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Methodology:

Methodology:
week 8 padm500
Assignment Instructions

Your final assignment is where you will weave the elements from a few of your early assignments (research question assignment, literature review assignment, and methods section) together and continue to build upon them. In addition to these early sections you will also need to incorporate your research analysis to create a coherent research paper that is 10-15 pages in length. While it is inappropriate (not to mention a violation of university policy) to cut-and-paste from past assignments in old courses into new ones, this research project is evolutionary and builds itself up from a research idea to a completed product. For this reason, in this class it is permissible to paste the information (as appropriate and as it makes sense) from your early assignments in this course into your final assignment.

Format: Your research paper should include a title page, body, and reference page. Your paper should have 1-inch borders on all four sides, use times new roman-12 point font, be double spaced, and not have an extra space in-between paragraphs. (You may need to turn this off in MS word by going to “paragraph” and clicking “Don’t add space between paragraphs of the same style”). Please use APA parenthetical citation style with a references page.

Your research paper should include the following sections:

Introduction:

Please start with an abstract of between 150-200 words on a page of its own.

The introduction section should be written last and should pull from some of the elements of your week 2 assignment. You will need to clearly provide an overview of the topic you are writing about, a concise synopsis of the issues, state your research question, and discuss why the situation is important to investigate. Writing the introduction last is helpful in ensuring that you’ve incorporated any changes that may have taken place over the course of your research. This section should be 2 pages in length.

Literature Review:

Your literature review section should be a synthesization of the current state of research on this topic. Here you will need to discuss the information that is important to understanding your research paper. If you are still struggling with this section take a look at this video on how to write a literature review from the NCSU Libraries. This section should be 4-6 pages in length.

Methodology:

This section will pull from and enhance your qualitative methodology assignment. Methodology sections are another standard element in research papers as they provide the reader with a clear understanding for how the research was carried out. In this section you should discuss your case study methodology and explain the validity of your approach. In your explanation be sure you explain how you chose the case to investigate, your data collection method, your data analysis (i.e. the questions you asked to help guide your research and thus answer your primary research question), and any potential data limitations and biases that pertain to this specific project. In your discussion of the studies limitations you should keep in mind that its always best to end on a positive note, so be sure you discuss your plan to mitigate the limitations and biases, if any. This section should be 1-3 pages in length.

Analysis and Findings:

This section and the conclusion discussed below are essentially the two newest components of your research project. Your analysis and findings section should provide a narrative of your research and the analytical arguments that you will make as a result of your findings. In this section you will discuss the results of your analysis. Make sure you provide the evidence that proves or disproves your research hypothesis. This section should be 4-5 pages in length.

Conclusion:

This section will contain the concluding analytical arguments based on what the research has revealed. Here you will discuss your policy recommendations for moving forward with the issue.

Like any conclusion, it should provide a synopsis of the project, the strategy, the results, and what the research adds to our body of knowledge. Within your conclusion you should also offer suggestions for avenues of future research for other scholars as all knowledge is evolutionary. This section should be 1-2 pages in length.

References:

This section will contain all of the references that you have cited within your paper. They should be listed in APA Reference format and arranged alphabetically. Entitle this section as “References”, each source notation should be single spaced with one space between each source in hanging format.

At this level your references should fall within the 15-20 sources range and include primarily of peer-reviewed content.

As you proof read your assignment I encourage you to work with Belcher, Wendy Laura. (2009). “Editing Your Sentences” In Writing Your Journal Article in 12 Weeks: A Guide to Academic Publishing Success. Sage. This resource has a nice step by step process for enhancing your writing

Provide a brief critique of the article, identifying the strong elements, and those that were less compelling. Finally, provide your assessment of its utility to you after you have broken it down and understand the argument and the facts that the author used to support his claims. You may write at the bottom of the article itself or provide your answers in a separate document. Your critique should be no longer than a written page.

Please provide a complete citation for the article in APA format.

provide a complete citation for the article in APA format.

provide a complete citation for the article in APA format.
week 3 padm500

This assignment requires that you select an article pertinent to your research topic and deconstruct it into its primary elements:

· The Research Question;

· The Thesis;

· The Claims or argument;

· The Evidence or supporting facts; and,

· The Conclusions.

Please locate a scholarly or peer-reviewed article and download it into a Word document. Locate the elements by annotating with the “highlight” tool or providing remarks in the margins.

Genetic significance of preparation of virus dna

In mice, there are viruses that are known to cause cancer. You have a pure preparation of virus DNA, a pure preparation of DNA from the chromosomes of mouse cancer cells, and pure DNA from chromosomes of normal mouse cells. Virus DNA will specifically anneal with cancer-cell DNA, but not with normal-cell DNA.

Briefly describe the three-domain system of classification

Part A: Answer each of the following questions in one or two paragraphs.

1. Create two Punnett squares to display the outcome of the Fl generation and F2 gener¬ation from one of Mendel’s experiments with pea plants. Use the letter F to represent flower color, with purple as the dominant allele and white as the recessive allele. For each cross, what percent of the offspring is predicted to have each phenotype?

2. Beginning with fertilization, describe the main stages of animal development. Give a brief, simplified description of each stage.

3. Describe the process of natural selection in detail.

Part B: Answer each of the following questions in two to five sentences. Each answer is worth 4 points.

1. Briefly describe the three-domain system of classification.

2. Explain the difference between a scientific theory and a scientific law.

3. What are the functions of the three specialized tissues in plants? In which of these tissues does photosynthesis occur?

4. Describe the process of crossing-over during meiosis and explain the importance of crossing-over.

5. Briefly describe the three kinds of natural selection: directional, stabilizing, and disruptive.

6. Explain the difference between ionic bonds and covalent bonds.

7. Define cell. What are the two main tenets of cell theory?

8. What is the difference between protostomes and deuterostomes? Among living organisms, name at least one phylum example of each of these.

9. Briefly explain the functions of sensory neurons, interneurons, and motor neurons in the nervous system.

10. In the context of the science of ecology and the concept of niche specialization, briefly explain the competitive exclusion principle and resource portioning.

Describe vertical temperature strata

You awake one winter morning to snow falling. When you look out your window at noon, the snow had changed to rain, and later in the afternoon sleet was falling. This later turned to snow. As you are driving home from work, evening rain was freezing on bridges and roadways as glaze. Describe the vertical temperature strata for each type of precipitation and how such a sequence of precipitation might occur.

Describing wolves in north america

1. Historically, North America was home to at least two species of large canids. The gray wolf, Canis lupus, existed in forests throughout most of North America, where they preyed on large ungulates such as elk and moose. The much smaller coyote, C. latrans, was restricted to the plains and deserts of central and western North America, where they fed on much smaller prey. Coyotes and wolves are easily distinguished by morphology. Since 1900, wolves have been almost completely extirpated in the United States, though populations still exist in Canada. In response to declines in wolf populations, coyotes dramatically increased their range northward and eastward. Coyotes also took advantage of concomitant losses in habitat due to deforestation and agriculture that turned forested areas into a more open habitat.

In 2003, a research team (Wilson et al. 2003) announced the startling discovery that mitochondrial DNA (mtDNA) from two wolf skins collected in New York State and Maine in the late 1800’s did not match mitochondrial DNA of known gray wolves. Both of these animals had mtDNA more similar to that of coyotes than of gray wolves! The mtDNA of the New York wolf nested within coyotes; but the mtDNA of the Maine wolf was on a deep branch near the split of gray wolves and coyotes. Yet, the skins morphologically appeared like those of wolves, not coyotes.

Part I:
What is your interpretation of the results above describing wolves in North America? Can you predict the likely evolutionary fate of hybrids and the parental species? How could you test your ideas?

Reference:
Wilson, P.J., S. Grewal S., T. McFadden, R. C. Chambers, and B. N. White. 2003. Mitochondrial DNA extracted from eastern North American wolves killed in the 1800s is not of gray wolf origin. Canadian Journal of Zoology 81(5):936-940.

2. This is an extension of the North American canid discussion question. To review, North America was home to at least two species of large canid. The gray wolf, Canis lupus, existed in forests throughout most of North America, where they preyed on large ungulates such as elk and moose. The much smaller coyote, C. latrans, was restricted to the plains and deserts of central and western North America, where they fed on much smaller prey. Coyotes and wolves are easily distinguished by morphology. Since 1900, wolves have been almost completely extirpated in the United States, though populations still exist in Canada. In response to declines in wolf populations, coyotes dramatically increased their range northward and eastward. Coyotes also took advantage of concomitant losses in habitat due to deforestation and agriculture that turned forested areas into a more open habitat.

In 2003, a research team (Wilson et al. 2003) announced the startling discovery that mitochondrial DNA from two wolf skins collected in New York State and Maine in the late 1800’s did not match mitochondrial DNA of known gray wolves. Both of these animals had mtDNA more similar to that of coyotes than of gray wolves! The mtDNA of the New York wolf nested within coyotes; but the mtDNA of the Maine wolf was on a deep branch near the split of gray wolves and coyotes. Yet, the skins morphologically appeared like those of wolves, not coyotes.

Part II:
Today, due to the scarcity of their own species and the arrival of coyotes, the few wolves left in eastern North America often hybridize with coyotes. As a result, many wolves in eastern North America carry a confusing mixture of wolf and coyote alleles. Similar patterns are seen in another unusual population, the highly endangered “red wolf” of the southeastern United States. Thus, there appears to be a large amount of hybridization occurring in the few surviving wolf populations of North America.

Questions:

1.In the United States, hybrids are not protected under the Endangered Species Act. In Ontario, hybrids are afforded the same protection status as their parent species. Which do you think is the better policy? Why?
2.Before the genetic discoveries, conservation biologists had been pursuing plans to reintroduce the gray wolf to Maine. Do you think they should proceed with this course of action? Please explain.

Discuss the importance of epidemiology to public health

Discuss the importance of epidemiology to public health. Provide one current example of disease outbreak and how knowledge of its epidemiology can help health care professionals protect people from disease. (HINT: The CDC and WHO websites are excellent sources of information for this topic).

You may use the readings from your Boundless etext as a scholarly reference to complete Part II. Include a References section that lists these and any additional sources you used (refer to the Background page). For any additional research you do to complete your assignment, please use scholarly references such as a peer-reviewed journal article or a government-sponsored or university-sponsored website. As you read through your sources, take notes from your sources and then write your paper in your own words, describing what you have learned from your research. Direct quotes should be limited and must be designated by quotation marks. Paraphrased ideas must give credit to the original author, for example (Murray, 2014).

Describe fully two ways photosynthesis

Describe fully two ways photosynthesis and respiration are similar to each other and two ways they are different. (Be sure to actually compare and contrast the two, not simply list the similarities and differences.)

Hematology case study

Hematology Case study

Candy is a 13 year old who lives with her father and younger sister. Her mother died when Candy was 6 years old and her sister was 4 years old. Her father works a 12 hour shift full time to support himself and his daughters, and Candy makes sure she and her sister get to school each morning, take care of the house after school, and prepare their father’s dinner so he can eat as soon as he gets home from work. All three are very close and on his days off, Candy’s father is very devoted to his children. Candy began her menses when she was 11 years old and experiences regular periods every 28 days. She has excelled in school, being on the honor rolls consistently for the past 3 years. The past semester Candy’s school performance began to decline and she has been complaining of being tired “all of the time.” Her father notes that Candy “looks pale” and makes an appointment for Candy to be seen at the clinic .

At the clinic, the nurse practitioner performs a nursing history during which Candy’s father shares the observations he has made and Candy verifies the information. The nurse practitioner’s assessment reveals Candy is a clean, appropriately dressed, pale adolescent who appears fatigued. Candy’s vital signs are:

Temperature: 35.9 C (96.6 F)

Pulse: 116 beats/minute

Respirations: 30 breaths/minute

Blood pressure: 90/60

Candy’s lab values are:

Hemoglobin: 10 g/dL

Hematocrit: 28%

Total Iron Binding Capacity (TIBC): 450 mg/dL

Serum iron: 35 microgram/L (Broyles, 2006). You will need to answer the following questions and summarize in 1-2 paragraphs.

Be sure to include the diagnosis, differential diagnosis, pathophysiology, epidemiology, physical exam findings, diagnostic testing any needed referrals, management plans, patient education and follow-ups. Please submit to dropbox by the assigned due date.

1. What is diagnosis?
2. List 3 differential diagnosis (rule out by physical exam, diagnostic testing and/or labwork).
3. Discuss the pathophysiology, epidemiology and risk factors for the diagnosis.
4. Is there any other diagnostic testing that you would like to perform?
5. Is there a relationship between Candy’s change in school performance and her diagnosis?
6. Discuss the relationship between the symptoms and the diagnosis.
7. Discuss the significance of the laboratory values.
8. Discuss the cause and effect relationship between Candy’s level of growth and development and her diagnosis.
9. What other data would be helpful for the nurse practitioner to have?
10. What are the priorities of care for Candy?
11. What pharmacological and not pharmacological education would you give to this patient and her father?
12. What other responsibilities should the nurse practitioner delegate to Candy and her father?

To view the Grading Rubric for this assignment, please visit the Course Home.

How to Submit

When you are ready to submit your Assignment, click the Dropbox tab and select this unit’s basket from the dropdown menu, then attach your file. Make sure to save a copy of the Assignment you submit.

Describe the role of diet in preventing underweight

Describe the factors (social, psychological, philosophical, and physical) that drive our food choices.

Describe the role of diet in preventing underweight, overweight, and obesity

Discuss the connection between nutrition and disease. Be sure to include information on chronic diseases, as well as malnutrition and other leading causes of death.

Discuss the nutritional recommendations across the lifespan – from pregnancy to childhood, and from adolescence to adulthood.