Tag: Science

You need to provide a summary of the module reading. The summary needs to include information from each section of the chapter. This information will be used to help you complete the activities for the week. The summary will also be useful for you when preparing for the exams. Your summary needs to be at least two full pages long typed with 12 point font, 1 inch margins.

Respirator Questions

1. What five areas are required to follow the respirator standard?
2. Identify three mandatory appendices areas required by respirator standard.
3. Identify three types of respirators which required fit testing.
4. What is a high efficiency respirator filter?
5. What is a canister or cartridge?
6. What is and End-of-Service-Life indicator?
7. What is a negative pressure respirator?
8. What is an Air-Purifying Respirator?
9. What is an atmosphere Supplying Respirator?
10. What is a SCBA?
11. What are the two types of user seal checks?
12. What is a Qualitative Fit Test?
13. What is a Quantitative fit test?
14. What is the definition of IDLH?
15. What is an oxygen deficient atmosphere?
16. Identify two requirements of a Respirator Program.
17. Identify two requirements of employer when employee is allowed to use respirator when a respirator is not required.
18. Identify three respirator program elements.
19. What is the respirator selection requirement in relation to sizes and models?
20. What two types of respirators can be used in IDLH atmospheres?
21. What is employer required to do if there is no ESLI appropriate for conditions?
22. Filters certified for particulates should have what median diameter?
23. What type of respirator should be used for Tuberculosis?
24. Identify two types of medical evaluation required for respirator users.
25. What type of fit testing must be used if you want to get fit factor over 100?
26. Identify two requirements for breathing air quality.
27. Identify two recordkeeping requirements for respirators.

Purpose: The purpose of the project is to serve as an artifact, showing that students have demonstrated achieving the competency of scientific literacy.

This assignment specifically addresses 2. Communication. 3. Information Literacy. 4. Critical Thinking. 5. Scientific Literacy.

This project requires the ability to understand and apply scientific knowledge that you acquire both inside and outside the anatomy and physiology classroom. You will be presented a pathology that is applicable to the systems we have covered and will be assigned by your instructor. This is a pathology that you may encounter in your nursing career.

You are expected to clearly understand the meaning of each topic before you construct your answers. For example, you are expected to know the meaning of “homeostasis” and to understand the topics that are connected to it. Don’t forget to read and understand the rubric before you start. Refer to it often – it will help guide you through the process.

	Criteria
1	Description of the pathology
2	Normal anatomy of major body system affected
3	Normal physiology of body system affected
4	Mechanism of pathophysiology
5	Prevention
6	Treatment

• Students will be assigned individual topics related to physiology and pathological conditions of physiological systems.
• The paper will be a minimum of 4 and a maximum of 6 pages long not including a title and reference pages.
• A minimum of three APA-style references must be included in the paper. There should be an APA-format references page at the end of the presentation. Additionally, in-text citations should be included when appropriate. Reputable resources include peer-reviewed journal articles, textbooks, interviews with clinicians who deal with these pathologies on a daily basis, personal experiences, class lectures, and other scientific sources.
• The student should use a font size of 12, Times New Roman, and double-spaced throughout. The paper should be written with the text aligned to the left margin with 1” margins.
• The student is expected to compose ideas in their own words, and only use text from other sources as a minor supplement.

A similar condition in adults is acromegaly, a disorder that results in the growth of bones in the face, hands, and feet in response to excessive levels of GH in individuals who have stopped growing.

Figure 17.10Hormonal Regulation of Growth Growth hormone (GH) directly accelerates the rate of protein synthesis in skeletal muscle and bones. Insulin-like growth factor 1 (IGF-1) is activated by growth hormone and indirectly supports the formation of new proteins in muscle cells and bone.

Ref:

Betts, J. G. (2013). Anatomy & Physiology. OpenStax College, Rice University The Endocrine System Chapter 17

Help me study for my Biology class. I’m stuck and don’t understand.

Hello

I have attached the questions and the article. Please answer each question properly and no plagiarism. the length does not matter as long as you answer the question fully.

Here at USF we’re in (sort of) close proximity to a whole lot of interesting coastline in Pinellas County, along the Gulf of Mexico, stretching from Fort Desoto Park in the south to Caladesi/Honeymoon Island parks and recreation areas in the north and further, up to Anclote Keys. Our coastline shows a lot of the classic features of a “submergent” coast, and it shows the spectrum of effects encountered with human interactions with coastal processes, from essentially undisturbed segments of coastline those that have been substantially modified and engineered.

This activity is intended to be a short tour of the Pinellas County coastline in Google Earth, looking for features and structures discussed in our E-text and in our other activities.

1) See if you can find the following features of Passive Margin coastlines that were discussed in the text. Capture and paste in a picture of each.

a) Sand Spit

b) Baymouth Bar

c) sandy Shoals

2) Along the Pinellas County coast, there are a number of examples, visible in Google Earth, of engineering structures built along the coastline. Find and paste in pictures of each of these:

a) a Groin

b) a Jetty

c) a Seawall

d) Breakwaters

3) Take a closer look at the Breakwaters you found. How does the beach inboard of these structures differ from the beaches at a distance from them? What is happening to cause this?

• Within the challenge/technology you chose, think of one or more ways that some specific engineering product/system or application of the product/system might raise an ethical issue that could affect human beings who use the product/system or are somehow affected by it or by someone else’s use of it.
• •Youcan use your imagination—the engineering product/system may not yet exist. Thiscan be a “what if” scenario. (“What if everyone had a computer chip embedded intheir big toe that would carry all their medical information and all thecomputer passwords?” Note: don’t use this one J)
• please find the attached Doc 32 for more details

Laboratory Exercise Questions

~~1. Identify the shape and Gram reaction of the following bacterium. (4 points)

What are the shape and Gram reaction of these bacteria?

undefinedundefinedScience Image Library

~~2. Identify examples of pathogenic members of kingdom Eubacteria from Lab 11. Name three bacteria (using scientific names) and the diseases they cause in humans. (6 points)

a. Name and disease:

b. Name and disease:

c. Name and disease:

~~3. Are members of the kingdom Eubacteria single-celled or multicellular? Are the Eubacteria prokaryotes or eukaryotes? (4 points)

~~4. State two ways that humans purposefully use bacteria. (4 points)

a.

b.

~~5. Identify examples of pathogenic members of kingdom Protista from Lab 11. Name three protists (scientific names) and the diseases they cause in humans. (6 points)

a. Name and disease:

b. Name and disease:

c. Name and disease:

~~6. Do all members of the kingdom Protista possess flagella? Justify your answer using information from Lab 11. (4 points)

~~7. Were the diatoms observed under the virtual microscope alive or dead? Explain your answer. (2 points)

~~8. State three industrial uses of Fungi covered in Lab 11. (6 points)

a.

b.

c.

~~9. Fungi:

a. What are the haploid reproductive structures of Fungi called? (1 point)

b. What is the name of the indicated reproductive structure in the image below? (2 points)

c. Per Lab 11, name an example of a fungal species that uses this reproductive structure indicated in the image below. (2 points)

by CDC/Dr. Lucille K. George
License: Public Domain

~~10. Identify whether each the following is characteristic of a monocot or a dicot. (6 points)

a. Having one cotyledon:

b. Vascular bundles scattered throughout the stem:

c. Pinnate venation:

d. 3 lobed flowers:

e. Having two cotyledons:

f. Palmate venation:

~~11. View the image below of primary growth of a root. Identify each structure indicated below with a letter. (6 points)

a.

b.

c.

d.

e.

f.

Label the root parts, A, B, C, D, E, F.

undefinedundefinedOpenStaxundefinedCC BY 4.0undefined

~~12. What did the celery look like on each of the following days? (6 points)

a. Day 1:

b. Day 2:

c. Day 3:

~~13. Celery leaf structure:

a. Given the venation, is celery a monocot or a dicot? (2 point)

c. b. Which specific structures are responsible for transporting the dyed fluid up the stem and into the leaves of the celery? (2 points)

~~14. What is the name for the type of plants that use flowers as their reproductive structure? (2 points)

~~15. Using the image below, identify each structure of the flower as indicated. (5 points)

a.

b.

c.

d.

e.

f.

g.

h.

i.

j.

Label the flower structures A through J.

~~16. Identify the venation of the plant leaf seen below. Is this leaf simple or compound? (2 points)

~~17. List the distinguishing characteristics of the Animalia kingdom, per Lab 11. (6 points)

a.
b.
c.
d.
e.
f.

~~18. Describe one way that animals are classified, illustrate this by using a specific example. (2 points)

Application Question

~~19. How might the information gained from this lab pertaining to the various kingdoms be useful to you, or how can you apply this knowledge to your everyday life as a non-scientist? The application will be graded according to the rubric below. (20 points)

Overview

The final project for this course is a retrospective that identifies the “lessons learned” from the Scrum Team’s product-development process. For assistance with writing this final retrospective, you will reflect on your thoughts in journal assignments as you take on the various roles on the Scrum Team.

Prompt

In this third journal assignment, you will think about your work as the product tester for the travel booking software and how you interpret the user stories to develop test cases. Consider the following questions to guide your journal assignment:

• What elements of the user stories were the most helpful in developing your initial test cases?
• What was missing from the user stories that would have been helpful?
• How might you go about getting this additional information?
• Create a sample email that would effectively relate your needs and prompt a proper response. Be sure to identify the recipient of the communication and the specific information you expect to receive.

Imagine that you have engineered a set of genes, each encoding a protein with a pair of conflicting signal sequences that specify different compartments. If the genes were expressed in a cell, predict which signal would win out for the following combinations. Explain your reasoning.

1. Signals for import into nucleus and import into ER.
2. Signals for import into peroxisomes and import into ER.

for these two cases, I know that signals for ER works first.

but I don’t completely understand. I know that ER signal is at N-terminus and peroxisome is at C-terminus. and I don’t understand how it affects the answer. and also I don’t understand how signals for ER can work before fully synthesized while others can’t.