental exposure Demolition or renovation of buildings containing asbestos Natural disasters that disturb asbestos- containing materials • Insulators Symptoms: Early & Asbestos-related Early Warning Signs: ASBESTOS • Persistent coughing or wheezing • Shortness of breath Chest pain or tightness . Fatigue and weakness Respiratory issues that worsen over time Asbestos-Related Diseases: • Mesothelioma: chest pain, difficulty breathing, and unexplained weight loss. Lung Cancer: persistent cough, chest pain, and coughing up blood. • Asbestosis: shortness of breath, persistent dry cough, and chest tightness. Other disease: 3% Mesothelioma: 20% Asbestos related lung cancer: 20% 12.000 deaths Chronic Obstructive Pulmonary Disease (COPD): 34% Non-asbestos related lung cancer: 23% 42% · 39% Survival Rate 1 Year After Diagnosis 10% 4% Lung Cancer Mesothelioma Survival Rate 10 Years After Diagnosis Diagnosis Medical History: Doctors inquire about potential asbestos exposure through occupation or living environments. Physical Examination: Assessing respiratory function and overall health. Imaging Tests: X-rays, CT scans, or MRIs to detect abnormalities in the lungs or chest cavity. Pulmonary Function Tests: Measuring lung capacity and efficiency. Biopsies: Extracting tissue samples for laboratory analysis to confirm asbestos-related diseases. Experimentation Culture A549 cells in plates Prepare asbestos suspensions in media at desired concentrations Expose cells to asbestos Incubate cells Cell Viability Assessment Perform statistical suspensions analysis REFERENCES 1. Agency for Toxic Substances and Disease Registry. (2020). Asbestos Toxicity: What Are the Health Effects of Asbestos Exposure? [Online]. Available: https://www.atsdr.cdc.gov/asbestos/health_effects_asbestos.html 2. American Cancer Society. (2022). Key Statistics for Malignant Mesothelioma. [Online]. Available: https://www.cancer.org/cancer/malignant- mesothelioma/about/key-statistics.html 3. Environmental Protection Agency. (2021). Asbestos Laws and Regulations. [Online]. Available: https://www.epa.gov/asbestos/asbestos-laws-and- regulations 4. National Cancer Institute. (2021). Asbestos Exposure and Cancer Risk. [Online]. Available: https://www.cancer.gov/about-cancer/causes- prevention/risk/substances/asbestos/asbestos-fact-sheet 5. World Health Organization. (2020). Asbestos: Elimination of Asbestos-Related Diseases. [Online]. Available: https://www.who.int/news-room/fact- sheets/detail/asbestos-elimination-of-asbestos-related-diseasesSee Answer
Q20:The Human Endocrine & Nervous Systems Assignment Questions Complete all of questions to demonstrate your knowledge and understanding of the nervous and endocrine systems. All answers must be fully in your own words and direct quotation from your sources is not permitted. You are encouraged to use labelled diagrams, either hand drawn or fully cited from secondary sources, where appropriate. You must include a references and bibliography for the full assignment with the final question. Question 1 (AC1.1) The nervous system is responsible for three main things; sensory input, information processing, and motor output, and has two main parts: . The central nervous system which is made up of the brain and spinal cord. · The peripheral nervous system which is made up of nerves that branch off from the spinal cord and extend to all parts of the body. a) Identify the key parts of the brain using a diagram to help you. You then need to describe the function of each of those parts. b) Use a diagram to help you identify the different parts of the peripheral nervous system. You then need to describe the functions of the spinal cord and peripheral nervous system. Your answer to this question must not exceed 300 words. Question 2 (AC1.2) There are two main responses to stimuli: conscious actions and reflex actions. a) Use a diagram to identify the component parts of the reflex arc. b) Explain how each part of the reflex arc works together to produce a reflex action. Use an example of a reflex action to fully explain your ideas. Your answer to this question must not exceed 300 words. Question 3 (AC1.3) The peripheral nervous system is a complex network of neurons with gaps between called synapses. Information is passed along the axons of the neurons as electrical impulses. a) Explain the how a nerve impulse propagates along the axon of a neuron. b) Explain how the electrical impulse can be transmitted across the synaptic gap. Your answer to this question must not exceed 400 words. Question 4 (AC2.1 & 2.2) The nervous system sends electrical impulses that travel very rapidly and tends to result in short term effects, such as a muscle contraction. The endocrine system is responsible for much slower signals that tend to have a much longer lasting effect on the body. a) Discuss how the endocrine system sends signals around the body, where the signals originate from, where they are targeted and explain why these signals take much longer than nerve impulses. The major glands, hormones and target tissues can be included in a table which needs to be accompanied by a brief discussion of how the endocrine system works. b) Explain how the activity of these endocrine glands are regulated. Your answer to this question must not exceed 400 words. Question 5 (AC3.1) The endocrine and nervous systems work together to help us maintain our bodies in a constant state. We can only thrive if our core body temperature and blood glucose concentration are stable within a relatively narrow range. We sometimes need to react quickly to arising situations to mitigate harm to ourselves. a) Discuss the negative feedback loop that allows us to maintain a stable core body temperature around 36.5ºC. You may use a diagram to help you if you wish. b) Discuss the negative feedback loop that allows us to maintain a mean blood glucose concentration of around 5.5 mmol/L (100 mg/dL). You may use a diagram to help you if you wish. c) Discuss the purpose of the 'fight or flight' response and how our nervous system and endocrine system work together to affect this response. Your answer to this question must not exceed 600 words.See Answer

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