Biology

This is a microbiology paper. The focus needs to be specific to the effects of oxygen both positive and negative, on microorganisms as well as the human system. Nothing about oxygen in the atmosphere, or in the ocean, or space. I don’t need the origin, or chemistry, unless it pertains to microorganisms, or cellular level. The page will be put through plagiarize software so siting is important. I would like sources that come from microbiology if possible. Just focus on the positive and negative affects of oxygen on humans and microbes.

Description (Two muscle presentation ) ( should not be too wordy must have a picture ) 1) Adductor Gracilis 2) Adductor Brevis Need 13 slides (7 for Each muscle) in APA format please with Reference page Muscle Presentation Instructions ( make sure to include all the key word such a origin insertion) Dirction are below ! Each of you will be individually tasked with “teaching the class” about TWO muscles that can be found within the lower extremity and/or the core (hip/spine/trunk region). Your report must include a PowerPoint presentation that includes the following points I. Features: Describe anatomical features such as general location and narrow down to origin and insertion as well as provide additional specific information about any bony landmarks (i.e. greater trochanter of the femur, etc.) if they are nearby, unusually developed, or prominent. II. Arthrology: Information about type of joint(s) the muscle crosses. Provide a description and examples of planes and axes used to analyze movement(s)generated at that joint by the muscle. III. Myology: Describe the qualities of the muscle fiber arrangement and tendon attachments. Discuss synergist(s) and antagonist(s) muscles and their attachment sites. Describe when synergists and antagonists contract compared to your assigned muscle. IV. Analysis of Daily Use: Describe how the muscle is used in activities of daily life to include use in both concentric and eccentric actions. Focus on the execution phase unless the muscle’s primary action is during the preparation phase. V. Analysis of Sport Use: Describe how the muscle is used in sport in both concentric and eccentric actions. Focus on the execution phase unless the muscle’s primary action is during the preparation phase. VI. Analysis of Strengthening: Describe specific exercises that strengthen the muscle during concentric action and exercise examples during eccentric action. Make sure to not just list exercises. Describe how the body is positioned to move the weight so to engage the specific muscle. VII. Analysis of Injury: Describe at least one scenario of injury to the muscle during daily use or sport. Be sure to provide a clear description of the body and joint positions as well as the source of forces that lead to the injury. Describe one example of the type of modifications of movement a person must make to compensate and complete tasks as normally as possible when the muscle function is temporarily or permanently lost due to injury. VIII. Your presentation should take no longer than 6-8 minutes and should have no more than 12-15 slides (including title and reference list slides). IX. The grading rubric is simple, to receive full points: a. Show the class that you have a good understanding of your assigned muscles and be sure to include a discussion of all points listed above in a well-organized/designed PowerPoint presentation. Effective pictures will help. b. Include an APA-formatted reference list at the end of the PowerPoint. c. You will be graded on the quality of your presentation as well as the content/organization of your PowerPoint. Information you gather for this report will come from many sources. A minimum of one of those sources must come from a published research article. The best way to gather information from a research article is to read it and then summarize it in your own words. That way you can use ideas developed by the authors in your paper and give the authors credit for it. Feel free to include your research summary at the end of the PowerPoint.

Choose to research either viruses or prions and find reliable internet resources to learn more about the group. Describe the characteristics of the group (viruses or prions). Analyze whether or not your group (viruses or prions) satisfy the emergent properties of life. Decide whether you would classify your group as alive or not. Explain what criteria you used to support your decision. Cite your sources using AMA format.6. (.org or .gov)

Choose one specific location on the body (e.g., hand, thigh, abdomen, etc.) and respond to the following in a post of at least 300 words: Describe the structure of each layer of skin at your chosen location and how it is related to its specific function at that location. Describe how the structure of skin appendages present at your chosen location is adapted for its given function. What joints are present in your chosen location? Describe the structure of the joint(s) and associated bones and other structures. What function does this joint perform?

This week, much of your material focuses on cells and organelles, but part of your readings focuses on where the first living organisms came from. In this week’s discussion, we will be talking about hypotheses surrounding the origin of life on earth. Please read the folllowing: 7 Theories on the Origin of Life Choose one of the “theories” (they are actually hypotheses, not theories, but I didn’t write the article) from the slideshow above – all of them are mentioned at some point in From Soup to Cells. Please research that hypothesis using outside sources. In your initial response, please describe the hypothesis in your own words. What lines of evidence do scientists seem to think make the hypothesis seem possible? What are some of the weaknesses of the hypothesis? Be sure to include at least one outside source that you have found, as well as list of your sources in MLA formatting.  https://www.livescience.com/13363-7-theories-origin-life.html

Answer the following questions about Antimycin A in a few paragraphs. What is the basic purpose of cellular respiration? What are the reactants and products of cellular respiration overall? Also, give a basic description of the three main stages of cellular respiration (glycolysis, Kreb cycle, and the electron transport chain) Your next paragraph will focus on your assigned inhibitor. You should find one to two reliable sources that discuss how your assigned inhibitor works. Focus on the enzyme inhibited by your assigned inhibitor, and the part of cellular respiration that would be affected. What effect would the presence of your assigned inhibitor have on ATP production? What effect would the presence of your inhibitor have on the amount of NAD+, NADH, pyruvate, and oxygen present in the cell? If cellular respiration is blocked, can cells switch to a backup method for making ATP?

Explain in detail the difference between sex, gender, or gender typing, transgender,  Non-Binary, Theybies and why does the distinction matter in the context of motor development? What is the role of the Socializing Agent?  What degree of impact does the socializing agent have in the development of a child? Please elaborate and provide logical examples of the required reading and video synthesis? Video: https://www.youtube.com/watch?v=NpYlE_EjX9M

Randall, L. (2018). What is Dark Matter? Retrieved from             https://www.nature.com/articles/d41586-018-05096-y This is the reference that I need the article written from

Bio 1200: Anatomy and Physiology II Formal Writing Assignment Rationale Understanding the basic biology principles is key to being successful in anatomy and physiology or any related fields (nursing, pre-physical therapy, pre-physician, etc.). Students focus more on memorizing these basic principles and are often lost when the emphasis is made on understanding structure and function. Instead of memorizing, students form the connection early on to be successful in their respective allied health fields or explain complex terminology to non-science people. Listed below are the goals that are to be achieved in the completion of this assignment: • Students can relate Anatomy and Physiology topics to disorders/diseases they might encounter (news, family, or friends). • Introduce students to the research that drives the development of treatments for the disorders/diseases. • Provide the opportunity for the student to convey the information to someone who lacks a scientific background. Assignment Each student will pick one of 30 topics. If the topic reached capacity (four students per topic), please have three potential backup topics. Students will notice that most of the topics are multisystemic. Whether the topic covers one system or multiple systems, students are responsible for the following: • Look for a clinical case study (or clinical case reports) about the topic. The clinical case study must come from a reputable journal—the most common place to find case studies in the New England Journal of Medicine. The case study acts as the paper template, which means that the person described is the student’s patient. Students will explain how the disorder developed, symptoms, and treatments to the patient or friend/family member about what is happening. • Students will review background information (review and research articles) to understand the topic. • Based on the case study, students should be able to answer the following questions: a. What is the likely mechanism for the disorder? Or what caused the disorder? – As students evaluate the clinical case study, they will notice a few cut-n-dry (not textbook) cases. Students will explain why the disease manifested. This question allows students to analyze the physiological changes, which allows for the rationale for therapy and prognosis. For instance, the cause of pernicious anemia is the inability to absorb vitamin B-12. Instead of memorizing this fact, students should think that the destruction of the parietal cells by immune cells results in decreased intrinsic factor production. Thus, the lack of intrinsic factor will cause a decrease in vitamin B-12 absorption. Clinical case studies will report autoimmune gastritis or a gastric disease that will affect parietal cell development. b. What is the likely cellular response to a certain change in the environment? – The environment is a loose term. Macroscopic and microscopic responses are essential in understanding how the individual cell or organ adapts to stressors (chemical, trauma, genetic, etc.). For instance, erythrocyte (red blood cell) production is due to the hormone erythropoietin. Erythropoietin is produced mainly by the kidney, but the liver and spleen produce some erythropoietin. The oxygen levels in the body regulate erythropoietin levels. When oxygen levels fall, erythropoietin level Bio 1200: Anatomy and Physiology II Formal Writing Assignment increases, thus causing an increase in red blood cell production. While, if oxygen levels increase, erythropoietin levels will decrease. For a student with the topic of sickle cell anemia use a case study that mentioned kidney disease, the student is then tasked with explaining why a decrease in kidney function would exacerbate (worsen) sickle cell anemia symptoms. c. With references to cellular and biochemical processes, explain the clinical symptoms expected? – Most good clinical cases will mention a cellular and biochemical process. Understanding the underlying processes allows students to explore the relationships between microscopic physiology and clinical symptoms and signs. For example, a patient experiencing signs of pernicious or sickle cell anemia can experience weight loss, jaundice, numbness, and tingling of the hands, to name a few symptoms. Students have the opportunity to explain the relationship between how the disease was detected from subclinical symptoms (symptoms that might have arisen before) and clinical symptoms that lead to the diagnosis. d. What is the likely disease process based on the graphs and charts presented in either the clinical article or a research article? – Good clinical cases present a chart of the lab data, histological views, ultrasound figures, etc. Interpretation of data is critical in understanding the correlation between the graphic/chart data and the physiological process. For instance, a hematocrit is a tool used to measure the percentage of red blood cells in the blood. The normal reference range for an adult male hematocrit is between 41.9 – 53.0%. A 62-year-old male has a hematocrit of 18.7%; then, we know there is an issue with his red blood cell production. This will also cause symptoms to manifest that relate to anemia. e. What is the likely mechanism being affected by medication or treatments? – Understanding the cellular and biochemical response is not only crucial for studying the mechanism behind the disease, but it is also crucial in understanding the course of treatment. For instance, someone with sickle cell anemia that is suffering from kidney disease might be treated with dialysis, placed on an organ transplant list, and give synthetic erythropoietin. Understanding the reasoning for the treatment is essential for a patient’s survival and quality of life. Guidelines This formal writing assignment is an expository essay, which is not the same as a paper about a disorder. An expository essay is a verbal explanation of a concept to an individual. In this case, students are the doctor/nurse practitioner/physician assistant who has to explain the disorder (concept) to the clinical case patient or friend/family of the person in the clinical case(individual). The audience that students are writing for is someone who lacks a scientific background. Ensure that students give a thorough, comprehensive, and clear explanation when addressing questions. The paper should reflect the effort students placed in completing the assignment and summarization of complex concepts. Spelling, grammar, and quality of reference (i.e., clinical case and supporting documents) are incorporated into the project grade. Students’ paper’s text portion must be 5 – 8 typewritten pages in length, using 12-point font, preferably Time New Roman, Arial or Calibri, and double spaced. Students’ references must follow a consistent format and not count as part of the 5 – 8-page text requirement. A copy of the clinical case should accompany the paper (see the syllabus due dates). Bio 1200: Anatomy and Physiology II Formal Writing Assignment Citations Students are to use the APA (American Psychological Association) style of citation, which is not to be confused with writing a paper using the APA style, which means no title page, abstract, or subheading throughout the paper. APA in-text citation follows the author-date method. Students should not use direct quotes in their paper; rather, they will paraphrase ideas from others’ work. Most non-science APA guidelines use in-text references that use page numbers; however, students will omit the page number when quoting a reference in-text for this paper. The page number of journals or books will be placed in the reference list at the end of the paper. There are two ways to reference paraphrased statements: 1. The low absorption from the GIT suggested by Abou-Donia et al. (2008)… 2. …are superior to conservative therapies in managing type 2 diabetes (Mingrone et al., 2012; Raghow, 2013). For the paper, students will use the second style of reference to place the sources in parenthesis and not directly quoted. Single and two author sources will only use the last names followed by the year of publication (example: Smith, 2017 or Smith and Jones 2002). More than two authors are cited using the first author’s last name, followed by the phrase “et al.” in every citation. When two or more citations are included in a grouping within a sentence, the citations within grouping are arranged in chronological order. Multiple citations for a given year are further arranged alphabetically. Example: … it is controversial whether sleeve gastrectomy has the same effect for lower BMI patients (Lee et al., 2011 a, b; Al 2014). For more information, please visit Purdue University Online Writing Lab for in-text citation: basics and in-text citation: author/authors. Students may include several of one type and none of others, or students may use one or more references of each type shown in these examples. Do not include the phrase “Book”, “Magazine” or other such designation in your citations. For more information, please visit Purdue University Online Writing Lab for reference list: basic rules and reference list: author/authors. Book Boyle, M.A. and S. Long, 2013. Personal Nutrition. (8th ed) Wadsworth Publishing, Belmont, California. Technical article Reynolds, L.P., M.C. Wulster-Radcliff, D.K. Aaron and T.A. Davis, 2015. Importance of Animals in Agricultural Sustainability and Food Security. J/ Nutr. 145:1377 – 1379. Dissertaion/Thesis Schindler, J. 2010. The effect of Nutrition Education on Children’s Healthy Food Choices. Bachelor of Science Thesis. College of William and Mary, Williamsburg, Virginia. Website Haraminac, E. 2015. Eating the right food for a healthy body and bones. Michigan State University Extension. Available at: http://www.msue.anr.msu.edu/news. Accessed July 27, 2015. Topics for the Assignment Bio 1200: Anatomy and Physiology II Formal Writing Assignment Each student will choose one of the following topics (have three backup topics): Polycystic Ovarian Syndrome Pernicious Anemias Polycystic Kidney Disease Hypopituitarism Thalassemia Systemic Lupus Erythematosus Graves’ Disease Sickle Cell Disease Non-Hodgkin Lymphoma Diabetes mellitus Cardiomyopathy Chronic Granulomatous Disease Multiple Endocrine Neoplasia Endocarditis Acute Myeloid Leukemia Hashimoto’s Thyroiditis Ischemic Heart Disease Mastocytosis Celiac Disease Chronic Obstructive Pulmonary Disease Uterine Fibroids Crohn’s Disease Neonatal Respiratory Distress Syndrome Endometriosis Irritable Bowel Syndrome Pneumonia Prostate Cancer Pancreatitis Pyelonephritis Erectile Dysfunction

The Dynamic Cell Eukaryotic cells are more structurally advanced than prokaryotic cells. In a 1-2 page Word document, describe the structure and function of each of the eukaryotic organelles. Distinguish between those that are and are not membranous. Explain the importance of membrane structure and function in the organization of living processes within cells.