What are some of the emotional and physical problems associated with childhood and adolescent obesity?

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    Hello this is a Nutrition and Diet Therapy II class (biology ) and this is a discussion post so please read the instructions below. If you use  any sources; please list it. and NO PLAGIARISM.

Discussion #2 – Childhood Obesity

Your response should be a minimum of 250 words

Childhood  obesity has more than doubled in children and quadrupled in adolescents  in the past 30 years.  Many say the rise is due to poor dietary  factors, while others will say it’s due to the sedentary lifestyle that a  large majority of children lead each day.  The long-term effects of  obesity can be debilitating.

1.  What are some of the emotional and physical problems associated with childhood and adolescent obesity?

2.  Who do you think is primarily to blame for the childhood obesity crisis in America?  Why?

3.  If you were placed on a government committee and asked to come up  with ONE solution that could potentially reduce the prevalence of  childhood obesity in future generations, what would your solution be?   Explain why you feel your solution would work by giving 1-2 supporting  pieces of evidence.

Your response should be a minimum of 250 words.  Many say the rise is due to poor dietary  factors, while others will say it’s due to the sedentary lifestyle that a  large majority of children lead each day.  The long-term effects of  obesity can be debilitating

Describe at least 2 benefits and 2 drawbacks there might be for animal cells (including humans) to make their own food through photosynthesis

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 Minimum 200 Words.

 

Assignment Details

Photosynthesis and Chloroplasts

You will read that only plants, algae, and some bacteria are photosynthetic. There is an exception to this, however. One species of sea slug has found a way to steal chloroplasts, store them in glands lining its digestive tract, and live on the sugar that is produced (Milius, 2010).

Focus your discussion on 1 of the following topics:

  • Describe at least 2 benefits and 2 drawbacks there might be for animal cells (including humans) to make their own food through photosynthesis.
  • Explain which cells, tissues, or organs should be modified to lead to successful photosynthesis in animals. Discuss how this compares to a plant’s leaves.
  • Describe at least 1 requirement for photosynthesis that would need to be considered for chloroplasts to function in an animal or a human.
  • Predict 2 or more consequences of photosynthesis in humans.

Recommended: Click on the following links to review materials to enhance your knowledge and assist with your discussion post.

Chloroplast-Stealing Sea Slug

Photosynthesis

Utilize at least 1 credible source to support the arguments presented in your post. Make sure you cite appropriately within your narrative and list the reference(s) in APA format.

References

Farabee, M. J. (2007). Photosynthesis. Retrieved from https://www2.estrellamountain.edu/faculty/farabee/BIOBK/BioBookPS.html

Milius, S. (2010). Green sea slug is part animal, part plant. Wired. Retrieved from http://www.wired.com/wiredscience/2010/01/green-sea-slug/

what is the value of life?

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 After reading chapters 11 and 12 of the McLaughlin & McLaughlin text, what set of values identified in the chapter would you consider important to any national health policy? Do we meet your set of values currently and if not, how do we get there? In your opinion, what is the value of life? How does it compare to the Christian worldview? How does it compare to other cultures and worldviews?

Your thread is due by 11:59 p.m. (ET) on Thursday, and your three replies are due by 11:59 p.m. (ET) on Saturday.

I need one Main Post (Minimum 400 words) and three Responses (200-250 Words each)

Below are the specific requirements for each part of this assignment.

THREADS:

· Must be at least 400 words.

· A minimum of one source is required (course textbook may be used).

· Citations used should be formatted in APA.

· Should thoroughly address the topic prompt, using citations as appropriate.

REPLIES:

· Must post at least three 200–250-word replies to your classmates/instructor per forum.

· Should expand upon ideas expressed in your classmates’ threads by adding new ideas to points that you agree with and/or explaining areas of disagreement.

· Should be posted intermittently throughout the forum.  Do not complete all of the replies at one time; instead, allow for conversation to develop by posting multiple times throughout the week.

· A minimum of one source per reply is required (course textbook may be used).

· Citations used should be formatted in APA.

I have attached the Discussion Rubic as to how the Main post and Responses would be Graded. Please follow every single Instruction. There is a Video attachment too that NEEDS TO BE USED doing the work

I have also attached the Main post of two students and one for instructor you need to respond to. Please send me the main post as well as the responses

Required Resources:

McLaughlin, C. P., & McLaughlin, C. D. (2015). Health policy analysis: An interdisciplinary approach (2nd ed.). Sudbury, MA: Jones and Bartlett. ISBN: 9781284037777.

American Psychological Association. Publication manual of the American Psychological Association (Current ed.). Washington, DC: Author.

Iverson, C, Christiansen, S, & Flanagin, A. AMA Manual of Style: A Guide for Authors and Editors Current ed. New York, NY: Oxford University Press.

Requirement from Instructor:

This week I have posted my final thoughts on our current state of affairs within the area of Health Care Policy and hope you will take the opportunity to read and comment. It is OK to disagree as well. Remember that a response to my post counts in your three responses, so please engage, as you feel directed.

What term is used to describe a neuron that is not transmitting a signal?

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Passing a signal from one neuron to another – Chemical synapse

If the nervous system is going to function properly, neurons must be able to communicate with each other by passing signals to one another. This occurs at a synapse, or relay point between two cells. The most common type of synapse in the nervous system of animals is chemical synapse. Chemical synapse occurs in the narrow space between the axon terminal of the sending neuron and the dendrite of the receiving neuron.

Revised 10/19/2011

When action potential reaches the axon terminal, it is converted into a chemical signal. This chemical signal comes in the form of a neurotransmitter (a chemical that carries information from one nerve cell to another). Once the action potential arrives at the end of the neuron, it stimulates vesicles containing a neurotransmitter. The vesicle will then fuse with the cell membrane and release the neurotransmitter into the synaptic cleft using the process of exocytosis. The released neurotransmitters diffuse across the synaptic cleft and bind to receptor molecules, which are proteins attached to ion channels within the membrane of the receiving cell. The binding of the neurotransmitters to the receptor molecules causes the ion channels to open, allowing Na+ to diffuse into the cell. This influx of Na+ ions causes an action potential in the receiving neuron. The neurotransmitter is then either broken down or transported back to the sending neuron to be reused. The absence of neurotransmitters in the synaptic cleft causes the ion channels to close and the signal to end.

Analysis Questions Directions: Answer question based on readings

1. What term is used to describe a neuron that is not transmitting a signal?

2. Describe the conditions inside and outside of a neuron during resting potential.

3. Describe the conditions inside and outside of a neuron during action potential.

4. What causes a neuron to change from resting potential to action potential?

5. What causes a neuron to return to a resting potential from an action potential?

6. How is a signal transmitted through a single neuron?

7. What is a neurotransmitter?

8. How are neurotransmitters secreted into the synaptic cleft?

9. How does a neurotransmitter cause an action potential in a receiving neuron?

10. How is the signal between neurons stop?

How did eradication of Rinderpest from East Africa increase both the tree and giraffe populations in the Serengeti?

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(1) Trophic Cascades in theSerengeti. Watch Dr. Cox’s video on “What Rinderpest eradication taught us about the Serengeti”, which can be found in the Instructor Insights folder for this week. Then address the following questions: (a) How did eradication of Rinderpest from East Africa increase both the tree and giraffe populations in the Serengeti? (b) How did eradication of Rinderpest from East Africa increase the population of predator species in the Serengeti? (c) What does this tell us about ecosystems?
  • (2) Shrinking Red Knots. Read two of the following three articles: Briggs (2016); Dussault (2016); Zimmer (2016). (A) In your own words summarize the basic story that the articles have in common. (B) Of the two articles you read, which of them do you prefer? Why?
  • (3) Biomes. The term “biome” is described in the textbook. For this topic, describe the biome where you grew up (or where you currently live). Identify your location, the biome of the region, and describe the major characteristics of that biome. Add enough detail and commentary from your own experience, so that your answer is 125 words or more. If you’re really ambitious, you could consider looking up the “ecoregion”. The EPA maintains information about that.

References.

Cox, J. F. (2017). What Rinderpest eradication taught us about the Serengeti. [Video]

Briggs, H. (2016, May 13). Shrinking bird pays the bill for Arctic warming. Retrieved from http://www.bbc.com/news/science-environment- 36266692

Dussault, J. (2016, May 12). Climate change chould be shrinking these arctic birds. The Christian Science Monitor. Retrieved from http://www.csmonitor.com/Science/2016/0512/Climate-change-could-be-shrinking-these-Arctic-birds

Zimmer, C. (2016, May 12). Climate change and the case of the shrinking red knots. The New York Times. Retrieved from http://www.nytimes.com/2016/05/17/science/climate-change-bird-red-knots.html?_r=0

Human culture is changing faster than humans can evolve

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Sexual selection is a specific form of natural selection that states that some individuals in a population are more reproductively successful than others. The theory goes on to discuss traits that occur in individuals that don’t really offer increased survivability, but seemingly are in place for the sole purpose of attracting a mate. A male peacock’s bright feathers and horns of a male ibex are examples of these sexual traits.

Can you think of other examples? Do humans display any of these characteristics? 50 words count

 

Human culture is changing faster than humans can evolve. What evidence of rapid environmental change do you see locally, nationally, and globally? Explain. 50 words count

Write a paragraph on allele frequency and a paragraph on gene pool.

comment on Katelynn post 50 word count

 

One major change in our environment, as compared to most of human history, is our access to food! I think of how easy it is for me to run to the grocery store and pick up food shipped here from all over the world. It has not always been such a simple and common thing to enjoy the produce of other continents. Our “food environment” has, in a way, expanded beyond our immediate geographic location, and so our access to more varied nutrient sources is heightened. We also have abundant access to junk food! So, there is great opportunity for the emergence of both wonderfully healthy populations and woefully disease-ridden populations.

 explain how the 14C in the labelled glucose and fructose is incorporated into the CO2 released.

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Introduction to Biochemistry

4LMS0001

Interpretative assignment 2017-18

Your answers should be written in a Word document. This should only contain the text of the answers (and not the details of the experiments or the text of the questions). The maximum word count for the assignment is 1000 words. The work should be submitted electronically via StudyNet.

Objectives

· To introduce you to data interpretation and develop your interpretive skills.

· To show how metabolism can be studied.

· To show how studies of metabolism can be used to identify biochemical lesions.

· To develop your understanding of the glycolytic pathway.

Learning Outcomes

At the end of this exercise you should be able to:

· Understand what is meant by a U-14C label and how it can be used.

· Be very familiar with the glycolytic pathway.

· Understand some of the principles of the activation and action of toxicants.

· Have developed your ability to analyse data and think about metabolism logically.

Introduction

The glycoside beta drummin has been shown to be an effective reversible male anti-fertility agent in ram and boar. The primary contraceptive effect appears to be directly on spermatozoa within the cauda epididymis.

Adverse side effects have precluded human trials and it was decided to investigate the mechanism of action of beta drummin in order to develop less toxic anti-fertility analogues.

Radiolabelled substrates were used to elucidate where the compound was having an effect on metabolism. The substrates are designated U-14C which indicates that a proportion of the C atoms are the 14C isotope, U indicating that all the carbon atoms in the molecule are labelled rather than one specifically. The following experiments were carried out.

Experiment 1

Ram spermatozoa were washed in buffer (ram spermatozoa washed, RSW) and incubated for 3 hours with U-14C glucose (15mM) or U-14C fructose (10mM) in the presence of beta drummin (0.1mM). Oxygen uptake, as an indicator of aerobic respiration, was measured. Radioactivity recovered in the CO2 released as a result of oxidation of the substrate was also measured. Both were decreased to 50% in treated samples compared with control values. There was no accumulation of lactate.

Experiment 2

Incubation of RSW with U-14C pyruvate (5mM) or U-14C lactate (5mM) needed beta drummin at a concentration of 10-100mM to cause a 50% inhibition in oxygen uptake and 50% inhibition in CO2 released.

Experiment 3

Further incubations of RSW with inhibitor only, such that endogenous substrates (presumably lipid) are required for oxidation, resulted in negligible inhibition. Even when 100mM beta drummin was added the oxygen consumption was decreased by only 20%.

Experiment 4

RSW were incubated with fructose (15mM) in the presence and absence of beta drummin (3mM) and concentrations of glycolytic intermediates were measured. The results for samples treated with beta drummin, expressed as a percentage of control, are shown in Table 1.

Table 1: Concentrations of Intermediates of Glycolysis following incubation of RSW with beta drummin.

Concentration% of control value
glucose-6-phosphate50 +/-2
fructose-6-phosphate52 +/-3
fructose-1,6 bisphosphate3,280 +/-100
dihydroxyacetone phosphate280 +/- 20
glyceraldehyde-3-phosphate>300
3-phosphoglycerateNot detected*
2-phosphoglycerateNot detected*
phosphoenolpyruvateNot detected*
pyruvate2 +/-0.1
lactate0

* The assay method used could not detect these compounds in control or test incubates. In a separate experiment it was found that if two control incubates were pooled and the pooled volumes reduced by 50%, the assay method could just measure these compounds.

Experiment 5

Purified glycolytic enzymes were prepared from RSW and assayed for activity. Addition of beta drummin at final concentrations as high as 300mM to the reaction cuvettes had no effect on the activity of any of the glycolytic enzymes assayed including hexokinase, phosphofructokinase (PFK), aldolase, triose phosphate isomerise, glyceraldehyde-3-phosphate dehydrogenase, phosphoglycerate kinase, pyruvate kinase and lactate dehydrogenase (LDH).

Questions

1. In just a few sentences explain how the 14C in the labelled glucose and fructose is incorporated into the CO2 released. (Only an overview, precise details of the pathways are not required.)

(10 marks)

2. What is the significance of the lack of accumulation of lactate in Experiment 1?

(10 marks)

3. What two explanations can you offer for the decrease in O2 uptake and CO2 output in the presence of beta drummin?

(10 marks)

4. Explain why the results of Experiment 2 point to some blockage of the glycolytic pathway by beta drummin.

(10 marks)

5. Explain why the results of Experiment 3 confirm the findings of Experiment 2.

(10 marks)

6. Suggest the probable site of beta drummin inhibition from the data in Table 1, explaining your reasoning.

(10 marks)

7. Give reasons why fructose-1,6 bisphosphate should be relatively so high.

(10 marks)

8. Postulate why beta drummin is effective as an inhibitor only when added to crude extracts but not when added to purified enzymes.

(10 marks)

9. What is the probable mechanism of inhibition shown when beta drummin acts in vivo?

(10 marks)

10. What is the physiological explanation for the anti-fertility effect of beta drummin?

(10 marks)

Guidelines

1) The total word count for the document is 1000 words.

2) The assignment should be typed, single-sided, double spaced in size 12 font. Please leave a standard margin on all edges (approximately 2.5 cm) and number the pages.

3) To facilitate anonymous marking please ensure your student number and word count are included in the header/footer of the assignment.

4) You should submit a document that has only the answers to each question (do not include the questions themselves).

5) You should submit a file that has only your student number as the filename.

6) Your name should not appear anywhere in the document.

7) Read through the information given and the questions at least twice before attempting your answers.

Failure to follow these guidelines will result in 5% being deducted from your overall mark.

The information is presented in a logical step-by-step way. Only consider the data for the specific experiment in each question, building on what you have already discovered, without including assumptions from later experiments.

4

Describe two (2) techniques required to study ecosystems then provide an example of each technique

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Week 10 Discussion:

Using what you’ve learned this week, respond to the following prompts in your post:

  • Describe the key differences between primary, secondary, and tertiary prevention programs. Next, discuss whether or not you believe these programs are effective. Provide support for your response.
  • The death penalty is a serious punishment for committing a serious crime. In your opinion, what do you think should be the age for which a child could be put to death for committing a crime? Explain your reasoning.

And second discussion:SCI 115: Introduction To Biology,

Week 10 Discussion

  • “Effects on the Environment”

Note: Online students, please respond to one (1) of the following four (4) bulleted items.

  • Discuss three (3) positive and three (3) negative impacts of humans on the biosphere. Which positive and negative impacts do you believe are the most significant to consider. Justify your response.
  • Describe two (2) techniques required to study ecosystems then provide an example of each technique. Suggest two (2) advantages and (2) disadvantages for each of your chosen techniques.
  • Listen to the Ted Talk titled “Jane Poynter: Life in Biosphere 2” found here. Suggest three (3) lessons we can learn from this experiment then describe what you believe life will be like living in an extreme environment (e.g., underwater, outer space). Justify your response.
  • Read the BBC article entitled, “Global warming increases ‘food shocks’ threat” found here. Next in your own words define global warming and state three (3) effects of global warming that you believe will have the greatest impact. Lastly debate whether or not you believe that science could improve the nutrition of millions around the globe. Justify your response.

Please note that there are two different discussion questions that need to be answered. Also, for final payment only put the amount that is left after the handshake..no plag, and references

Explained issues associated with awarding pay increases.

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Create a Diversity Office

Shortly after the CNO (Chief Nurse Officer) completed her annual performance appraisal and salary evaluations, as required by the Joint Commission; you are confronted by a minority female RN that claims that her wages are substantially less than her male RN counterpart who is performing the exact same job in the oncology department. She feels as if she is being discriminated against. You realize you have no procedures in place to address these issues. Although minorities continue to be underrepresented within the healthcare workforce, your healthcare systems has continued to diversify with an increased number of ethnic and racial employees. You are aware that minorities and women will continue to comprise the highest percentage of new entrants into the labor force. You also notice that this is a pattern as this is the fourth employee that has confronted you with an issue regarding diversity (i.e. specifically differences in racial, ethnic and cultural backgrounds) in the last six weeks from the oncology department.

Directions:

By the due date assigned, create a 15-20 slide PowerPoint Presentation to make a recommendation to the CEO to create a diversity office. The presentation should include the following:

· Explanation of the issues associated with awarding pay increases as it relates to performance appraisal to ensure consistency.

· Identification of components of compensation.

· Determination of the impact on diversity in the healthcare organization.

· Discussion of the role leadership plays in managing diversity and strategies to employ to effectively manage diversity

· Identification of major laws impacting the healthcare industry as it relates to hiring, terminating, and discriminating against employees.

Assignment 1 Grading CriteriaMaximum Points
Explained issues associated with awarding pay increases.44
Identified components of compensation.44
Determine the impact on diversity in the organization.36
Discuss role of leadership in managing diversity.40
Recognize strategies to effectively manage diversity.36
Identify major laws impacting healthcare industry.36
Style (8 points): Tone, audience, and word choice

Organization (16 points): Introduction, transitions, and conclusion

Usage and Mechanics (16 points): Grammar, spelling, and sentence structure

APA Elements (24 points): In text citations and references, paraphrasing, and appropriate use of quotations and other elements of style

64
Total:300

CriteriaMaximum Points
GR1 Explained issues associated with awarding pay increases.44 points
GR2 Identified components of compensation.44 points
GR3 Determine the impact on diversity in the organization.36 points
GR4 Discuss role of leadership in managing diversity.40 points
GR5 Recognize strategies to effectively manage diversity.36 points
GR6 Identify major laws impacting healthcare industry.36 points
GR7 Style (8 points): Tone, audience, and word choice Organization (16 points): Introduction, transitions, and conclusion Usage and Mechanics (16 points): Grammar, spelling, and sentence structure APA Elements (24 points): In text citations and referenc64 points
Overall ScoreTotal Score 0 or more

Describe the occupational setting, the number of employees, the workers’ demographics (age, gender, ethnicity) and the industrial or manufacturing processes that take place

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In this SLP, you will be a health and safety manager in a company that has a manufacturing facility with multiple occupational hazards. This setting could be a place where you currently work, one that you may be familiar with, or one that you just find interesting.

The objective of this SLP is to describe the setting in which the SLPs of modules 2 through 4 will take place:

  1. Describe the occupational setting, the number of employees, the workers’ demographics (age, gender, ethnicity) and the industrial or manufacturing processes that take place.
  2. Describe one other member of the health and safety team that may be in the facility (examples are an occupational nurse, a health and safety officer, a team made of employees) and the role it plays in this facility.

SLP Assignment Expectations

Use information from your module readings/articles as well as appropriate research to support your paper.

Length: The SLP assignment should be 3-5 pages long (double-spaced).

Turnitin: Your assignment will not be graded until you have submitted an Originality Report with a Similarity Index (SI) score <20% (excluding direct quotes, quoted assignment instructions, and references). Papers not meeting this requirement by the end of the session will receive a score of 0 (grade of F). Do keep in mind that papers with a lower SI score may be returned for revisions. For example, if one paragraph accounting for only 10% of a paper is cut and pasted, the paper could be returned for revision, despite the low SI score. Please use the report and your SI score as a guide to improve the originality of your work.

References: At least three references must be included from academic sources (e.g., peer-reviewed journal articles). Required Reading is included. Quoted materials should not exceed 10% of the total paper (since the focus of these assignments is critical thinking). Use your own words and build on the ideas of others. Materials copied verbatim from external sources must be enclosed in quotation marks. In-text citations are required as well as a list of references at the end of the assignment. (APA format is recommended.)

Organization: Subheadings should be used to organize your paper according to the questions.

Format: APA format is recommended for this assignment.

Grammar and Spelling: While no points are deducted for minor errors, assignments are expected to adhere to standard guidelines of grammar, spelling, punctuation, and sentence syntax. Points may be deducted if grammar and spelling impact clarity.

The following items will be assessed in particular:

  • Achievement of learning objectives for SLP assignment.
  • Relevance: All content is connected to the question.
  • Precision: Specific question is addressed. Statements, facts, and statistics are specific and accurate.
  • Depth of discussion: Points that lead to deeper issues are presented and integrated.
  • Breadth: Multiple perspectives and references, and multiple issues/factors are considered.
  • Evidence: Points are well supported with facts, statistics, and references.
  • Logic: Discussion makes sense; conclusions are logically supported by premises, statements, or factual information.
  • Clarity: Writing is concise and understandable, and contains sufficient detail or examples.
  • Objectivity: Avoids the use of first person and subjective bias.