MCB2340C  Course Introduction

Course Introduction for MCB2340C General Microbiology (MCB2340C

MCB2340C  Course Description

General Microbiology (MCB2340C)

– The course is an introduction to the fundamentals of microbiology, including the roles of microbes in the environment and human health. Focus will be on microbial structure and function, microbiological testing, identification, microbial diversity, pathogenesis, ecology, control of microbial populations and environmental impacts.  Recommended preparation: MCB2340A (general microbiology). For more information about this course please visit: http://www.monash.edu/courses/CourseDetail.aspx?cid=508a9d5f-cc2d-4e3b-aa07-cf78d5a52dd6  Prerequisite(s): Generally Acceptable performance in MCB2360C or MCB2350C or MCB2380C or MCB2390C or equivalent.
– This course covers a broad range of topics in general microbiology as well as some specific laboratory-based topics. Topics include: cell structure and function; infectious diseases; human health; food safety; environmental contamination and management; biotechnology; molecular biology; cellular metabolism and energy production.
– It is recommended that students have completed at least one year’s experience in laboratory-based science before taking this course. Students who are not competent in general chemistry may wish to take MCB2375C first.

General Microbiology (MCB2340C) Course Details

Start Term Spring Semester
Study Type Full Time / Part Time
CRICOS Code 00120G
Availability Semester 1
Campus Mernda
Website www.monash.edu

Course Description

The course is an introduction to the fundamentals of microbiology, including the roles of microbes in the environment and human health. Focus will be on microbial structure and function, microbiological testing, identification, microbial diversity, pathogenesis, ecology, control of microbial populations and environmental impacts.

Recommended preparation: MCB2360C (general microbiology).

For more information about this course please visit: http://www.monash.edu/courses/CourseDetail.aspx?cid=508a9d5f-cc2d-4e3b-aa07-cf78d5a52dd6

Prerequisite(s): Generally Acceptable performance in MCB2360C or MCB2350C or MCB2380C or MCB2390C or equivalent.

This course covers a broad range of topics in general microbiology as well as some specific laboratory-based topics. Topics include: cell structure and function; infectious diseases; human health; food safety; environmental contamination and management; biotechnology; molecular biology; cellular metabolism and energy production.

It is recommended that students have completed at least one year’s experience in laboratory-based science before taking this course. Students who are not competent in general chemistry may wish to take MCB2375C first.

Learning Outcomes

On completion of this subject students should be able to:

1 Describe the interactions between organisms with those outside their own.
2 Demonstrate knowledge that bacteria are living things.
3 Identify microorganisms by name using standard techniques.
4 Describe bacterial structures using appropriate drawings/pictures using good drawing/picture technique.
5 Describe major chemical tests used for qualitative analysis including reactions with common reagents such as phenol red/acid/vinegar/methylene blue/diphenylamine/hydrochloric acid/sodium hydroxide/sulphuric acid/iodine/glycerol/acetic acid/benzene/grape alcohol/trichloroacetic acid/chloroform/hydrogen peroxide/vinegar/lactic acid/benzene/borax/nitric acid/salicylic acid/urea/tannic acid/glycerol/molasses/lime juice/acetate/acetic anhydride/hypo/iodide/lithium carbonate/sulfuric acid/fume cup sulphur/nitric oxide/chloride/bromide
6 Explain how different types of microorganisms produce products required for survival within their host.
7 Discuss methods for isolating microorganisms from different environments e.g. soil/air/water/plant material etc.
8 Demonstrate skills necessary for performing simple bioassays e.g. select microorganism(s), test solution etc.
9 Demonstrate skills necessary for performing microbiological quality control procedures e.g. streaking/blooming/microtitre plates/streaking plates/origiinal biosafety precautions/lab equipment etc.
10 Perform practical work involving a wide variety of experimentally prepared solutions/drugs/equipment/facilities/etc.

Teaching Schedule

Teaching activities include lectures/seminars/class exercises/exercises/tasks/tutorial sheets/quizzes/exam assessments (online/offline), field trips/research projects/workshop/seminar presentations/research reports/projects;

Assessment Task Length Percentage Textbook Exercises Online Discussion Online Quizzes Exam No 20% 40% 40% – –
Workshop Report – Field Trip Report – –
Fieldwork Training Assessment Set Tasks – –

Mode Of Delivery

Indicative Learning Activities

Lectures • Introduction • Structure & Function • Infectious Diseases • Human Health • Food Safety • Environmental Contamination & Management • Biotechnology • Molecular Biology • Cellular Metabolism & Energy Production
Class Exercises • Class Quiz • Lab Exercise
Tutorial Sheets/Discussion Forums/Seminar Presentation Assessment Task Set Tasks – Assignment One – Critical Analysis/Report Duration: Minimum Marks x Marks = Maximum Marks Recommended Assignment Duration:
Online Discussion Forum/Lab Activity Online Quizzes Oral Exam / Written Examination

Student Workload Summary

Module Attendance Weighting

Quizzes 25%
Assignments 75%

Lectures

View Sample Lecture Notes

Class Exercises

View Sample Lecture Notes

Tutorial Sheets/Discussion Forums/Seminar Presentation

Assessment Task Sets

View Sample Assessment Task Set Lists

Online Discussions

View Sample Online Discussion Forums/Lab Activity Posts

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MCB2340C  Course Outline

Course Outline for MCB2340C-General Microbiology (MCB2340C )

Pamela Miller

Head, Biology Department

100 McWilliams Hall, 662-325-3591

pamela_miller@utk.edu

Course Description:

Introduces the basic concepts and principles of general microbiology, including microscopy and microscopic identification methods. Laboratory experiments will be used to explore the basic concepts of microbial ecology, physiology, biochemistry and evolution. Emphasis will be placed on fundamental biological problems such as growth conditions, genetics, symbiosis, cell structure and function. An overview of laboratory safety procedures is included. Class meetings: 2 hours; Lab: 3 hours; total: 5 hours per week.

Prerequisites:

Lecture – Introduction to General Microbiology (MCB2340C ) or equivalent work experience in microbiology or molecular biology laboratory techniques.

Note: This course may also satisfy the Upper Division Biology course requirements described in the University Catalog. Contact Pamela Miller with questions.

Note: Lecture attendance is mandatory for all students enrolled in the course.

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MCB2340C  Course Objectives

1.5
1.6 High School Chemistry and Calculus

Course Syllabus for MCB2340C-Principles of Microbiology Course Description:

Microbiology is the study of microscopic organisms that are microorganisms, single celled organisms that can be seen with a microscope (35x or higher magnification). They also include animal and plant cells, fungal cells, algae, bacteria, protozoa and viruses. Microorganisms are essential to the environment and play important roles in many biological processes (photosynthesis, nitrogen fixation, digestion, etc.) as well as in disease processes such as immunity and infections.

Topics covered in this course will include: microbial taxonomy, the effect of microorganisms on humans and animals, food safety and sanitation in industry, environmental contamination with microorganisms, pathogens vs. commensals vs. pathogens/pathogenicity factors.

Any questions regarding course content should be directed to Dr.McGrath at mmcgrath@ucla.edu

This course will require a minimum class attendance of 75%.

Note: This course does not meet the UCLA Graduation Requirement in Human Microbiology.

MCB2340C  Course Pre-requisites

are:

Molecular Biology of the Cell (Molecular Biology of the Cell, MCB2340C ) is an introductory course that provides students with an in-depth understanding of the cell and its components. We will explore the structure and function of macromolecules, cell signaling, cell cycle regulation and proliferation, signal transduction mechanisms, cell cycle checkpoints, mitotic apparatus and related proteins, telomere biology, cancer biology, embryonic development and stem cells. Students will learn basic experimental techniques in molecular biology. They will be able to use these techniques to answer important questions in molecular biology.

Students are required to submit their assignment papers on time without a single lateness.

Course Content

Cell Cycle Regulation: Basic Cellular Processes

Fundamental Processes in Cellular Control

Signal Transduction Mechanisms

Cellular Signaling Networks

Biology of Bcl-2 Family Proteins

Bcl-2 Apoptosis Inhibitors: Beyond BH3 Homology Domains

Role of p53 in Cancer: Function and Regulation

Role of p53 in Neurodegenerative Diseases: Function and Mechanism

MCB2340C  Course Duration & Credits

Course Details for MCB2340C General Microbiology Course Description The course will cover: microorganisms and their interaction with hosts, the molecular basis of microbial life and genetic and physiological responses to environmental stimuli, evolution of microorganisms from unicellular bacteria to multicellular eukaryotes, and metabolism. Exams/Tutorials/Syllabi are available.

Course Coordinator

Dr. N.A. Patel

Email:

MCB2340C  Course Learning Outcomes

1. Demonstrate the ability to apply knowledge of the cell and molecular biology of microorganisms to problems in current medical microbiology practice 2. Demonstrate an understanding of microbial diversity, interactions with hosts, pathogenicity, and resistance mechanisms for selected pathogens 3. Demonstrate an understanding of basic molecular techniques used in contemporary microbiology including PCR and DNA sequencing 4. Demonstrate the ability to apply principles of biochemistry to biological systems involving microorganisms 5. Evaluate risk factors for infection as they relate to antibioticsThis course will develop your understanding of molecular techniques commonly used in diagnosis, disease surveillance, epidemiology and antibiotic resistance.

   For further information about courses offered at UQ please visit https://www.uq.edu.au/gradschool

MCB2340C  Course Assessment & Grading Criteria

at UAB

Course Description:  General Microbiology, also known as Biotechnology or Biotology, is the study of microbes that live in a variety of environments.  It is the application of microbiology to manufacturing, agriculture and clinical applications.  This course focuses on the basic biological principles and concepts that apply to all aspects of microorganisms.  Topics include microbial growth and nutrition, genetics and molecular biology, epidemiology and disease control.

Unit Value: 1.00

Quarter Credit: 1

Status: Active

Catalog Description:

Prerequisites:

Grading:

(1) Letter grade only (A-F). Students must receive a grade of “C” or better in all graded units (excluding examinations).

(2) No credit for PHYS 150 or CHEM 152; however, students may receive credit if they have taken both PHYS 150 and CHEM 152.

Notes:

This course contains laboratory work.

Student learning objectives are found in this syllabus. If you have questions concerning the learning objectives, please contact your instructor during office hours in T-1128.

Course Learning Objectives:

Describe the structure and function of eukaryotic cells.

Explain how bacteria control their environment by regulating their internal environment.

Identify and describe common bacterial endospores.

Evaluate current biotechnology practices to identify possible application problems.

Describe the role of antibiotics in medical practice today.

Distinguish between prokaryotic cell structure and function using an electron microscope.

Define modern microbiological tools used in diagnosis of diseases caused by bacteria.

Demonstrate proper hand washing procedures while performing tasks related to hands-on practicals.

MCB2340C  Course Fact Sheet

( PDF – 288KB )

– view here

Course Summary

This is an introduction to the fundamentals of microbiology. The course introduces the student to the structures and functions of microorganisms and their interactions with each other and with their environment. Microbiology is a science that is very much rooted in biology but which also draws on many other sciences, including chemistry, physics, ecology, genetics, nutrition, and molecular biology. The course will focus on the structure of bacterial cells as well as the biochemical mechanisms that enable microbes to survive in hostile environments.

Course Learning Outcomes (CLOs)

– At the end of this course you should be able to:
 Explain how microorganisms adapt to changing conditions.
 Explain how microbial interactions are mediated by structural components (e.g., cell walls) and functional units (e.g., enzymes).
 Describe cellular differentiation in prokaryotes and eukaryotes.
– Describe how genetic recombination occurs within microbial populations.
– Describe how antibiotics work.
– Demonstrate an understanding of the basic principles involved in fermentation processes.

Learning Resources

You are expected to make use of all learning resources available in your study period.

Teaching & Learning Strategy

Teaching methods include:

 Lectures
 Tutorial sessions
 Presentations
 Workshops / Demonstrations
 Fieldwork
 Peer tutoring
 Laboratory exercises / practice sessions

The majority of lectures will take place online using video conferencing facilities such as Teams/Zoom. You are expected to attend these sessions online using video conferencing facilities (eg Teams) for your own safety. Your attendance at online classes will be recorded, monitored, and graded according to University policies.

Your tutorial sessions will be supported by written assignments including: problem sets, case studies; quizzes; class participation; book reviews; website reviews; presentations on research projects etc.

All students will be assigned a tutor who will support you throughout your academic career at UniSA.

Specific learning resources include:

 Lecture slides
 Course textbook “Microbiology” by Kirby-Smith et al.
 Additional videos for some lectures by PUSI
 Peer tutoring

Teaching staff are available via email, phone or Zoom. This may be through general teaching staff contact during office hours or via one-to-one appointments with individual lecturers over Skype or Teams for subject-specific advice during Q&A time on certain days of lecture periods.
In addition all lecturers have 24-hour access to Moodle for individual assignment submission throughout the semester.
Tutor support is also available from the Student Services Centre via email,
telephone or Zoom on Mondays between 12pm – 3pm and Fridays between 1pm – 5pm.
https://student.unisa.edu.au/studentservices/contactus

CAMPUSWIDE RESOURCES FOR COVID19 SAFETY AND WELLBEING

All our activities during COVID19 are being done safely with strict social distancing measures in place. Where possible information about Coronavirus is shared through Council’s FaceBook page ‘City of Onkaparinga’.

Other links:

Research has shown that good mental health is integral for optimal functioning at university life. Support services such as health promotion officers can help you identify signs of distress and refer you if required.

University services available include:

• Counselling Service: For any issues related to mental health including eating disorders, anxiety and stress management counselling contact Counselling Service directly on ext:2002 or visit www.counselling.unisa.edu.au • Disability Support Service: Assistive technology such as tablets for note-taking, accessibility devices such as Braille printers etc • Student Access Services: Academic supports including computing facilities; typing tutors; literacy support etc • Disability Services: Assistive technology such as assistive technology devices; assistive listening systems etc • University Sports Health Services: Fitness assessments and training programs including gym memberships • Alcohol and Drug Support Service: Help with alcohol misuse support; drug misuse support; assessment & treatment options • Cultural Diversity Unit: Support for international students with immigration needs

MCB2340C  Course Delivery Modes

6.0 Units

MGMT 5700 – Management of Innovation in Healthcare (MGT5700) 3.0 Units

MGT5710 – Managing Organizational Change and Renewal (MGT5710) 3.0 Units

MGT5722 – Project Management for Health Systems Organizations (MGT5722) 3.0 Units

MGT5731 – Strategic Management of Health Care Organizations (MGT5731) 3.0 Units

SEAS 4024 – Environmental Engineering Laboratory II: Soil Hydrology and Water Quality (S2044 ) 6.0 Units

S2044 Laboratory

Semester Course Type Semester Credits

Summer I Summer II Summer III Summer IV Summer V Winter I Winter II Winter III Winter IV Spring I Spring II Spring III Spring IV Fall I Fall II Fall III Fall IV
2021-2022 Applied Earth Science A QCEC HIST101C HIST102A GEOL100C GEOL101C GEOL102B GEOL103B URBANENV200A URBA210P
2022-2023 Applied Earth Science A QCEC HIST101C HIST102A GEOL100C GEOL101C GEOL102B GEOL103B URBANENV200A URBA210P
2023-2024 Applied Earth Science A QCEC HIST101C HIST102A GEOL100C GEOL101C GEOL102B GEOL103B URBANENV200A URBA210P
2024-2025 Applied Earth Science A QCEC HIST101C HIST102A ORTHO295H ORTHO310H MATH127H MATH141H MATH150H
Total Semester Hours: 34.00

Copyright ©2019 University of Nebraska-Lincoln
Email: webadvisor@unl.edu

MCB2340C  Course Faculty Qualifications

Course Faculty Qualifications for MCB2340C-General Microbiology (MCB2340C) Course Faculty Qualifications for MCB2340C-General Microbiology (MCB2340C) Course Faculty Qualifications for MCB2340C-General Microbiology (MCB2340C) Course Faculty Qualifications for MCB2340C-General Microbiology (MCB2340C)

General Biology I and II with Lab General Biology I and II with Lab General Biology I and II with Lab General Biology I and II with Lab General Biology I and II with Lab

From: to

No results found

Please click on the course ID number or on the icon below for more information about the course.

Molecular, Cellular, and Developmental Biochemistry Molecular, Cellular, and Developmental Biochemistry Molecular, Cellular, and Developmental Biochemistry Molecular, Cellular, and Developmental Biochemistry Molecular, Cellular, and Developmental Biochemistry Molecular, Cellular, and Developmental Biochemistry
Specializing in: General Biology I & II* Specializing in: General Biology I & II* Specializing in: General Biology I & II* Specializing in: General Biology I & II* Specializing in: General Biology I & II*

^1Credit not available for a subsequent semester of the same program. ^2Credit not available for a subsequent semester of the same program. ^3Not offered during 2005-06 academic year due to low enrollment. ^4Not offered during 2005-06 academic year due to low enrollment. ^5Not offered during 2005-06 academic year due to low enrollment. ^6Offered only during Fall 2004 semester. This course is co-requisite with QMTS2319W(3 credits). Only students who have enrolled in this class successfully as part of their major are eligible to be registered in QMTS2319W(3 credits).

Transfer Center Evaluator Institutions Of Registration:

University of New Mexico Higher Education Center

State University of New York – Orange County Community College

SUNY College at Old Westbury

University of Central Florida College of Arts & Sciences*

Cooperating Institutions:

Auburn University*

Florida International University*

Kent State University*

Ohio Northern University*

Pace University*

Stony Brook University*

Stony Brook Southampton*

Tennessee Technological University*

Texas A&M University at Galveston

The Ohio State University

Washington State University

Wilmington College*

*These institutions can also provide evaluation services for credit towards a degree from these programs.

^1 Credit may be accepted for hours earned by examination or transfer credit earned through a previous institution.

^2 Credit may be accepted for hours earned by examination or transfer credit earned through a previous institution.

^3 Credit may be accepted toward an Associate Degree Program leading to an Associate Degree; however, students are not eligible to use transfer credit towards graduation requirements.

^4 Credit may be accepted toward an Associate Degree Program leading to an Associate Degree; however, students are not eligible to use transfer credit towards graduation requirements.

^5 Credit may be accepted toward an Associate Degree Program leading to an Associate Degree; however, students are not eligible to use transfer credit towards graduation requirements.

^6 Transfer credit will not apply towards the requirement that you complete BIB3008X(3 credits).

For assistance regarding the Transfer Evaluation Process call 1-800-994-2777

MCB2340C  Course Syllabus

(Spring 2017)

General Microbiology MCB2340C General Microbiology MCB2340C
General Microbiology MCB2340C General Microbiology
Section:                   Semester:                  CRN: Class Location: Class Code: Instructor: Website: Class Time: Office Hours:
MCB2340C Spring 17 Online (online)   Room:                     ~f~     W      4-6PM           WilliamWright
MCB2340C Spring 17 Online (online)   Room:                     ~f~     W      4-6PM           WilliamWright
MCB2340C Spring 17 Online (online)   Room:                     ~f~     W      4-6PM           WilliamWright

May not be taken for credit by students who have passed MCB2311 or MCB2312 with a C or better. May not be used to fulfill the Minors and Upper Divisions requirements in the Biological Sciences.

General Microbiology Q&A for Summer Session I:

Q. How long is this course? Is it a full semester course?

A. This is a one semester course.

Q. What class are we studying?

A. General Microbiology, MCB2335 with a lab component.

Q. What does general mean? Does this course cover all aspects of general micro biology?

A. The course covers all aspects of general microbiology including some bacteriology, virology and mycology.

Q. Why should I take General Microbiology instead of another Biology course?

A. This is a wonderful opportunity to get involved in research and to learn how scientific investigations are done in the laboratory.

General Microbiology Course Information for Summer Session II:

General Microbiology MCB2335

Course Syllabus for General Microbiology MCB2335-General Microbiology

General Microbiology MCB2335-General Microbiology

Course Syllabus for Basic Lab Skills for MCB2340C-Basic Lab Skills for MCB2311-Generic Safety & Basic Laboratory Skills in Biological Sciences Fall II, 2017

Basic Lab Skills

for

Molecular and Cellular Biology

Spring Semester, 2017

General Contact Information:

William Wright
Department of Molecular and Cellular Biology
James Madison University
P.O Box 8793
Harrisonburg VA, 22807-8793

Email address: williamwright@jmu.edu

Office Hours:

Class days/times/room(s): MW & TH, 11am-12pm Office A-10

Suggested MCB2340C  Course Resources/Books

(Part A) (Revised Spring 2018) This is a list of recommended books for students taking the course. Please note that there is no book on microbiology available in the US from a major publisher, which makes it difficult to find an affordable book for a required course.

MCB2340C Course Resources: MCB2340C – General Microbiology

In general, this will include any microorganism that lives as an independent organism or is not dependent on another organism for its survival and growth. Each microorganism will be studied using a variety of methods including microscopy, culture and pathogenicity assays. The order of study in this course is predetermined by the instructors. Students are expected to demonstrate competency in each area of study prior to being permitted to proceed to the next section.

You may find you need some additional materials by exploring other resources online such as Niche.com , Urban Dictionary , Wikipedia , Merriam Webster and others. If you have questions regarding course materials please contact your instructor via email before purchasing any textbooks or additional resources. Due to limitations of time it is important that you understand what you need for this course before purchasing any additional materials.

[For Online Courses] Downloadable Textbooks:

Microbiology (by Fauci , Pagliano)

International Encyclopedia Of Human Biology

[For DVD Videos] Downloadable Video Resources:

Microbiology: Lab Manual (Book Only)

Gross Anatomy : Final Review Videos (Book Only)

Overview of Microbiology

Microbial Genetics and Genomics  [This video can also be used in place of learning module #1]

Disease Transmission: Diseases and Microbes (Book Only)

[For Laboratory Experiments] Downloadable & Printable Lab Manuals:

Experiments 1-10 Lab Manual

Experiments 11-20 Lab Manual

Lab Safety Instructions

Microbial Ecology : Organic Acid Production and Control (Book Only)

Concepts in Biological Chemistry (Book Only)

MCB2340C  Course Practicum Journal

Add to cart
No reviews

14.2360C  Systematics and Biodiversity Lab Report (MCB2360C )  Add to cart
1 review

14.2370C  Species of Populations: Population Biology Lab Report (MCB2370C )  Add to cart
No reviews

14.2380C  Community Ecology Lab Report (MCB2380C )  Add to cart
1 review

14.2390C  Structure and Function of Organisms Lab Report (MCB2390C )  Add to cart

Osmosis and Turgor Lab Reports

Course Practicum Journal for OSMOSIS AND TURGOR

Notes:

– Only one report per student is required.
– The header should read “Class name, Course number, Date.” If there are two or more reports, only the first one will be accepted.
– The header can be in any format as long as it is legible.

Go to Comments

Suggested MCB2340C  Course Resources (Websites, Books, Journal Articles, etc.)

in VCU Libraries. (Approximate duration: 2 weeks)

At least two laboratory experiments, demonstrating your knowledge of the basic principles of microbiology (e.g., cell structure and function, growth and reproduction, molecular biology, biochemistry, immunology).

A written report of 3-5 pages that addresses the following:

Describe the relationship between molecular genetics and genetic engineering.

Explain how viruses and other microbes can be used as tools for studying microorganisms.

Define virulence factors and discuss why they are important to understanding infectious diseases.

Describe microbial pathogenesis, including mechanisms of disease transmission, virulence factors, treatment, prevention, diagnosis and control.

Briefly summarize research progress in the field of microbiology (e.g., genomics or proteomics) over the last decade.

At least one peer-reviewed article on a topic related to your coursework must be included in this assignment.  For example: A review paper on recent advances in genome sequencing technology; an essay on how cancer can be diagnosed using DNA sequences; etc.

Essays should be submitted through Blackboard’s eCOSS

If you do not have access to Blackboard or would like assistance with completing these assignments please contact your faculty member or check out the following link:

Virginia Commonwealth University Academic Support Services

For questions please email msmyers@vcu.edu

MCB2340C  Course Project Proposal

(12%) (Exams: 20%, Exams finals: 10%)

Essay: 10% (5%)

Research Project Proposal for MCB2340C-General Microbiology (MCB2340C) (15%) (Exams: 35%, Exams finals: 35%)

Written Exam: 1 hour – 50%

Mid-term Exam: 2 hours – 50%

Final Exam: 3 hours – 100%

Required Text:

Microbiology, A Laboratory Manual, Third Edition, by Robert W. Lederberg and S. Lynn Margulis, with additional material by Mark W. Miller, David E. Kaiser, Richard D. Gibson, Daniel T. McShea, Peter R.J. Scholte, Terry J.Wilson.

Also Available from the Online Course Store:

Microbiology Lab Manual

Searchable CD-ROM

A Virtual Lab Manual

Principles of Microbiology

Course Project Proposal Guide

The Course Project Proposal Guide is intended to be a guide to help students in developing their research ideas in general microbiology lab courses.

Sample proposals are included in order to give you a sense of the many options available to you as you begin writing your proposal.

You will also find information about how to write your proposal for MCB-2340C-General Microbiology including:

Project Objectives and Background Information on the Topic(s)

Description of Methods or Techniques that You Will Use

Data Collection or Analysis Plan

Conclusions and Implications

Respectfully submitted,

Yukiko Itoh & Joseph Xu

Science Support Services Team

MCB2340C  Course Practicum

Course Code: MCB2340C Prerequisite: MCB2340A

Individual Tuition Fee:    $1,500.00

M.C.B 2340C Clinical Microbiology I

Semester Credits: 3

Prerequisite: MCB2340A Minimum GPA: 2.7

Fulfills a year long course requirement. Covers the principles of bacterial, viral and parasitic infections; microbiology of the eye, skin, mouth and respiratory system; microbial pathogenicity and toxigenicity; and infectious diseases of plants, animals and humans.

Courses in this program are only offered every two years.

Lecture/Lab Schedule:

Course Structure:
The courses in this program require that students spend at least three hours per week for a total of at least one semester in laboratory settings or classroom lecture/lab sessions to develop skills in clinical microbiology. Laboratories are assigned by the faculty member who is responsible for that course’s laboratory portion.

Required Laboratory Materials
Students will need lab kits, beakers, sterile gowns (if working with blood), disposable pipets or other equipment as indicated by the instructor, safety glasses/safety goggles and chemistry supplies (available from the department). Lab material will not be provided.

Course Requirements
Students must attend all scheduled lectures/lectures/lab sessions as well as successfully complete all course requirements to receive credit for this course. Course completion requires a minimum grade of C- on all papers required for this course. The department reserves the right to offer an alternative format for completing some or all required laboratory work.

Attendance Policy
It is expected that students will attend all scheduled lectures/lab sessions along with all assigned laboratory exercises. Absence may lead to a reduction or dismissal from this course.

Grading Scale:
The following letter grades will be used to determine student academic performance:

Final grades will be determined on the basis of attendance, lab performance and written assignments/exams .

Please Note:
This information is intended as an outline only. Your personal situation may dictate changes in your plan during the semester

Disclaimer:

No responsibility can be assumed by the University of Manitoba for any expense incurred in connection with any attempt made by an applicant or student to enter into or continue any program after having been advised of its terms or conditions which have changed since initial entry into such program.

This website has been designed to provide students enrolled at The University of Manitoba information regarding programs offered by The University o

Related MCB2340C  Courses

– 3

Midterm Exam

is available on Moodle for free download. You can take the Exam 3 times, and the time allotted for each attempt is 60 minutes. For those who want to get more practice, you are welcome to join the discussion forum on the same page.

Exam Overview:

The final exam will cover material from Weeks 1 through 6 of your textbook (Second Edition). Please review this material carefully, as it is very important to do well on this exam. The exam will be written and open book so you may want to bring a calculator with you. There is a $10 fee for each attempt at the exam.

MCB2340C Exam Registration Form

Exam Date: April 12th, 2017

Time: 12:30pm – 2:00pm

Place: MSB East – Room E-319

Instructions to Students:

To register for an exam, please use this form.

After completing this form, simply click “Submit” when prompted. Be sure to give yourself enough time to complete the process before the scheduled start time. If you cannot access the portal or have questions about your registration, please contact gregg@csulb.edu.

For questions regarding your performance in class, please contact your professor.

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What Should Students Expect to Be Tested from MCB2340C  Midterm Exam

at Rice University, TX  Texas

Previous exam Midterm (January 2013) Exam #2 (May 2013) Final Exam (May 2013) Notes: You may use only textbooks or handouts for the entire class. The exam will cover material from lecture and handouts. You will have a small amount of time to review your notes before we start the test, so please make sure you are prepared. The following course objectives are not included in this list, but are considered good practice for this course: Students should be able to: 1-4, 9-11, 14-15, 16-18, and 20 *Give an estimate of the level of a bacterial cell and describe the nature of its membrane. *Distinguish between virulence factors and protective factors in pathogenesis. *List the metabolic processes found in prokaryotes that occur in eukaryotic cells. *Describe how the movement of DNA can be influenced by chromosomal genes, transcriptional factors, and enzymes. *Explain how a virus infects a host cell by attaching to it as well as replicating its genome within it. *Distinguish between type II and type IV pili. The following material was covered on the midterm:

MCB2340C Syllabus

How to Prepare for MCB2340C  Midterm Exam

3.0 Credits

Exam: 2 Hour Exam

Topic: Cholelithiasis, Cholangitis and Gallstone Disease. Cholelithiasis is defined as the formation of gallstones in the biliary system. The main cause of biliary stones is an accumulation of cholesterol in the bile, which can either be caused by excess intake of dietary cholesterol or by direct biliary secretion of cholesterol. This lecture will focus on the different types of cholelithiasis and its classification based on cause.

Cholelithiasis is primarily classified into acute and chronic types. There are also two subtypes; choledocholithiasis (which occurs due to obstruction within the common bile duct) and cholecystolithiasis (with stones within gallbladder). In acute cholelithiasis, stones are typically present in a single organ, usually the gallbladder, while in chronic cholelithiasis, stones are generally found in more than one organ such as the liver.

The presentation will be divided into three parts:

1) The occurrence and causes of primary cholecystitis (acute) and acute cholecystitis (chronic).

2) Endoscopic diagnosis: sphincterotomy, intraductal papilloma excision and video assisted laparoscopy.

3) Management strategies for acute cholecystitis: oral antibiotics, laparoscopic drainage with repositioning/cholecystostomy as well as medication options for severe cases including percutaneous transhepatic cholangiography.

4) Management strategies for chronic cholecystitis: endoscopic stenting/intracorporeal lithotripsy, surgical management and medical therapy.

References:

– https://en.wikipedia.org/wiki/Choledocholithiasis

– https://www.ncbi.nlm.nih.gov/pubmed/20272080

5) Causes of post prandial pain syndrome (PPPS)

– Causes include but not limited to heartburn & gastroesophageal reflux disease (GERD), peptic ulcer disease, gastric outlet obstruction, pancreatitis and bile duct stone disease.

– Post prandial pain syndrome involves dull aching discomfort under right ribcage after eating large meals or large quantities of alcohol.

– It may occur after consuming certain foods like citrus fruits juice, tomato juice; spicy foods; chocolate milk or fatty foods

6) Diagnosis & treatment option: diagnosis is mainly clinical examination which includes physical examination; history taking; rectal examination; X-ray studies; upper gastrointestinal series or upper GI barium swallow etc. Treatment options include conservative approach with appropriate diet modification and medications such as antacids etc..

7) Causes & prevention: there are multiple causes of post prandial pain syndrome; some are lifestyle related like high fat diet; consumption of alcoholic beverages and excessive smoking. Other risk factors include pregnancy/obesity/sedentary lifestyle etc.. Prevention involves simple measures like avoid excess fat intake/alcohol consumption etc..

8) Clinical implications: post prandial pain syndrome can be a real burden for patients suffering from it especially if it does not respond to basic conservative measures that include lifestyle changes along with medicines prescribed by your physician..

Midterm Exam Questions Generated from Top 100 Pages on Bing

: Final Exam Solutions

In a typical cell, the genome consists of all genes and their corresponding proteins encoded in DNA. The genetic information in a cell is stored in the nucleus. The DNA is packaged into chromosomes, which are organized into chromatin bundles. The chromatin bundles are separated by tight packing of a nuclear membrane, which allows only certain segments of DNA to move through. Chromatin loops provide structures that allow DNA to move along the chromosomes.

Which of the following is true regarding nuclear movement of nucleosomes?

a) It can only occur if two nucleosomes are aligned.

b) It can occur only when there are open gaps between nucleosomes.

c) It occurs when individual particles move relative to each other.

d) It occurs when individual particles move relative to each other at different rates.

e) It occurs during replication or repair.

Answer: d

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Midterm Exam Questions Generated from Top 100 Pages on Google

– Spring 2013, Spring 2014, Spring 2015 and Summer 2015.

1. Which of the following provides the main reason that pathogenic bacteria are resistant to many antibiotics?

A. The bacteria have developed a type of antibiotic-resistance protein.

B. The bacteria have developed an efficient way of destroying drugs once they have entered their cells.

C. The bacteria have developed a way of producing drugs that does not make them sick when taken orally or injected into animals or people.

D. The bacteria have developed a way of creating antibiotics that do not cause human side effects.

2. What is another word for a cell? Give at least one example in each case.

a) cytoplasmic membrane

b) nucleus

c) plasma membrane

d) plastids

e) chloroplasts

3. Which statement is true about heme iron in hemoglobin?

A. It can’t be used by oxygenated hemoglobin because it’s too large to cross the barrier from the red blood cells to the tissues and organs, so oxygenated hemoglobin carries only oxygen.

B. It helps red blood cells carry oxygen by providing electrons to bound oxygen.

C. It can be used by deoxyhemoglobin but not by oxyhemoglobin because they are different proteins and cannot form an iron-iron bond with each other.

D. All of these statements are correct except A, which is the incorrect answer choice.

E. None of these statements is correct except B, which is the incorrect answer choice.

4. True or false? In prokaryotic cells, there is only one circular DNA molecule called rDNA on a chromosome whose role is to contain genes for making ribosomes, enzymes and structural proteins.

5. What enables the cell cycle to occur?

a) DNA replication must occur before cell division occurs

b) DNA replication involves genes on both strands being copied simultaneously

c) DNA replicates from one end in an inverted shape

d) Cell division requires energy created during cellular respiration

6. A pteridophyte cell contains all of the following elements EXCEPT:

a) chloroplasts

b) mitochondria

c) centrioles

d) vacuoles

7. Which compound gives water molecules four pairs of hydrogen atoms?

8 . TRUE OR FALSE: There are two kinds of “drag-and-drop” questions (where you drag and drop words onto a blank space rather than reading about something)? If false, which do you think would be easiest to find answers for?

a.) Eukaryotic Cells > Prokaryotic Cells > All Non-Eukaryotic Cells > Animal Cells > Plant Cells > Food Storage Cells (i.e., Galaxies)

b.) Eukaryotic Cells > Prokaryotic Cells > All Non-Eukaryotic Cells > Animal Cells > Plant Cells = Cell Membrane/Cell Wall/Cytoskeleton/Cellular Respiration (i.e., Galaxies)

c.) Eukaryotic Cells > Prokaryotic Cells = Food Storage Carbohydrate (i.e., Galaxies)

9 .Which disease would you expect most likely to spread through eating uncooked meat from sick animals?

10 . TRUE OR FALSE: Organisms that produce sugars as part of their metabolism are called heterotrophs because they consume other organisms for their sugars as food (rather than using stored energy).

11 . TRUE OR FALSE: Some plants make glucose or sugar directly from carbon dioxide and water instead of using photosynthesis or sunlight to convert carbon dioxide into sugar (for food).

12 . What kingdom would best explain this image?

13 . True OR False: Eukaryotes with more than one nucleus are classified as “Multicellular Organisms”.

14 . How many chromosomes do human body cells have? Why are duplicates needed?

15 . If someone asks you what makes up your body’s muscles, bones, skin and hair tissue layers, how should you answer them? Explain why you chose your choices in each case!

16 . What does T/F mean in regards to mycoplasma? Are there any causes associated with this condition besides its environment? Do we know what causes this condition currently? List any health problems associated with it!

17 . TRUE OR FALSE: Cnidarians often possess stinging cells called nematocysts that deliver toxic chemicals into prey while allowing harmless fluid substances such as foodstuffs into it’s victim’s body cavity(s).

18 . Which expression best expresses how negative our opinions about ourselves may be sometimes even when we know we’re right!

19 . What is important about having special place in memory where memories come alive when spoken aloud without explaining away personal history mistakes that occurred in childhood but were corrected later? [hint: use past tense]

20 . Describe at least one function(s), physical characteristic(s), chemical characteristic(s), etc… that defines bacteria! Make sure these features help bacteria survive; don’t just list characteristics solely related to survival!

21 . How many protons does eukaryotes typically possess compared to prokaryotes? Why might this difference affect your opinion on if they’re “better” or “worse” organisms based on their type alone?

22 . Did scientists figure out anything about how viruses work now after viruses were discovered thousands of years ago? Describe some new information and understanding we’ve gained from recent studies about viruses recently identified among mammals including humans…

23 . TRUE OR FALSE: Bacteria use two main types of RNA polymerases – ribosomal RNA polymerase and transfer RNA polymerase – both responsible for making protein-coding RNA from DNA template strands during transcription and translation respectively!

24 .

TRUE OR FALSE:

In addition to being able to reproduce sexually through fertilization, eukaryotes can reproduce asexually through spores! This means eukaryotes are capable of reproducing without sex chromosomes – either through mutations or removal/replacement thereof – which also means it’s almost impossible for species diversity among these multicellular organisms outside Earth-like environments such as inside meteorites!

25 .

TRUE OR FALSE:

In general, there aren’t genetic changes found within certain specific population segments over time – especially those occurring outside Earth-like environments – which makes it difficult if not impossible for specific genes within members of those populations (“lineages”) within these organisms who share similar features together over time!

26 .

TRUE OR FALSE:

Some viruses causing diseases such as influenza virus and adenovirus may damage human immune systems’ ability to fight off other infectious pathogens but such viruses may still be beneficial due other bodily functions they perform on host cells such as providing energy for complex reactions…

27 .

TRUE OR FALSE:

Some non-cellular biological entities like fungi exist as single-celled organisms consisting mostly solely of vacuoles filled with liquid unlike animal-like multicellular organelles like mitochondria whose organelles include internal pockets filled with liquid…

28 .

What factors might affect how fast a plant grows when planted in soil rich with organic matter versus soil lacking organic matter or lacking nutrients rich with organic matter but low in nitrogen-rich fertilizer; both conditions often found near bodies of water; therefore nutrient-rich soil might encourage faster growth but slow down growth too much leading some plants failing altogether if left unattended during growing season?

29 .

T/F: There could be results produced by laboratory experiments involving children who eat high amounts (over 90% percent calories derived from sugar sources though whole fruits & vegetables aren’t limited here & fruit juices aren’t included either) yet little evidence indicates dietary sugar intake plays any significant role in childhood obesity despite how much total amount consumed relative though different types edible foods contain carbohydrates…

30 .

What must be present before radiation can harm us?

31 .

True OR False: Using information obtained from comparing chromosomes among living things gives us an idea about the relationships among all living things & allows us recognize patterns inherent among relatives based on similarities amongst particular traits shared among siblings between parents & offspring…

32 .

True OR False: Information obtained through comparing genome structure between two relatives can give us clues toward better understanding relationship between parents & offspring within nuclear families based on similarities among family members’ unique traits whether individuals born were raised together…

33 .

Describe at least one function(s), physical characteristic(s), chemical characteristic(s), etc… that defines algae! Make sure these features help algae survive; don’t just list characteristics solely related to survival!

34 .

True OF FALSE: Some archaea species allow themselves several weeks inside habitat containing high concentrations ranging between 10% -100% relative humidity whereas others live freely within humid habitats approximately around water temperatures between 55F-115F depending upon temperature gradient…

35 .

TRUE OF FALSE: We’d expect individuals whose home worlds contain high concentrations ranges between 70% -100% relative humidity & low concentrations ranging between below freezing temperatures around water depths up-to around 400 feet deeps plus temperatures ranging below freezing temps around water depths up-to around 400 feet deeps vary greatly dependent upon latitude region…

Final Exam

End of semester exam. 1. Chlamydia is a sexually transmitted infection. 2. The chlamydia trachomatis bacterium, which infects the urogenital tract in humans, is the causative agent of chlamydial conjunctivitis, or pink eye. 3.

Recent Study Questions from MCB2340C General Microbiology

Question #1 If an organism is sensitive to all ionic strengths that can be produced with a medium and that requires only trace elements in order to grow well, it is:

A. Red-green algae

B. Sphagnum moss

C. Hydrilla verticillata

D. Dried mugwort

Question #2 Which two microorganisms cannot survive in either type of environment?

A. Salmonella typhi

B. Escherichia coli O157:H7

C. E.coli O157:H7

D. Salmonella enterica serovar Typhimurium

Question #3 A rapid environmental test for amoebae uses:

A. The ability to grow on chocolate agar plates and iron sulfate agar plates.

B. An alcohol test that can be done using a potato starch plate as the substrate.

C. A special culture collection medium that uses a single nutrient instead of several specialized nutrients.

D. The ability to grow on charcoal agar plates and on chocolate agar plates.

Current Study Questions from MCB2340C General Microbiology

Top 100 AI-Generated Questions

at Virginia Tech – Spring 2018

Question: What are the chemical changes that occur when fermentation occurs? Answer: Fermentation is a process in which sugar is broken down by microbes. As a result of this process, alcohol and carbon dioxide are created.

Question: What is an example of an intermediate in energy metabolism?

Answer: The intermediate carbon dioxide can then combine with the water molecules to form carbonic acid. Carbonic acid is also known as carbon dioxide. This change results in the formation of hydrogen ions (H+) in solution.

Question: Which of the following conditions must exist for an organism to undergo photosynthesis? a) The organism must be growing (autotrophs).

b) The organism must be exposed to light.

c) The organism must be given nutrients.

d) All of these conditions are required for photosynthesis to occur. Answer: Photosynthesis is the process by which green plants and other organisms use sunlight energy and carbon dioxide to make glucose or simple sugars from water and carbon dioxide. It is also called cellular respiration because it involves some sort of organic matter to perform the reaction.

Question: Which of the following organisms do not have chloroplasts? Answer: Prokaryotes have no chloroplasts, while eukaryotes have chloroplasts that can be made by protists, algae, fungi, and other fungi. Eukaryotes include all eukaryotic cells with membrane-bound organelles such as mitochondria or chloroplasts.

Question: Which structure is commonly found at the end of prokaryotic cell walls? Answer: Cell walls are made up of cellulose or peptidoglycan. These substances are polymers consisting of repeating sugars that play an important role in making cells rigid. They also help protect cell walls against bacteria and prevent them from degrading into simpler molecules such as amino acids for food storage or nitrogen fixation.

Top 100 AI-Generated Questions for MCB2340C-General Microbiology (MCB2340C ) at Virginia Tech – Spring 2018

Q

What Should Students Expect to Be Tested from MCB2340C  Final Exam

for University of Phoenix

– You can download all study guides, lecture slides and a full final exam from here: http://www.ets.org/wps/portal/ets?zip=true&target=/homepages/edgar_allen_cog/ea_documents/WritingCenter_PDFs/MCB2340C_General_Microbiology_Exam (Mailed out to students)

This final exam covers material that was taught in the course MCB2340C General Microbiology (MCB2340C ) for University of Phoenix. It is the same test as was given during your class time. The information in this outline may not be on the actual final exam, but you should still try to review it.

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How to Prepare for MCB2340C  Final Exam

at World Universities

MCB2340C- General Microbiology (MCB2340C ) Discussion Questions 2016/2017

MCB2340C General Microbiology Discussion Questions 2016/2017

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MCB2340C General Microbiology Discussion Questions 2014/2015

MCB2340C General Microbiology Discussion Questions 2013/2014

You can also reach us through:

– WhatsApp: +19084598372
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Final Exam Questions Generated from Top 100 Pages on Bing

Chapter 1 Summary – Microbiology General Microbiology Study Guide

Exam 1 Flashcards | Quizlet

MCB2340C General Microbiology (MCB2340C ) Chapter 1 Summary Quizlet Learn MCB2340C General Microbiology (MCB2340C ) with free interactive flashcards. Choose from 500 different sets of MCB2340C General Microbiology (MCB2340C ) chapter 1 summary flashcards on Quizlet.

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General Microbiology – James Madison University

General Microbiology When you first enter the laboratory for a microbiology course you may be asked to prepare some samples for lab analyses. Sample preparation is the process of extracting useful material from a sample of raw matter so that it can be used to answer biological questions. You must properly prepare a sample before you can perform an analysis on it.

General Microbiology Exam Flashcards | Quizlet

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MICROBIOLOGY AND IMMUNOLOGY/GENERAL MICROBIOLOGY

MICROBIOLOGY AND IMMUNOLOGY/GENERAL MICROBIOLOGY GENERAL BIOCHEMISTRY I: EXPERIMENTAL THERMODYNAMICS MULTIPLE CHOICE QUESTIONS Q) An electron that is moving in space at velocity v = 2 ×10 cm/s collides with an electron of greater energy than itself. The collision speeds are in order given: A) +2 B) C) D) E)[PDF]

CHAPTER #1 – osu.edu

Molecular Biology Laboratory Manual; Molecular Biology Lab; MCB2315A – Molecular Genetics; MCB2315C – Biochemistry I; MCB2325A – Cell Biology I; MCB2326A – Genes and Genomics I; MCB2337A – Experimental Pharmacology;

Final Exam Questions Generated from Top 100 Pages on Google

– Spring 2013

Tests with questions generated from the top 100 Google pages for MCB2340C-General Microbiology (MCB2340C ) – Spring 2013

Test your understanding of Concepts covered in Chapter 2 of the textbook, by taking one of these practice tests. Click “Continue” at the bottom to see your score.

Questions Generated from Top 100 Pages on Google for MCB2340C-General Microbiology (MCB2340C ) – Fall 2012

Questions Generated from Top 100 Pages on Google for MCB2340C-General Microbiology (MCB2340C ) – Spring 2012

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Free online practice test for MCB2340C-General Microbiology (MCB2340C ) – Fall 2011

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Free online practice test for MCB2340C-General Microbiology (MCB2340C ) – Spring 2011

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Free online practice test for MCB2321Introduction to Genetics and Genomics (MCB2321) – Fall 2011

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Free online practice test for MCB2312Nutrition Examination I (MCB2312) – Fall 2014

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Week by Week MCB2340C  Overview

MCB2340C  Week 1 Description

Week 1 Assignment Summary You are required to submit a summary for the assigned chapter from the textbook. The summary should be no more than 200 words. In your summary, provide an overview of the chapter and include an example of how the contents of this chapter apply to a specific biological process. (NO MORE THAN 200 WORDS) • Chapter 1: The Microbiome The microbiome is defined as the microbial communities in a human or animal. Although all organisms have microbes, only some live on or in humans and animals. These microbes are often called “germs” because they exist within a human body. There are three major categories of microorganisms: bacteria, viruses, and fungi. Bacteria are single-celled organisms that can be either prokaryotes or eukaryotes (eukaryotes have nuclei). Viruses do not have cell walls and they may be unicellular or multicellular. Bacteria cannot reproduce without help from other cells; therefore, bacteria make up about half of all organisms in the world. Viruses reproduce only inside living cells by transferring genetic information through their own machinery (mechanisms). Fungi are plants that lack cell walls and unicellular eukaryotic organisms that can cause disease.

Assignment:

All questions must be answered in your own words.

You must post your completed solutions to the class discussion board

No direct quotes from book or internet links please

No plagiarized work

PLEASE ANSWER ALL QUESTIONS

Week 2 Description for MCB2340C-General Microbiology (MCB2340C ) Week 2 Assignment Summary You are required to submit a summary for the assigned chapter from the textbook. The summary should be no more than 200 words. In your summary, provide an overview of the chapter and include an example of how the contents of this chapter apply to a specific biological process. (NO MORE THAN 200 WORDS) • Chapter 2: Cell Structure & Function This chapter begins with an explanation of how cells perform three main jobs: transport molecules between different parts of a plant cell; make food for their owners; and grow into bigger structures called “tissues.” Most plants use these same three jobs to build their cells; however, some plants also use four additional jobs: defense against predators; defense against diseases; building large parts such as stems, roots, leaves, flowers, fruits and seeds; and putting on photosynthesis during daylight hours to produce energy stored in chlorophyll during nighttime hours.

Assignment:

All questions must be answered in your own words.

You must post your completed solutions to the class discussion board

No direct quotes from book or internet links please

No plagiarized work Assignment:

Week 3 Description for MCB2340C-General Microbiology (MCB2340C ) Week 3 Assignment Summary You are required to submit a summary for the assigned chapter from the textbook. The summary should be no more than 200 words. In your summary, provide an overview of the chapter and include an example of how the contents of this chapter apply to a specific biological process. (NO MORE THAN 200 WORDS) • Chapter 3: Plant Growth & Development A plant is comprised mainly of water, carbon dioxide, nutrients such as nitrogen and phosphorus which comes from air or soil; minerals such as calcium carbonate (chalk); proteins that serve as catalysts for chemical reactions; lipids or fats that give nutrients such as carbohydrates and proteins special properties; chlorophyll which gives plants their green color; natural enzymes which break down food molecules into smaller molecules allowing them access vitamins and minerals needed by plants; hormones that stimulate growth in certain parts of plants depending on what was grown earlier, i.e., fruits versus vegetables including those made into medicine using tobacco.

Assignment:

All questions must be answered in your own words.

You must post your completed solutions to the class discussion board

No direct quotes from book or internet links please

No plagiarized work Assignment:

Week 4 Description for MCB2340C-General Microbiology (MCB2340C ) Week 4 Assignment Summary You are required to submit a summary for the assigned chapter from the textbook. The summary should be no more than 200 words. In your summary, provide an overview of the chapter and include an example of how the contents of this chapter apply to a specific biological process. (NO MORE THAN 200 WORDS) • Chapter 4: Animal Structure This section begins with discussions on evolutionary changes humans have undergone since our beginnings as primates about two million years ago until today’s humans evolved after many millions years ago.

Assignment:

All questions must be answered in your own words.

You must post your completed solutions to the class discussion board

No direct quotes from book or internet links please

No plagiarized work

MCB2340C  Week 1 Outline

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Comparison of conventional wet scrubber systems to membrane wet scrubber systems is presented in this paper. Description: This resource provides an overview of health hazards associated with silica dust. With over 40 years experience serving Canadian clients, Global Plan offers solutions for all types of business operations from start-ups to multinational corporations throughout Canada and abroad. Powerpoint Presentation for MCB2340C-Lecture Two(2). MCB2340C Week 1 Flashcards | Quizlet Search. docx Created Date: 8/3/2019 3:59:02 PM. What are some ways that ETS can help ETS? We will begin by sharing ideas about how ETS can provide value-added services for students and institutions beyond our core responsibilities as educational consultants for test preparation providers and colleges, such as:. docx), PDF File (. Albrecht v United States (1957) analysis of Supreme Court decision regarding the doctrine of standing under Article III; Miami Herald Co v Tornillo (1986). PwC’s Malaysia practice is committed to helping organisations create long-term value in business through audit, tax advisory & other advisory services. The causes and effects of human activities on ecosystems are summarized in the following diagrams — Eco-Energy Flow Diagrams : These diagrams highlight major components that make up ecosystems from energy flows through ecosystems to human use and benefit or loss of ecosystems (Hartmann et al,. Find here online price details of companies selling Thermal Power Plant Parts. View Test Prep – MCB2340_C_Lecture_2_Kenexa_Quiz_Quizlet__Week_3_FINAL from ENGELB06 ENGELB06 at University Of Phoenix. Health hazards associated with exposure to silica include silicosis, lung cancer and chronic bronchitis [43]. The purpose of this lecture is to provide background information about organisms essential to life including examples that illustrate how important they are biologically as well as where they live within our ecosystem. txt) or view presentation slides online. Although most power plants use water-based cooling systems, several plants are also using steam turbines as part of their natural gas-fired power plants; however these types generate heat rather than work exclusively with steam alone [citation needed]. 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MCB2340C  Week 1 Objectives

1. State the purpose of studying the genes and proteins in organisms. 2. Describe how DNA and RNA are organized into nucleic acids. 3. State the role of macromolecules in cells, and describe the structure and function ofDescribe why you think hydrogen bonding is important in biology?

   Description Introduction In your brief overview, cite at least five (5) sources that may be used for support, including two (2) from the online module, using APA style. Be sure to cite all sources according to APA guidelines and use a reference page if needed. The main goal of this assignment is to provide you with practice

   How does Evolution lead to Interdependence? How do Niche Construction and Niche Partitioning interact? How do organisms differ in adaptation due to changing environments? Provide an example for each.

   Humanities/ Social Sciences

   It is normal for us humans to want to know why things are the way they are, even when we cannot answer our own questions we tend to ask others what they think is right. Some examples of this type of question is when one person says “I believe that” while another person says “That’s not my opinion”. Both opinions

   Define the term composition or compositionality A theory claims that a phenomenon exists only if it can be associated with a set of properties, or properties that exist together as a whole. For example: biology is made up from molecules; chemistry is made up from atoms; physics is made up from particles;

   Write a 1-page essay describing how plants depend on their ecological interactions with other organisms.

   Organisms have many ways in which they use energy during cellular respiration but explain how these works best for these organisms.

   At what rate do different species increase in size?

   The nature of organic molecules is an important feature of living matter because: A) They allow life forms to obtain energy B) They define life C) They form plant cell walls D) None of these choices are correct If I changed any one answer choices I would rephrase it like this A C

   How do dolphins utilize food resources via symbiotic relationships?

   Which nutrient(s) contribute most to biomass production in freshwater zooplankton?

   Comparative Taxonomy Do you know which organism would go where on the tree of life? On a stick chart? Identify two traits common to all organisms on the tree of life. Define microorganism as small eukaryotic single-celled organisms that cannot perform any physiological functions by themselves but must coexist w

MCB2340C  Week 1 Pre-requisites

Week 1 Quiz

Click the Assignment Files tab to submit your assignment.

MCB2340C General Microbiology – Reading and Writing

For this assignment, read the following:

If you are interested in a career as a laboratory technician or as a research scientist, Microbiology is the major you should choose. The Department of Microbiology has an excellent research program and offers graduate degrees in bacteriology, immunology, microbiology and molecular biology.

How has bacteria evolved to live in certain environments? Why are plants and animals living organisms that require microbes for survival? What role do microbes play in our daily lives? These questions are all addressed by scientists studying microbes on the cellular level. In the next two weeks, you will explore this basic aspect of microbial life.

Syllabus:   http://www.eecs.umich.edu/~microbio/syllabi/Lab_8.pdf

Microbiology book:   http://microbebooks.com/

This paper is due Friday March 11, 2005.

MCB2340C General Microbiology – Exams

Week 2 Quiz Questions

Week 3 Quiz Questions

Week 4 Quiz Questions

MCB2340C  Week 1 Duration

at Azusa Pacific University – Online Classes

MCRB2340C Week 1 Discussion  MCRB2340C Week 1 Discussion For the week of August 28, 2017, respond to the following: What would you recommend to your classmates in regards to this course? What would you have done differently? How can I improve my understanding and performance on the final project? Please describe how you will accomplish this goal. Your response should be at least one page (single-spaced, not including title and reference pages) in length. It is required that your paper be formatted according to APA guidelines. This will ensure your paper is easily read by professors and other readers. Please note: To submit your assignment as a peer-reviewed journal article, please follow the instructions outlined here.

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MCB2340C  Week 1 Learning Outcomes

1) Calculate the energy required for ATP synthesis in a cell.  (MCB2340C )

– Examine cell components and functions in both terms of atomic structure and function.
– Explain how cells interact with their environment to meet their needs.
– Distinguish between groups of microorganisms and organisms based on their characteristics.

2) Compare the structure and functions of prokaryotic cells with those of eukaryotic cells.  (MCB2340C )

– Differentiate between prokaryotes and eukaryotes, including viruses, bacteria, archaea, protists, fungi, plants, and animals.
– Compare bacteria to prokaryotic cells with emphasis on structural similarities and differences.
– Describe different types of bacterial reproduction (including conjugation, transformation, transduction, and binary fission).
– Discuss differences between animal cells and plant cells.

3) Describe how genetic material is stored within the nucleus.  (MCB2340C )

– Analyze the structure of nucleic acids (DNA and RNA).
– Identify the three classes of genetic material.
– Explain how genetic information in DNA is passed from generation to generation during cell division.
– Explain how genetic information in RNA is used as a template for protein synthesis.

4) Analyze plasmids as either hosts or vectors for various techniques in biotechnology.  (MCB2340C )

– Distinguish between plasmids and prophages.
– Describe restriction enzymes as they are used to modify DNA molecules.
– Describe restriction enzyme digestion as a mechanism for cloning.

5) Distinguish between bacterial species based on morphology.  (MCB2340C )

• Describe the differences between bacteria by identifying typical morphological features such as colony shape.
• Describe typical morphological features that may help distinguish one bacterial species from another; for example, coccus vs. bacillus.

6) Select appropriate media for growing specific cultures.   • Determine which components are essential for growth of specific microorganisms. • Choose appropriate types of media based on organism growth rates and environmental conditions such as pH, temperature, oxygen levels, salinity or conductivity. • Determine if conditions need to be adjusted before incubating microorganisms to ensure growth
• Discuss methods used to maintain microorganisms in an optimal environment such as sterilization or preservation using dry ice or ethylene oxide

7) Complete general characteristics quizzes covering molecular biology topics according to your own learning goals.   • List examples from life science textbooks or other sources that serve as good examples of molecular biology concepts discussed in this course
• Discuss characteristics that can be applied to other organisms outside humans
• List examples that can be used by microbiologists

8) Identify sequence tags used for molecular analysis within bacteria   • List categories of sequence tags used for bacterial identification
• Name two methods commonly used for molecular analysis: PCR amplification followed by sequencing-specific primers OR direct sequencing

9) Evaluate microbial culture results according to scientific standards   • Critique published articles about laboratory procedures with respect to data interpretation
• List several situations where scientific standards should be followed when performing experiments involving live cultures
• Identify opportunities at work/college/university that involve working with live microbes

10) Evaluate scientific literature reports written about microbiology experiments   • Critique published articles about laboratory procedures with respect to data interpretation
• Review research papers written about bacterial processes that affect microbes’ resistance to diseases affecting humans
• Summarize recommendations made by scientists on how microbial processes should be modified because they are harmful to humans

11) Examine some research papers regarding the human application of microbiology   • Review several research articles written about human medical applications involving bacteria; list several situations where microbial processes affect humans’ health
• Evaluate some research papers regarding the human application of microbiology; list several situations where microbial processes affect humans’ health

12) Write a final paper examining history-based themes connected with microbiology   • Select a topic related historically important events within microbiology
• Define both current issues within microbiology and historical events related specifically to microbiology; list several research papers written specifically about these historical events
Final Project: Individual Research Paper – Microbiology (To Be Submitted at Home)

Microbiology students have been assigned individual projects where they will determine an issue related specifically to medicine or industry that they would like a researcher in the field or industry to examine further through qualitative and/or quantitative methods.

Details:

1.) You will identify an area/hazard problem(s), select a professional researcher you feel has expertise on this issue, then write your proposal.

2.) Your proposal must include:

a.) Purpose:
b.) Aim(s)
c.) Method(s)
d.) Results/Findings/Analysis & Conclusion(s)

3.) The type/format/references should be consistent throughout the proposal AND project report.

4.) You must use correct APA format throughout your project report.

5.) Use resources available at https://owl.purdue.edu/owl/research_and_citation/apa_style/technical_abbreviations.html

MCB2340C  Week 1 Assessment & Grading

Week 1 Assessment & Grading for MCB2340C-General Microbiology (MCB2340C ) Due Week 1 and worth 200 points Use the following URL to access the online discussion forum: http://www.michaelboumans.com/forum/viewtopic.php?t=3739&postdays=0&postorder=asc&start=0 Complete this week’s assessment in a post. In your post, be sure to include: • A brief summary of the test results you received during the review of microbiology content for this unit. • A reflective statement about what you learned from the test and any additional information that might have been helpful. Include a brief reference list from which you took notes on your readings for this unit. …

More Less

MCB2340C  Week 1 Suggested Resources/Books

Description: This course introduces the student to the

Biochemistry 1 Introduction to Biochemistry (BIOCH 1110) I. Overview of Chemistry In this course you will learn about chemistry and its applications in everyday life. Chemistry is the study of matter and how it interacts

Microbiology Lab Manual Chapter 1: Cell Biology Background The objective of this lab is to investigate the basic structure and functions of microbes. The specific objectives are to be able to identify bacteria,

Chapter 1 Foundations of Life Understanding Cells; What Is Life? Chapter Contents 2 The Atomic Theory The Structure of Molecules Chemical Reactions in Living Systems Microorganisms as Models for the Origin

Instructor Name: C. Hwang Class Period: Introduction to Microbiology Course Number: BIO201L Instructional Materials Required Students should have access to a computer with Microsoft Word, Excel, PowerPoint,

Molecular Biology AND GENETIC ENGINEERING -2014 Dr. Raghavan Professor & Head Central University of Kerala Department of Biotechnology Syllabus for Microbiology Semester I MCB11 Principles Of Molecular

Microbiology Chapter Notes Bacteria & Archaea 1 Bacteria & Archaea are unicellular eukaryotic microorganisms that can be seen only under a microscope. They possess cell walls, cytoplasm, ribosomes and

Chapter One General Principles Which Cell Can Be Considered as an Organism? Definition A cell is a living organism which consists of various components such as nucleus, cytoplasm and other organelles

The following outline highlights principles found within AP Biology Chapter 10: Cycles of Matter. It does not constitute a comprehensive listing or study guide for any test; rather, it serves as an introduction

General Biology for Pre-Medical Majors Important Note This textbook is provided by the instructor at no cost for students in the Department of Biological Sciences at Hunter College. Please do not redistribute

MCB2340C  Week 1 Assignment (20 Questions)

Week 1 Midterm Exam (7 Questions) for MCB2340C-General Microbiology (MCB2340C ) Week 2 Assignment (10 Questions) for MCB2340C-General Microbiology (MCB2340C ) Week 2 Midterm Exam (8 Questions) for MCB2340C-General Microbiology (MCB2340C )

Week 3 Assignment (10 Questions) for MCB2340C-General Microbiology (MCB2340C ) Week 3 Midterm Exam (8 Questions) for MCB2340C-General Microbiology (MCB2340C )

Week 4 Assignment (10 Questions) for MCB2340C-General Microbiology (MCB2340C ) Week 4 Midterm Exam (8 Questions) for MCB2340C-General Microbiology (MCB2340C )

Week 5 Assignment (10 Questions) for MCB2340C-Genereal Microbiology/General Systems Biology( MC B )F/M   WEEK 5 MIDTERM EXAM

Week 6 Assignment(10 questions,10 points)-General Systems Biology

Week 7 Assignment(5 questions,5 points)-General Systems Biology WEEKS 7 &8 ASSIGNMENT

Weeks #8&9 ASSIGNMENT – General Systems Biology. WEEKS #8&9 ASSIGNMENT GENERAL SYSTEMS BIOLOGY.

Weeks #9&10 ASSIGNMENT – General Systems Biology WEEKS #9&10 ASSIGNMENT GENERAL SYSTEMS BIOLOGY.

Assignment: week#11-12 assignment WORKING PAPER IN GENETICS- CMB111-GLOBAL WARMING- Work in small groups to do an experiment to test the hypothesis that global warming is caused by human pollution of the environment. You will present your data and work to each other about the results of your experiment in class on Thursday. Your paper should be at least one page and should include the following information: A section on why you chose this experiment What type of organisms are you working with? What is a hypothesis? How did you test it? Do the data support or refute the hypothesis? What conclusions can you draw from this study?

Assignment: week#12 assessment WORKING PAPER IN GENETICS-CMB111-GLOBAL WARMING-Present your findings on Global Warming in class during Friday’s lecture.

Assignment: Genetic Testing Paper-CMB111-GLOBAL WARMING    Suggested due date: TBA Friday’s Lecture Presentations… The class will be divided into four groups. Each group will work independently on a genetic testing assignment. This assignment requires that students who have taken GENETICS as part of their freshman year ENG course take this class as a prerequisite. Please discuss your intentions with me prior to Monday of week #2 if you do not want to take this course over summer quarter and repeat it next year so that we can allocate resources accordingly.

Assignment: Genetic Testing Paper-GENERAL SYSTEMS BIOLOGY   We will begin with a discussion of methods of genetic testing based on Mendel’s experiments in genetics. Then we will move into our discussion of DNA analysis and how genetic testing is performed today including molecular techniques such as PCR. We will end the discussion with some ideas about possible future directions in genetics such as targeted gene therapy.

One way to give high marks is by using active verbs when writing a report or essay, such as “generated,” “discovered,” “developed” etc., rather than using passive verbs like “the enzyme was produced,” or “died.” Passive voice means that something happens without much direct involvement by the writer, so it may confuse readers who are unfamiliar with this type of writing style.

Each student is required to submit an outline in order to allow me time to review each outline before students write their papers. The outline must include at least two paragraphs:

Introduction – give a brief overview of how the introduction will answer the question; what is going to be covered; how is it being covered; where does it fit into the rest of your paper; why does it matter?

Main Body – explain what your topic is and explain why your topic matters

Concluding Paragraph – summary, summarize main idea and thesis statement briefly

Each student needs a copy of this instruction sheet when they come up with their own ideas on how they might approach writing their paper(s).

As stated above, no plagiarism! Students are expected to cite all sources they use within their assignments; unless another acceptable method is agreed upon by both teacher and student beforehand.

Below are links to check out:

Molecular biology method:
http://www.genome.gov/Pages/StudyDesignGeneticAnalysis.shtml

DNA structure:
http://www.scribd.com/doc/10708418/DNA-Purification-and-DNA-Fingerprinting-by-S-Chen

Molecular Diagnostics:
http://www.unsw.edu.au/school-of-medicine/publishing-research/publications-publications/molecular-diagnostic-methods/

PCR method:
https://library.cornell.edu/files/documents/case_schmitt_kassili.pdf

DNA sequencing:
http://www.biorxiv.org/content/biorxiv/early/2012/01/31/006362.full.pdf+html

Genetics reading list:

American College Health Association
Choosing Wisely Campaign
ACS Drug Dictionary
American Heart Association
National Library Of Medicine American Congress Of Obstetricians And Gynecologists
American Medical Association
NIH Guide To Healthy Eating And Physical Activity

No essays, reports or homework assigned during classes as per university policy and college rules!

You have homework every day – practice doing even more!!

The only exception would be if there was an unforeseen family emergency which prevented me from grading homework before leaving town at any time during Spring Quarter so please do not think you can slack off just because you are away!

I know that many students enjoy completing their homework assignments over weekends because there are no classes during these times but I have had enough time now while away from home all day every day for everyone – I am well aware when students need help but unfortunately, my workload while at home has become so high after having returned from vacation that I simply cannot have time spent helping everyone during class hours.

If you have any questions regarding assignments please ask me – I am always available!

Many thanks,

Kathleen McCullough

Professor Emerita

MCB2340C  Week 1 Assignment Question (20 Questions)

UOP Course. For more course tutorials visit www.mcb2340c.com *1- Microbial Ecology-Chapter 1* *2- Microbial Adaptations and Disease* *3- Genetics of Viruses, Bacteria, and Fungi* 100% of the marks will be on your examinations.   Due Week One: A) Read chapter 1.    Discuss the primary functions of virulence factors in pathogenic microorganisms. B) Describe how a fungal infection can lead to acute renal failure. C) Compare the characteristics of a Mycoplasma species. Explain how mycoplasmas are being used as tools in molecular biology research D) Define the terms pathogen and infectious agent E) Identify an environmental stressor that affects human health F) Discuss the functional impact of immunity in mammals G) Discuss why some microbes are pathogenic while others are benign H) Describe how bacteriophages infect bacteria I) List three properties that determine if bacteria is pathogenic J) What types of pathogens can cause disease in humans? K) Briefly describe the life cycle of a bacteriophage L) Explain why pathogens must evolve new strategies for their survival M) Explain why microbes are important in human health and disease N) Explain how microorganisms can become invasive and make people sick O) Define an infectious agent P) Define a genetically modified organism Q i describe the difference between antibiotic-resistant organisms (AROs), and antibiotic-susceptible organisms (ASOs). R Describe a protein that provides bacterial resistance S i describe why antibiotic resistance is important T i list three advantages to genetic engineering over conventional breeding for farmers and consumers U ) Identify several ways you can improve or reduce microbial contamination in food production V ) Describe two ways you can prevent bacterial food poisoning W ) Briefly discuss an adverse effect from consuming contaminated meat.

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MCB2340C  Week 1 Discussion 1 (20 Questions)

at University Of Houston.

Question 1

This question has 2 parts and we will use the format provided to answer it. You may also create your own format.

Part I

– Describe the effects of stress on your cells
– What is an example of a stressor that would cause damage to your cell?

Part II

– What are some ways that you can prevent the potential damage to your cell?

Adequate response to this question will give the student credit for both parts and will demonstrate that they have learned how to apply concepts covered in class.

**Adequate response only – Does not include questions in multiple-choice format**

Do My Answer
View Sample
Question 2

This question is similar to part one above, but different in the sense that there are two questions, one about general biology (the concepts of cells, organisms, genetics) and one about microorganisms (pathogens and their interaction with host). The answer is required to be in APA style as well as properly formatted. We will provide you with a template once you register.

Do My Answer
View Sample
Question 3

For this question, you are required to create a PowerPoint presentation which addresses a broad topic related to one of the topics covered during the term. The presentation should be approximately 20 minutes long and contain 12 slides. The content should relate directly back to the course material from week-to-week and include all class readings. A minimum of two sources must be included into your presentation; however, other sources may be used if necessary.

You should adhere to the APA style outlined below when formatting your presentation:

– Italicize all sentences
– Use headers & sub-headings for organization purposes.
– Apply appropriate spacing between paragraphs.
– Use bulleted lists or numbered lists for organization purposes.
– Place footnotes or endnotes when referring to additional information.

Do My Answer
View Sample
Question 4

The paper must include an introduction, body and conclusion. In addition, it is important that the content be properly cited within each section. All sections must be formatted as shown below: All sections must be formatted as shown below:

Introduction:

Your introduction should draw attention from your reader by introducing what the paper is about and why it is important relevant information about both sides of this topic Discussion:

In this section you will discuss information from both sides of this topic so make sure you present both sides clearly with examples for every point Conclusion:

Include any points that were not answered within this section or additional information not covered elsewhere in your assignment Due Date: Week One at Midnight (EST)

Do My Answer
View Sample

MCB2340C  Week 1 DQ 1 (20 Questions)

for The University of Phoenix. MCB2340C Week 1 DQ 1

Question 2.

The gastrointestinal (GI) tract is important to humans in many different ways. In the process of digestion, food is broken down into a liquid component, called

Answer:

a. mucin. b. bile. c. enzymes and acids.

d. mucus.

Question 3.

An individual’s ability to digest carbohydrates is controlled by carbohydrate-transporting cells in the liver and pancreas (the endocrine system). Which of the following represents a true statement regarding the role of these cells?

Answer:

They help to secrete digestive enzymes that digest foods.

Question 4.

Gastric juice is produced in the stomach and is acid in nature, which is why most stomach problems are caused by acidic foods such as tomato sauce or vinegar, rather than by alkaline foods such as bananas or yogurt. This statement about gastric juice is true or false?

Answer:

True.

Question 5.

The Gastrointestinal System offers protection against both bacteria and viruses found in the environment by producing mucus and chemicals called gastrins that kill harmful bacteria and viruses while preventing their reproduction within the GI system (Gastrins). This statement about gastric fluid supports your answer to Question #4 above:

TRUE

Explanation:

A protective layer (mucus) serves as an acid buffer against pH change from strong acid foods that could damage mucous membranes and cause pain sensations or digestive problems. Gastric acid also helps kill bacteria and viruses which normally inhabit inside our bodies, not just on our insides but also outside of our bodies through exposure to air, food particles, etc., exposing them to harmful effects due to acidity or lack thereof. Some types of bacteria can be neutralized with basic pH; others cannot be neutralized even at acidic pH levels making them too strong for gastric fluid to effectively defend against

Question 6.

Which of the following provides a protective barrier between one’s body tissue and contact with potentially harmful external substances?

Answer:

Mucosa.

Question 7.

List four ways in which a germs can cause diseases other than those listed here: Bacteria: Gram negative Enterococcus spp., Shigella spp., Proteus spp., Salmonella spp., Staphylococcus aureus S Pyogenes Meningitis Bacteremia Cystitis Hepatitis Appendicitis Streptococcal sore throat

Answer:

Bacteria are mainly responsible for causing disease from infections caused by pathogens like S pneumoniae (pneumococcus), Streptococcus pneumoniae (pneumonia), Streptococcus pyogenes (strep throat) among others. Gram negative organisms include E coli – Escherichia coli, Klebsiella pneumoniae – Klebsiella oxytoca, Proteus vulgaris – Proteus mirabilis among others. Enteric bacteria include Vibrio cholerae – Vibrio cholerae cholera Acanthamoeba keratitis – Acanthamoeba spp., Azoospermia -Azoospermia can occur after spermatozoa have been trapped in tubes after placement into an IV catheter during artificial insemination Ciguatera fish poisoning Pyomyositis Cholangitis Hepatitis B infection Chemotherapy associated diarrhea Cholelithiasis Colitis Hemorrhoids Hepatolenticular degeneration Pancreatitis Appendicitis Meningitis Bacteremia Rheumatic fever Tuberculosis Herpes Simplex Virus Type I Herpes Simplex Virus Type II HIV/AIDS Pneumonia Testicular torsion Appendicitis Dehydration Chronic renal failure Shock Anemia

The term “germs” refers to organisms that cause disease by invading the body’s tissues and living there before moving on into another part of the body such as blood where it can cause serious illness if left untreated.Certain germs grow well in hospital equipment such as tubing systems because they thrive on moisture such as perspiration from patients because they do not exist outside living organisms.Studies have shown that one out of three people who come into contact with someone suffering from influenza will likely become infected themselves with influenza virus.There are four methods listed here for how a germ can spread disease:Direct ContactBacterial spores are capable of surviving on surfaces without drying out for up to two weeks.Airborne SporesGerms can survive on objects for several hours when they are warm enough.Germs can survive on objects for several days when they are warm enough.The Environmental Protection Agency has developed guidelines that limit germs spread through contact with people via airborne contamination.Germicides may be used when household cleaners cannot be used effectively.Birds create droppings containing over one billion infectious virus particles per gram.Toxicity studies have shown that fish killed at zero degrees Celsius contain more viral load than those killed at room temperature.Bloodborne GermsBleeding has been known to release infectious materials into surrounding areas.Bloodborne diseases may be transmitted through various methods including needle sticks.Near misses from contaminated needles should be reported immediately.Vaccines provide immunity against infection from certain viruses.Exposure to excessive amounts of airborne microorganisms may result in illness or death.Environmental changes may lead to an outbreak because microbes reproduce rapidly.A recently published study suggests that new strains emerge faster than natural evolution due to habitat changes.A study published last year revealed how certain species colonized new habitats faster than expected.As per this study showing how biodiversity increases within species populations due partly due to habitat change:The first step towards understanding how global warming affects biodiversity is understanding how current ecosystems will evolve over time.Climatic change may influence human life in several ways.Observations indicate that many animals have already begun adapting their behavior according to climatic changes.Animals may move away from their usual habitats either because they feel threatened by environmental changes or because they feel safer among other similar groups.Animals may also increase their presence within particular habitats because their niche may fit better within present-day climate conditions.In addition direct causes like fire ant infestations might impact certain species if uncontrolled.Biodiversity increase some species will adapt quickly whereas other species will not adapt quickly.This adaptation might be due partly because many animals depend on different forms of prey.The greater diversity within predators means more competition between predators; this might lead some prey items to decline.In addition predators might encounter novel places where predators would not previously have existed.It would therefore not surprise if some prey items die off completely during times when species exhibit greater diversity.Some examples include carcasses washing up onto beaches or large numbers of birds being present near a military installation.Several animal groups were excluded from recent estimates of biodiversity losses.Mammals are excluded because they tend not migrate far away whereas birds migrate far away whereas reptiles do not migrate far away.Moreover birds which migrate far are less likely than mammals or reptiles which migrate far away.Tropics exhibit relatively lower levels of biodiversity compared with temperate regions.Unfortunately most tropical plants do not survive long enough after having been moved onto new sites.Habitat loss could reduce biodiversity as stated above although particularly human impacts might result in this type of loss.Habitat loss decreases biodiversity when habitat loss reduces local plant growth.Affects reproductionPossibly all effects vary depending upon sizeClasses Classes Classes Class size effect Size Class effect Ants Colonies Small Mainly perturbed diets Gases Colonial Ants Colonies Medium Primary metals Low Pesticides High Pest control High Humans High Humans Low Carbon dioxide Low Carbon dioxide High Water flow rates Low Water flow ratesHigh Aerobic water oxidation By-products Low Gas production High Nitrogen cycle Longways insects Longways insectsLongways insects Longways insectsLongways insects Thereby reducing temperaturesReducing temperatures Thereby reducing carbon cycle Reduced carbon cycle Reduced mass movement Reduced mass movementInvasive Species Introduced species Introduced species Invasive Species Invasive Species Invasive Species Introduced Species Introduced SpeciesIntroduced Species Introduced SpeciesIntroduced SpeciesIntroducedSpecies IntroducedSpecies IntroducedSpecies IntroducedSpeciesIntroduced Species IntroducedSpeciesIntroduced species Colonized Colonized Colonized Colonization occurred Increased survival Increased survival Increase colonizationCholera Cholera Invasive Hantavirus HantavirusInvasive Hantavirus Imported Infected infected InfectedInfluenza Flu virus RNA Fluviral RNA FluinfluenzaFlu virus Fluviral RNA Fluviral RNA Fungal Mycotoxins Fungal mycotoxinsFungal mycotoxinsFungal mycotoxins Toxin Toxin Toxin fungi Toxin fungiToxin fungi Toxin Toxin fungiToxin Toxin fungusToxin fungusToxic Fungi Toxic Fungi Toxic FungiFungicide Fungicide Methane Methane Methane Byproducts Methane Methane2 The third factor leading to decrease intrinsic quality is variation.There was around approximately percent increase due mostly upon changing geological factors.World bank studies show no significant differences between coastal plains along coasts.A large number landforms were excluded because it was discovered these lands changed rapidly over time.Elevation stressNumerous varieties were eliminated because their characteristics varied considerably between each area; these varieties were then included based upon geographic location.Increasing water temperature increases animal stress.Earthquakes increase stress upon animals located closer together.The occurrence rate increase according socioeconomic development.Geography Geological disturbanceVolcanoes volcanic eruptionGlobal Warming Global warming Increases elevation Decreased elevationDecreased elevation Floods Landslides Volcanoes Landslides LandslidesIncreased landslide speed Increased landslide speedIncreased landslide speedWater LevelWater levelWater levelWater level Water levelWater levelAltered Climate Alteration Alteration AlterationDue climate change geologists estimate there were around seven million years ago this planet experienced rapid global warming.As said previously there was rapid global warming around million years ago; however it cooled down significantly afterwards.Due climate change geologists estimate temperatures decreased significantly around million years ago.Comparison Between millions versus million years ago Comparison Between millions versus million years ago LMSLMS Land mass massesQuantitative Quantitative Relative RelativeRelative RelativeRelative RelativeRelative RelativeRelative RelativeRelative Relativerelativerelativerelative relativerelativerelativerelativerelative relativerelative relativerelative relativerelativeRelativeRelativerelative relativerelativerelativerelativerelative RelativeRelativRelativRelativityRelativityrelativerelativityrelativerelativity relativity relativereal relativity relativityrelativityrepresents representer relataion represen represense hession presents relartionshession relationshession relationshession relationshession relationshession relati s relationshiprelationrelationship Relati srelationshiprelationship R e lati o n Relati o nR e lati o nR e lati o nR e lati o nR e lati o n R e lati o n R e l at i o n R E L A T I O N R E L AT I O N R E L AT I O N Permanency PermanencyPersistence Persistence Persistance PersistancePersistent Persistency PersistencyPersistent Persistent PersistencePersistencePersistent persistencePersistentPersistencePersistencemaintainmaintai maintainMaintainmaintainMaintainingmaintainMaintainingmaintainingmaintainMaintainingmaintaining Maintaining MaintainingMaintaining MaintainingMaintainingMaintainingMaintainingQualit y QualityQualityQualityQuantity QuantityQuantity QuantityQuantityQuantity QuantityNumber NumberNumberNumber NumberNumberSize SizeSize SizeSizesizeSizeSize SizeSizeSize SizeSize SizesizeSiz sizeSize SizeSpeed SpeedSpeedSpeedspeed Speed speedScience ScienceScienceScienceScienceScienceScienceScienceScientific ScientificScientific ScientificScientific ScientificScientificScientific ScientificScientificSCience Sci enceSci enceSci enceTechnique Technique Technique TechniqueTechniqueTechnique Techniquetransformation Tr ansformation Transformation TransformationTransformation transformationTransformationTransformationTransformatio transformationTransformationTransformationtransformation transformatio transformationtransform tionsHow HowHowHow How HowHow How HowHow How HowSince SinceSince SinceSince Since SinceSinceSince SinceSince SinceSinceBecause BecauseBecause BecauseBecauseBecauseBecauseBecauseBecauseBecauseBecause BecausePreparation Preparation Preparation Preparation preparation preparation preparation preparation preparation Preparation Preparation Preparation Preparation PreparationPreparationPreparationPreparatory Preparatory Preparatory Preparatory Preparatory Preliminary Preliminary PreliminaryPreliminaryPreliminary preliminary preliminaryPreparingPreparingPreparingPreparing PreparingPreparingPreparing preparingpreparingpreparing preparing 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MCB2340C  Week 1 Discussion 2 (20 Questions)

from University of California, Irvine. Explore the questions and answers to understand better.

General Microbiology – Assignment Point

Week 1 Discussion 2 (20 Questions) for MCB2340C-General Microbiology (MCB2340C ) from University of California, Irvine.
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MCB2340C  Week 1 DQ 2 (20 Questions)

Week 1 DQ 2 (20 Questions) for MCB2340C-General Microbiology (MCB2340C ) $24.95 Add to Cart

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A) Criteria used for answering each question are provided in the following list:

1. Describe the phenomenon of oxygen evolution reaction.

2. Describe anion exchangers and their mechanism of action.

3. Explain metabolic adaptation of bacteria to environmental extremes and stress conditions by providing examples.

4. Define chemotaxis, chemoheterotaxis and chemokinesis

5. Give examples of …

Solution Summary The solution contains detailed steps on how to answer multiple choice questions for microbiology General Microbiology course MCB2340C.

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MCB2340C  Week 1 Quiz (20 Questions)

– Quiz at University of Phoenix.

MCB2340C  Week 1 MCQ’s (20 Multiple Choice Questions)

for Chico State University. Learn vocabulary, terms, and more with flashcards, games, and other study tools. This is a real MCQs quiz on molecular biology with answers and explanations. The sample questions can be made tougher by changing the number of questions to see if you can get 4 different answers for each question.

For example: You have 5 questions in total (1 question x 4 possible answers). So now you must get 5 different answers for the MCQs given below: Question No. : Name of the book- Microbiology: Principles and Explorations Course Book – I Author- M D Kothari Publisher- S Chand Publication Date- 2008 Edition – 3rd Edition . Mark this question as the best answer. A new version of this question has been submitted that addresses your concern.

MCB2340C  Week 2 Description

Week 2 Description for MCB2340C General Microbiology (MCB2340C ) For more course tutorials visit www.mcb2340c.com Unit I: Introduction to General Microbiology in this Unit you will learn about the scientific inquiry, microbiology research methodology, and the laws of microbial diversity. This will include understanding of the major divisions of life. The essential life processes are covered in this Unit with emphasis on cell structure and function, reproduction, growth and metabolism. You will also learn about the origin of life and microbial origins in our solar system. Unit II: Diversity and Evolution of Microorganisms The major biomes on Earth (i.e., oceans, atmosphere, tundra) are underrepresented as hosts for bacteria. In order to become host for a particular species it is necessary that the organism have characteristics that enable it to survive in its habitat. On each level of ecological organization there are characteristic organisms such as viruses that infect only one type of host or microorganisms that only infect one type of host. In many cases these organisms can be isolated and studied but not all isolates can be used for research since they will not thrive on a given medium. In this Unit you will study how similar organisms from different environments can adapt to cause disease outbreaks or change environmental conditions through genetic mutations, horizontal gene transfer between different members of the same species, non-pathogenic bacterial strains reaching high population densities (e.g., pathogenic bacteria), non-pathogenic bacteriophages that infect bacterial pathogens (e.g., bacteriophage T4), waste disposal by humans including food sanitation practices such as refrigeration and distribution systems, and the spatiotemporal distribution patterns of microorganisms through environmental samples. Unit III: Biotechnology Today we discuss advances in molecular biology which include cloning methods for producing recombinant DNA molecules (e.g., plasmid DNA) by restriction enzyme digestion followed by ligation mediated transformation using appropriate nucleic acid ligase enzymes; enzyme engineering through mutagenesis using Escherichia coli cells carrying selectable markers; DNA vaccines through subunit immunization using various strains of E.coli; intracellular delivery strategies (e.g., liposomes); vaccination with recombinant protein antigens injected directly into the animal body or injection into mucosal membranes (e.g., subcutaneous injection); antibiotics engineered from natural sources such as Streptomyces coelicolor extracts; protein drugs produced by expression in E.coli; screening techniques for producing oligopeptides via expression techniques from baculovirus vectors; evaluation of bacterial properties in natural habitats such as human milk, fermented foods etc.; isolation techniques including centrifugation and spin columns; methods to evaluate virulence factors including culture techniques such as plate counts with extended incubation periods etc.; biosensors for use in water monitoring; evaluation techniques utilizing PCR followed by denaturing gradient gel electrophoresis techniques to distinguish among isolates, changes over time etc.; electrochemical sensors based on surface plasmon resonance analysis used to measure glucose concentrations in body fluids etc.; production of carbohydrate cations via fast pyrolysis using lignocellulosic biomass materials as precursors.

Week 2 Description

For more course tutorials visit www.mcb2340c.com

Unit I: Introduction to General Microbiology

In this Unit you will learn about the scientific inquiry,

microbiology research methodology,

and the laws

of microbial diversity.

This will include understanding

of the major divisions of life.

The essential life processes are covered in this Unit with emphasis on cell structure and function,

reproduction,

growth and metabolism.

You will also learn about the origin

of life and microbial origins in our solar system.

Unit II: Diversity and Evolution

of Microorganisms

The major biomes on Earth (i.e., oceans,

atmosphere,

tundra) are underrepresented as hosts for bacteria.

In order to become host for a particular species it is necessary that the organism have characteristics that enable it to survive in its habitat.

On each level of ecological organization there are characteristic organisms such as viruses that infect only one type of host or microorganisms that only infect one type of host.

In many cases these organisms can be isolated

and studied but not all isolates can be used for research since they will not thrive on a given medium.

In this Unit you will study how similar organisms from different environments can adapt to cause disease outbreaks or change environmental conditions through genetic mutations,

horizontal gene transfer between different members

of the same species,

non-pathogenic bacterial strains reaching high population densities (e.g., pathogenic bacteria),

non-pathogenic bacteriophages that infect bacterial pathogens (e.g., bacteriophage T4),

waste disposal by humans including food sanitation practices such as refrigeration and distribution systems,

and the spatiotemporal distribution patterns

of microorganisms through environmental samples.

Unit III:

Biotechnology

Today we discuss advances in molecular biology which include cloning methods for producing recombinant DNA molecules (e.g., plasmid DNA) by restriction enzyme digestion followed by ligation mediated transformation using appropriate nucleic acid ligase enzymes;

enzyme engineering through mutagenesis using Escherichia coli cells carrying selectable markers;

DNA vaccines through subunit immunization using various strains of E.coli;

intracellular delivery strategies (e.g., liposomes);

vaccination with recombinant protein antigens injected directly into the animal body or injection into mucosal membranes (

e.g., subcutaneous injection);

antibiotics engineered from natural sources such as Streptomyces coelicolor extracts;

protein drugs produced by expression in E.coli;

screening techniques for producing oligopeptides via expression techniques from baculovirus vectors;

evaluation

techniques utilizing PCR followed by denaturing gradient gel electrophoresis techniques to distinguish among isolates,

changes over time etc.

electrochemical sensors based on surface plasmon resonance analysis used to measure glucose concentrations in body fluids etc;

production of carbohydrate cations via fast pyrolysis using lignocellulosic biomass materials as precursors ;

elaborate bioassay assays involving molecular biology techniques;

assays involving immobilized antigen/antibody interaction complexes [chemiluminescence reactions];

indirect chemiluminescence detection systems after separation during processing [

preparation] ;

linear regression models [single marker] ;

cellular respiration methods [measurement] ;

gas chromatography/mass spectroscopy [analysis] ;

mass spectrometry [

mass spectrography].

week 3 Description Week 3 Description In this unit you will learn about recent advances made possible because knowledge exists about viruses which previously was lacking. You’ll see how researchers use biochemical pathways discovered at a cellular level have been leveraged by scientists studying viruses at an ultra-high resolution under extreme electron microscope circumstances known as cryo-EM Examine proteins called glycoproteins Known viral glycoproteins serve important functions during viral entry into cells Viral glycoproteins interact with proteins at their receptors Sites where these interactions occur form part

MCB2340C  Week 2 Outline

1. Module Outline2. Overview of Microbiology
   a.   General Concepts: Bacteria, Archaea, and Eukaryotes
   b.   Microbial Evolution
   c.   Cell Structure and Function

   3.  Important Characteristics of Microbes
   a.   Population Growth
   b.   Virulence
   c.   Persistence (Morbidity & Mortality)
   d.   Adaptation & Natural Selection

   4.  Types of Microorganisms and Classification Systems
   a.   Categorization by size: Prokaryotes (<100 µm) or Eukaryotes (>100 µm)

   5.  Bacterial Cells and the Cell Wall: Basic Structure & Function
   a.    Gram Stain – Definition, Uses, Examples, & Titrations
   b.    Planktonic vs Sedimentative Cells (Gram Negative & Positive)
   c.    Inner Membrane Proteins: Identification; Functions; Antibiotics;
   Alternative Antibiotics; Lipid A biosynthesis;
   Biosynthesis of Lipopolysaccharides;
   Peptidoglycan Assembly; Some Multienzyme Systems;
   Mammalian Peptidoglycan Assembly; Ruminococcus Branched;

   6.  Gram Positive Cell Wall and Capsule and their Role in Pathogenicity
   a.     LPS – Structure/Function/Identification & Titering (Classical/Molecular)
   b.     Capsule – Structural Formula (Types); Production & Infectivity;
   Molecular Structures; Production of O-polysaccharide and lipid A;
   Titering of O-polysaccharide

   7.

   Bacterial Metabolism

   8.

   Bacterial Physiology

   9.

   Principles of Ecology

   10.

   Infectious Diseases Caused by Microorganisms

   11.

   Phylogeny (Introduction to Phylogenetics)

   12.

   Infection Biology/Prediction/Medical Applications/Causes &
   Prevention/Treatment/Evaluation/Health Effects of Infectious Disease;

   13.

   Control/Follow-up/Evaluation/Reduction/Decontamination;

   14.
   Section I – Comparative Genomics (25%)

   15.
   Section II – Bioinformatics/Data Analysis (25%)

   16.
   Section III – RNA Processing/Structural Biology (25%)

   17.
   Section IV – Molecular Mechanisms in Disease/Biological Response &
   Mechanisms in Response to Antimicrobials/Antibiotics/Biotherapeutics &
   Antimicrobials/Biotherapeutics/Biotechnology for Therapeutics;

   18.
   Appendixes:

   I- Gene Prediction Software Toolboxes:
   A) AbiGene,
   B) Artemis,
   C) Clustal Omega,
   D) ClustalW,
   E) ClustalX,
   F) DMR analysis,

   II- Gene Ontology (GO):
   A) GenBank Accession Numbers for Gene Ontology Terms,
   B) GO Categories for Gene Ontology Terms,

   III- Primary Nucleotide Sequence Database Accessions for NCBI:
   A) GenBank Accession Numbers for Primary Sequence Databases,

   IV- Secondary Nucleotide Sequence Database Accessions for NCBI:
   A) GenBank Accession Numbers for Secondary Sequence Databases,

   V- Original Articles on Biomedical Sciences Research:
   A) Link to List of Biomedical Sciences Research Articles,

   VI- Automated Gene Prediction Toolboxes:
   A) AbiGene,
   B) Artemis,
   C) Clustal Omega,
   D) ClustalW,
   E) ClustalX,

   VII- Statistical Analysis Tools:
   A) GCTAMAP,
   B) USEARCH Nucleotide Query Suite v9+ Programs, SEQVIEW+, SPIDER+, STRIDE+;

   VIII – Textbook Chapters:
     Genome Knowledge Base: The Complete Human Genome Project Website http://www.genome.gov/

   IX – Internet Sites that provide Biomedical Science Information:
     Ancestry.com – ImaGen2.org Reference Site http://www.genealogy.com/
     ClinicalTrials.gov — National Library of Medicine http://clinicaltrials.gov/
     Discovery Institute www.discovery.org/services/us/education/KnowledgeBase.html –
   Basic Knowledge Base on Genetics http://knowledgebase.discovery.com/genetics.asp?brand_id=KBC&lang=en
     IAN Online – The Institute for Applied New Technologies http://www.dteinc.org/approved/free_resources/ian_online.htm
     Nature Cure Research Institute www.ncrir.org/index.php?option=com_content&view=article&id=58&Itemid=41 –
   The Human Genome Project as a Paradigm Shift http://www.ncrir.org/index.php?option=com_content&view=article&id=56&Itemid=33&
     NIH – National Institutes of Health www.nih.gov/
     National Institutes of Health – Wikipedia the free encyclopedia https://en.wikipedia.org/wiki/National_Institutes_of_Health
     National Library of Medicine – Links to many free online information services at https://www.nlm.nih.gov/mesh/home.html?query=&source=MESH
   *There are many other good websites out there that provide free information on biomedicine such as WebMD.com; ZocDoc.com; Drugs.com; Merck Manuals.com; MayoClinic.com; WebMD Message Boards among others that also offer great health information resources in a variety of medical topics such as fitness, beauty tips, recipes, personal finance management among others from over the internet sources.
   *To access some textbooks specific to this course go to myStore Click here <http://store.rutgers.edu/store/titles/Search.page?isbn=9780813531886>Click here <http://store.rutgers.edu/store/titles/Search.page?isbn=9780813531886>to find the textbook you need as well as contact us with any questions you may have about it.
   *For additional course resources click the following links:

   Basic Course Workbook:

   • Module Workbook <http://store.rutgers.edu/store/catalog/product_info.php?products_id=788>

   • MyAssignments®™: MyAssignments™ <http://myassignments.net/>

   · ><http://store.rutgers.edu/store/catalog/product_info.php?products_id=788>
   · ><http://store.rutgers.edu/store/catalog/product_info.php?products_id=788>
   · ><http://myassignments.net/>

   Web-Based Lab Manual:

   · >>Student Activity Workbook <http://store.rutgers.edu/store/catalog/product_info.php?products_id=798>

   Student Lab Manual

   Books Recommended:

   Nathanial Selsky’s Introduction To Medical Microbiology by Nathanial Selsky ISBN: 0073399880 ($60 USD)
   Jules Grubbs’ Introduction To Medical Microbiology by Jules Grubbs ISBN: 0130088648 ($69 USD)
   Charles Engelhard’s First Aid For The USMLE Step 2 CK By Charles Engelhard ISBN: 9781451115303 ($38 USD)
   Shin Chonan ’s Biochemistry by Shin Chonan ISBN: 0071474630 ($44 USD)
   Shin ‘s Pharmacology For Dummies by Paul Arnold ISBN: 1118308609 ($21 USD)
   Lippincott’s Review Questions For Nurses By Trish Mcgee , Kathryn Hennessey ISBN:9780323307280 ($47 USD)

   Course Instructor:

   Dr.Mohamed El-Sayed M.D., Ph.D., FACOG is an Assistant Professor at Rutgers University School Of Medicine .

MCB2340C  Week 2 Objectives

• Discuss the current state of knowledge inMCB2340C Week 1-3 Assignment 1 (MCB2340C ) Week 1

MCB2340C  Week 2 Pre-requisites

Week 2 MCB2340C General Microbiology (MCB2340C ) is a web tutorial for students who want to learn general microbiology. There are 12 lessons, and you can access them one lesson at a time for free with a subscription. Access the lessons and quizzes: Go to www.gocampuscentral.com , select your preferred module, click “Login” at the top right of the screen, and then enter your username and password. If you forgot your password or are having trouble logging in, please contact the instructor.

1) What is a virus? 2) Why do bacteria fight among themselves? 3) Describe how viruses infect cells. 4) How do viruses use energy? 5) What are some ways that bacteria can be controlled by antibiotics? 6) Describe what happens when an antibiotic fails to control bacteria growth.

1st Tuesday of every month

Complete this online practice quiz: Note: You must complete all five questions before moving on to the next question.

Study Guide for MCB2340C-General Microbiology (MCB2340C ) Week 1

Course Materials:

Readings from Weeks 1 & 2

Video Lessons from Weeks 1-4 (video clips)

Audio lesson on Cells from Weeks 1-4 (audio)

Video lesson on Atoms from Weeks 1-4 (video clips)

View this video on YouTube

View this video on YouTube

Quizzes (free lessons)

Review questions are provided as supplemental material.

Quiz #1 Quiz #2 Quiz #3 Quiz #4 Quiz #5 Quiz #6

MCB2340C  Week 2 Duration

Assignment 1.7

MCB2340C Week 2 Assignment 1.7 General Microbiology MCB2340C (PDF) Due Week 2 and worth 150 points Which of the following are characteristic properties of microorganisms in a soil culture? Why is soil microbiology important? How does culture result in the identification of microorganisms? Identify a colony or strip on an agar plate that can be used to determine if bacteria have grown in the medium What happens when a bacterium is cultured in a nutrient broth and then transferred to MRS agar? Does this result in isolation of another organism that is similar to, but not identical to, the first organism? What are two reasons why environmental samples should be grown for several days before they are used for DNA extraction? Culture media should be supplemented with antibiotics at what time after culturing? List four general characteristics of good-quality synthetic media. A culture may be considered successful if all components produced by growth are present; no one component is lacking. Name two advantages of using synthetic media over broth and peptone only (4 pts each)? Explain what you know about Luria-Delbrück’s method and explain why it was developed. Name four reasons why cell walls may be resistant to antimicrobial agents. Why is one way to treat bacterial infections with antibiotics called peritonitis?

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MCB2340C  Week 2 Learning Outcomes

– Assignment

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Molecular Biotechnology is the application of modern biology to engineering problems involving molecular-scale processes, including chemical and biological processes such as DNA manipulation, gene expression, and recombinant DNA. A fundamental principle in molecular biology is that the genome consists of many genes, which may encode proteins…

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A fundamental principle in molecular biology is that the genome consists of many genes, which may encode proteins that have a function within a cell or organism. These genes are called transcription factors; they bind to promoters on DNA (or RNA) molecules and alter their activity…

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Genetics In Forensics Anatomy And Physiology Of The Blood Chapter One Introduction To Biology MCB2340 C Week 2 Learning Outcomes for MCB2340C-General Microbiology (MCB2340C ) General Microbiology Molecular Biotechnology General Microbiology General Chemistry General Chemistry – How does water change into different types of solution? What type of substance is water? What is a pure substance? Explain how you know. Identify and briefly explain the basic structure of a lipid molecule. Give three differences between the general properties of lipids and other polymers.

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MCB2340C  Week 2 Assessment & Grading

Entire Course (MB2340C- Week 2 Assessment & Grading for MCB2340C-General Microbiology (MCB2340C ) Entire Course) – New York University mcb2340c week 2 assessment grading for MCB2340C General Microbiology (MCB2340C ) Entire Course)Click Here For Assignment Help Visit http://www.assignmentexpert.com/Forums/posts.php?F=5&Add=1 OR http://mcb2340c-week-2-assessment-grading-for-mcb2340c-general-microbiology-mcb2340c-entire-course-mcb2340c-week-2-assessment-grading-for-mcb2340c-general-microbiology-mcb2340c-entire-course

Physics You are using the Sims 4 and you notice that your sims appear to be running around a little faster. Which of the following statements is true about this behavior? A. It is the simulation speed B. The sim had more time to move around C. The sim’s simulation speed is normal D. Sim speeds vary throughout the game file folder

TIPS FOR EXTENDING YOUR PRODUCT LIFE CYCLE EXPENSES

Copyright (c) 2016 by TIPS FOR EXTENDING YOUR PRODUCT LIFE CYCLE EXPENSES All rights reserved. This document may not be reproduced, distributed, or sold without the express written permission of the author. The author retains all copyright and other intellectual property rights in this work.

The Design Process for Developing Good User Interfaces – Objective: To introduce basic design principles that are fundamental to good user interface design and describe how each principle will be applied in developing a web-based application.

Prepared by: Raja Raju, LSIT, KLU | List of References Based on: [1] Wong, J., & Chua, C.-K. (2008). Principles of Human Computer Interaction: From Usability to HCI Metrics [Online]. UK: University of Surrey. Available from:

What is Human Computer Interaction?. What is human computer interaction?. How can HCI benefit my business ? How can I help my business become a better place to work?. HUMAN COMPUTER INTERACTION IS ….

Human Computer Interaction: Is it Important? – . www.cs.cornell.edu/~kozan/software/hci.html. what is human computer interaction?. research on how people interact with computers since

Computer Science Human Computer Interaction -. lecture 3 essentials of interaction design and evaluationand human factors:-principles of interaction design-and evaluation-how they differ from everyday usability evaluationsinformation

Chapter 9 : Materials Science and Engineering -. chapter summary . introduction overview of materials science and engineering fundamentals classification and properties of materials amorphous vs crystaline materials corrosion resistance

HUMAN COMPUTER INTERACTION -. interfaces to systems can be formed either as visual or auditory interfaces they use sensorimotor components some of the methods used are speech input devices hand-held video game devices visual information

Innovative Technologies in Human-Machine Systems -. dr. alain goossens professor department eindhoven university of technology institute for manufacturing engineering netherlands scientific computer applications in medicine tsimn007@tue.nl.

Computing Science Lecture 10 – What is life? -. david skelton computing science , staffordshire university uk jason meeks computing science , staffordshire university uk [email protected] london school of economics & political

Introduction to Computing Science (II) Lecture #4 Comments on second lecture for improving your notes -. an english version will follow next week.. slides adapted from tom linzmayer’s slides at tcsu (heidelberg) dr.rainer daniel,

Computing Science Lecture #2 Comments on first lecture for improving your notes -. an english version will follow next week.. slides adapted from tom linzmayer’s slides at tcsu (heidelberg) dr.rainer daniel, professor eecs ucsb

Notes On Putting IT Security Into Practice Notes From Chapter One -Notes on putting it security into practice notes from chapter one ryan miller southeast tech ryan.miller@semtech.edu watertown campus csmallor@semtech.edu watertown campus

MCB2340C  Week 2 Suggested Resources/Books

Week 2 Suggested Resources/Books for MCB2340C-General Microbiology (MCB2340C ) First Aid, A Quick Reference Guide First Aid, A Quick Reference Guide The Fall of the Roman Empire The Fall of the Roman Empire Measurement and Units in Algebra Measurement and Units in Algebra Credit Recovery I E/O Assessment Resource Center Credit Recovery I E/O Assessment Resource Center

eBook – 2016-2017 Academic Year

eBook – 2017-2018 Academic Year

Electronic Reserve Book

Lecture Slides – 2016-2017 Academic Year

Lecture Slides – 2017-2018 Academic Year

MCB2340C  Week 2 Assignment (20 Questions)

for the University of Phoenix. Click the Assignment Files tab to submit your assignment.

the first question. How do you view the use of microorganisms in food production?  Provide an example.

what is the importance of genetic engineering in food production?

How does antibiotic resistance occur in bacteria?

How would you evaluate the pros and cons of antibiotics as a treatment option for humans?

Describe two types of foods that are affected by microbial growth during processing.

In which way(s) can microbes be controlled during food production and processing?

http://universityofphoenixonline.com/downloads/Program%20Documenation/MCB2340CGeneralMicrobiology.pdf

Readings

Wheeler, B., and C. E. Gullikson. 2008. Microbiology: An Introduction to General Microbiology, Ninth Edition. New York: W.W.Norton & Company

Patterson, M., S.J. Allen, J.R.Cameron, S.A.Bellenger, and T.P.Mueller. 2003.Organic Farming: The Biological Basis for Sustainable Systems at Home and Abroad (Critical Concepts in Agriculture). London: Sage Publications Ltd.

Barnett, H.S., R.W.Kerns Jr., and G.H.Broomhead III. 2001.Chemical Agents Used in Food Preservation (Critical Concepts in Chemistry). London: Sage Publications Ltd.

Nakajima,Y., Iwabuchi,T., Watanabe,M., Matsuyama,S., Usui,H.,Matsuyama,S., Ando,E..2004.Iodine Assisted Retention, Extraction and Peeling Techniques on Fresh Fruits (Food Science Research Notes). Tokyo: Japan Academy of Science.

Chang,J.E.Martinez,J.A.Escherich,D.L.Schoeman,K.L.Tucker,D.L.Smith,L.S.Ward,R.G.Parmley,R.F.McClure,S.D.Weiss,K.Wilson,D.J.DeAngelis,M.G.Reed,J.L.McCabe,B.L.Hatch,C.R.Kaplan,A.Feist,J.M.Chen,M.J.Thornton,J.R.VanDyke,J.N.Krieg,F.A.Cox,N.Foley,L.H.Greenberg,G.Nelson,N.S.Herren,R.W.Thomas,K.D.Sinclair,K.Schmidt,P.S.Durrheim,P.R.Reynolds,P.L.Owen,P.A.Bray,C.Harris,B.E.Bennett,C.A.Gargano,C.E.Griffin,I.Y.Asadi,H.Zeytouni,G.Vivanco,G.Irgang,W.Kim,Y.Park,J.Yoon,S.Ha,H.Jung,H.E.Ma,Y.-M.Yeo,Z.-H.Choi,J.Greene,K.Sherman,O.Superfine,D.J.Turko,V.Vantrop,G.VanDyke,L.C.Smollensky,E.Stiglic,M.Stedham,F.X.Randall,F.Stahlman,R.Rosenberg,S.Marina,D.N.Brennan,D.D.Leetaru,A.Greenberg,M.D.Boyd,R.Holmes,R.Tevens,W.Petersen,C.M.Taney,L.T.Winans,B.L.Bearden,L.Ulrichs,B.Scott,G.Wagner,A.Caldwell,J.Braddock,R.A.Redford,R.F.LeVine,A.Hebda,L.Mandelbaum,V.Arthur,R.George,I.Pupkovzhyk,E.Alexander,V.Farrell,T.Barringer,T.-F.Theberge,W.C.Longmore,U.Ji,Q.-Y.Zhu,Y.Chiu-Cheong,C.Choi,P.Malavasi,A.Govindan,R.D.Manickam,V.Veena D’Souza,U.GeethaShree PonnusamyIbrahim NazirTeresaJohannaPerryJustin KellumPaola RojasJian ZhangMichelle DauGarry GurneyJanet HayesJessica DurfeeAndrea PerryHarry StentzKelli LyonsErin LittleJoanne HarmonKathleen MulroyHeather SpencerBen SeifertBrittany KingJessica LongJane McCallLisa SalopekNaomi DeSousaJason LawrenceLindsay PiersonDaniel HartzlerJohn BrownLee RittichShauna NucumStephanie CervoneNicholas HaskinsThomas ParsonsThomas MartinEmily HartBryan PadgettNicole BondCarrie WilliamsWilliam CoxBrian SimmsCrystal HendersonSarah ShaffnerJessica RodriguezRobert WoodwardJeffrey OttJeffrey HolmesFrank TurnerLinda KnutsonJamie YeagerMarissa SlattonOlivia GoldmanNick EngelJoseph RobertsElena BuonocoreGail MarshallSteven GoicocheaAlissa BurkhalterJohn MilamTommy LillehaugMichael BlantonMichael ArnoldGraeme CoburnKevin DunbarRebekah MeyerCaitlin BowersDaniel HigginsEric DavisKimberly MoranJames EvansOlivia SantangeloNicole SmithJenni McCordDonna CarverMarnie LavalleeMarie BeaudoinDebby McCarthyRiley BrodkeyHayden KroppPatrick SchmidtChristopher HicksWalter CarpenterRandall BarnesMatthew GilmerMax MillerGarrett PlummerGrace DuttonCasey NelsonLaura CombsRobbie CarrollJon ShaferBrittney TeasleyStephen BabcockElise SpradlingScott O’DellShawn DotyAngela BennettTony WarrenMatt HerpinPhillip PrattStephanie FitchJennifer HornManolo MartinezJayne SydowKaley StoneAdam PrzybylaChris EvansKristen McGrewAlexander MontoyaKim WestBrendan MinionRyan PlessRichard McClainDavid RaffertyTara HillNick WhisnantKatherine LuckDanielle KarpChris Del RioStacey BoiceDavid MarianiEmily LuptonChristina AlvarezDean CurranAmanda MartinJordan BlockTimothy BourgeoisJennifer EdwardsRachel WarfieldDouglas TalbotDave AndersonJennifer MarksMargaret ScholzCharles TaberWilliam WrightJoe CastonguayJerome AdamsBenjamin WilliamsValerie CurtisSamantha SnyderZachary BlandMarcia ClaytorChris BarleyRyan WolfeCorey CaseGeorge PollockAnna MartucciEmily JohnstonSheila WalshAshley StreitChris BakerCorey BlackwellAmy LopatkaJosh ClarkSamuel SandvossMelissa KaylorVicky CannonTimothy JacksonJonathan OgdenSarah WallisMark ThompsonBilly CookJason CoultasKatie MayAndrew BurrowsJacob BabcockLawrence RollinsKristin VickersAshley PurvisSara ArbeiterAllison MadlaMonica VejnarCraig BoydBonnie ColeValerie StoudtMark HarrellDaniel EllingsonMeghan LittleGregory MillerElizabeth MathewsJoshua GreenMatthew DoigKyle WoodHalloran KecklerAaron WallaceRachel HayesAudra WhiteMichael ReillyEric TothZachary TullisLisa OliverChelsea McDonaldKaren WhitlockDavid LiebermanAngela ShortAlexandra ShriverDan McKinneyBrandee StanleyJulie TyreeShane WeidnerAustin PenningtonMary MitchellCathryn HershmanChristine SkoglundScott MacEnteeJennifer BartlettMary Jo NicelyMelanie ReeseRuth StevensBrandon SchwartzTyler PayneAndrea FellowsKristin HeadleeColleen PackardTessa StrubbeAdrian PerilloEmma SkardaJack BargerDonna BilligScott WashburnAmy FrenchDesiree GonzalezCarlos YniguezStephen PotterAdam RiceFranklin PerezIgor PopovDonna McElweeDenise GordonMichael MosserLeslie SherwoodShannon DeLucaBecky KasparGeorge ConnollyLauren FaustKyle BellTricia GeorgeAlexandra BakowskiCourtney GarvinJames WorthingtonBrooke BullenTracy CarinoSusan ObrienSiobhan RileyRebecca ThomasTiffany NewcombClint EstesMark MelvilleChristopher PetersonAmanda ShepardJoyce HenryMark JeffriesTheodore NantzAllyson BennettSamuel GrubeClaire HeffnerMatthew DanfordBruce MaddoxLisa HealeyDrake FootePaul SwansonAbby DickinsonJoyce DeSilvaWilliam DurfeeLeah BruceAllen ElnaggarJeffrey CopelandNicholas PaparelliJosh FaragoNicholas LandauBrandon MorrisPaul SteinerAdam MatsuokaMike EckelLaura DiMaioHarold GettlejohnBetty CoulterAndrew SolomonAnthony JohnsonMatt GilletteTony VelardeAnnette LayneMaria ColeLaurie GordonJulia GersteinErin MontagueSusan HassounGary BonannoJoseph EssermanPatricia HoganWilliam MetcalfJacqueline HyderArthur NguyenAnthony LuchettiJonathan JacobsRobert RivesJohn WynnTimothy KeenanAlan MandelEdward GuthrieJonathan JosephRobert MooneyHelen BanksMary LaMonica BloomquistJudith HochmanGabriel CowlesRoberta WelchPeter CosgroveRisa SudermanJeffery EvittsThomas WoodsJack HughesRichard LemosZoe DeanKenneth EhlersKevin GormanCarol ZaccagniniDeborah CurranDeborah HoffmanBarbara ArmstrongKelly SwitalskiElaine KochanKaren LeisySteven ChristensenWanda ChaiAlan DorfTom HannaJeffrey CappuccioJeremiah HewittJana RichterAnne BeckerPatrick CosgriffRoss AverillPaula GuionBeth CampBetsy RyanTad CondonMary ReidFred DietzeColleen UptonSusannah CorriganJason RussellSarah DealVictoria FletcherLydia DownesCarolyn MillerThomas GoralskiBill ByersCharles WorkmanGeoff ThayerLeah WilcoxSusan NagataDiane HobbsJustin BaierAnthony PetrilliJonathan KieselStanislav ZakharovArvind PatelJulia HooperBeth ReillyJames BradleyJim ManzoMarco GlodekStefanie LauterbachJean GrahamEllen GrimmRoy KroningerChris ButlerLinda MehlMichael EvansMariette GalyeanRobin FergusonChristopher Del RioYoon SuhGary GrotewoldTeddy NewhouseAngela WeinertJosiah DoironJanice DarrahBrad MoatesRon SilverSamuel SeifertJohn CummingLaura LambMary Ann GrimMiya PerskyHugh DunnAnne NapolitanoRhonda KerrKelly GeorgeMiriam KleinFanny MercadoAnita SunChristopher SullivanJennifer MurrayCraig PetryTom SmithSteve ThresherAlberto RodriguezNancy FairbanksAmir ShehataCharles DarlingBob RouxDenise HelmsOwen SawyerMark ReedAlan KingDelores BailesBecky NeaveSteve BoothJonathan KauffmanLewis MilsteadCheryl KauffmanBetty ScheuerLisa JamesSylvia HigginsSuzanne LyonsEllen SmithKaren Bowman-BrownLynne CavaleriLarry TaftRichard JahnLaurel ParkerMargaret JonesBrian ShumanNeil PeddleRoberta NelsonGertrude HammonPatricia EmmerichJuanita HarshmanPeter MillerAlice NelsonRenata HallTracey HebertJack LimbertGarry HaileNate CockerillFrancisco ValdesJoanne SouleWilliam HemstockErik HillMike RobbDavid ClementsonThomas JohnsonJames KyteDanny PryorSteven MichalekColin MannixMalcolm BurgessJoseph MurrayAndrew EarleBarbara RayChris SilverJimmy GrubbSalvatore FortunatoDavid LovatoBarbara DowdChristine LindahlPhilip HanscomNancy WeaverCarlton HalstromLarry HudsonRyan McLaughlinSean TracyDenise RobertsonJohn Michael O’ReillySharon CallahanNancy MullinsGary SheehanMichael PitreConstance HunterJay MessinaGerard MatulaGary NicholsHans Van Der HeideDoug GrimesKarri SpurgeonDennis TrevenaVasiliki KonstantinouFrancine MainPrashant PathakRoss BrownRoger WrightClaudia RamosBernice CarsonGeorge JohansenDavid GoldsmithDonald MeadeBrent HendricksTimothy McIntyreDarren PrenticeAndrew Hart David HullLou DobiasHelen LarsonNikolai VadnaisCarlos LuzMaria Magdalena ZambranoDavid DunhamJarrod KilloranKevin MackenzieDouglas BushMargarita DavilaJon WeissTodd KurzejaStephen WeberEarl YoungSaad ElshammariDouglas FosterPeter PetersenLuciano GarciaSweta AryaKenneth ShearerCarolyn KoesterAngelica SerraoGayle ColemanMelissa OwensMercedes TorresAna Maria CelisJanet WeimarCurtis WendtVanessa TembladorMeghan O’DriscollFranklin AdelsonSusan RaabCalvin AustinDaniella SuarezErika BlohmFrancisco FernandezValerie AhlersMartha DwyerJames CutnellDiane AchesonMark KambachJoyce KellySonny DhaliwalSunil RajpalRafael SaavedraPablo Garcia-MercaderUbaldo GomezLaura KellyThomas KristjansonBradley LewisKate TerryTimothy JosephLauren MendozaKathryn AldertonTheresa BurnsSandy SprankleHelena AlmquistRaymond FinlaySophia StewartVincent FontanezAnn-Marie Van DykeGerardo ChavezJulian CrispinoAntonio VeraVijay JayaramPratibha SinghAnuj RajputBethann IvesCharla LamoureuxGeneva HardingRichelle CallaghanMario PinedoCheryl CaldwellKristine PaytonJim BatesMarcus Earl HolmquistWayne WillsWayne SimmonsLeigh Anne KolkoGary GloverBruce ColwillTerri BronstonGeorge LeeSandra McColloughJill TaylorGreg SchuchardtDoug MeekerLeonard FarrisMichele SellersKimberly AmaroPaul SchnitzerRaquel SanchezGregory MillerAlfredo CarrascoAida EdeghniaMustafa BalciJessica ArmsteadRose AylwardIvan MoraHenry HarrisDamien AldridgeDominic ColosimoEsteban Garcia-GomezMorris FullerBernardo Martinez-AlonsoKeiko SchneiderSalvatore MarottaKaren FisherWendy EricksonMichelle ChalmersCarla GarciaBarry HammerstrickJudy HodgesHugh NorrisElizabeth KelleyLeeann BrooksCarla SimmonsJudith RedwineArie AlkhateebCraig FedorRomuald FeulnerSimona TarantinoJonathan LebofskyMichael RicciMario PagliaruloClare BarnhartJean EkbomOmid MahaniSteven FelkerRick ParkeTony SternChristina Blake

MCB2340C  Week 2 Assignment Question (20 Questions)

for University of Phoenix . For more course tutorials visit www.mcblaw.com Assignment Question: (20 Questions) MCB2340C General Microbiology When completed, submit your assignment in a Microsoft Word file to the My Assignments folder. Please type in your last name and your assigned

MCB2340C  Week 2 Discussion 1 (20 Questions)

Discussion #1: Every cell has a unique RNA …

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The advice is as follows for the week 2 Discussion 1 (20 questions) for MCB2340C-General Microbiology (MCB2340C ) Discussion #1:

Every cell has a unique RNA polymerase that is active at all times, even when the cell is not actively dividing.

· Why do you think scientists have identified the three different types of RNA polymerases?

· What are the genetic instructions in our genes for proteins, enzymes, and other important compounds?

· Provide an example of how cells use these three forms of RNA to produce proteins and other compounds.

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MCB2340C  Week 2 DQ 1 (20 Questions)

at University of Phoenix. Week 2 DQ 1

Week 2 Quiz (20 Questions) for MCB2340C-General Microbiology (MCB2340C ) at University of Phoenix. Week 2 Quiz (20 Questions) for MCB2340C-General Microbiology (MCB2340C ) at University of Phoenix.

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MCB2340C  Week 2 Discussion 2 (20 Questions)

Week 2 Discussion 2 (20 Questions) for MCB2340C-General Microbiology (MCB2340C ) Week 2 Discussion 1 for MCB2340C-General Microbiology (MCB2340C ) Week 1 Discussion Questions for MCB2340C-General Microbiology (MCB2340C ) Week 1 Discussion Qn and Ans for MCB2340C-General Microbiology (MCB2340C ) Week 1 Discussion Question/Ans – General Microbiology( MCQs) for MCB2320-Clinical Biochemistry( CB2320 )Week 1 Discussion Qn and Ans for MCB2320-Clinical Biochemistry( CB2320 )Week 1 Discussion Question/Ans – Medical Biochemistry( MB2320 )for MCB2333-Clinical Biochemistry and Laboratory Medicine(CB2333) Week 2 discussion question and answer (20 points)for all four subjects of CB2333-Medical biochemistry and laboratory medicine Week 2 discussion questions and answers:

Answers: a,b,c

Explanation:

Chapter 6, Section C is about the permeability of cell membranes. It shows how plasma membrane channels are different in the function. The cell membrane is the most important way that cells regulate the concentration of ions, nutrients, wastes, etc., in or out of the cell. In addition, many cells have specialized transport proteins that move substances from one side to another across the membrane. As you will see throughout this section of your text books Chapter 6, there are numerous explanations.

There are many channels on a cell membrane which allows materials through easily. There are transmembrane proteins such as ion channels that allow certain ions to cross or be carried across the membrane. Phospholipids can form bilayers which allow easy penetration into some things like water molecules and some other substances like sugar molecules.

Phospholipids can also form phospholipid bilayers which have asymmetrical composition as well as a hydrophobic area on one side of it. This allows diffusion into another substance or outside the cell via these very hydrophobic regions.

Lastly, there are aquaporins which allow water molecules to pass through them very quickly and easily but do not allow anything else such as sugars to pass through them too quickly.

It is always important to look at these diagrams because they help explain how things work on the inside of a cell.

There are several mechanisms used by a cell to maintain homeostasis. These mechanisms include osmosis, passive diffusion and active transport. Osmosis means that water moves across membranes from an area with low solute concentration to an area with high solute concentration causing water to be pushed out of the area with more solute concentration than the area where there is less solute concentration.

The reason why water moves out of an area with more solute concentration than the area where there is less solute concentration because there is an imbalance between solutes in these two areas resulting in water moving into an area with more solvent than an area with less solvent concentration.

Passive diffusion occurs when substances move down their concentrations gradient without using any energy input by cellular processes. Active transport is when substances move against their concentrations gradient using energy input by cellular processes including electrochemical gradients and chemical gradients.

Ion channels are found on both sides of a plasma membrane along with voltage-gated channels located within cells as well as ion pumps that actively pump ions across membranes against their concentrations gradients.

– Ion channels allow sodium ions to enter into cells due to their negative charge while allowing potassium ions out due to its positive charge

– There are also voltage-gated channels found on both sides of membranes that let potassium ions enter due to their negative charge while allowing sodium ions out due to its positive charge

– Voltage-gated calcium channel allows calcium ion influx which helps balance some calcium ion contents within cells

– Transmembrane proteins such as ion channels help move things in or out of cells but do not provide glucose sources just yet

– There are aquaporins that have amino acid sequences similar enough but not identical enough so they can pass through lipid bilayers but do not have specific binding sites like ion channels thus allowing water molecules through but not glucose molecules

In your book you will also see examples about how membranes can fuse together called fusion events or they can separate apart called separation events for example during digestion when food particles leak through our digestive system into our small intestine where they split into two smaller parts so we can absorb nutrients from those parts while we digest these food particles further splitting them up again at different parts of our small intestine so we can absorb more nutrients from those parts again making us healthy once again providing us with everything we need from those foods that were split apart during digestion so we don’t go hungry again after eating those foods again if we didn’t split them up properly during digestion as I said previously in this chapter you will learn how all organisms maintain homeostasis at various levels which includes organismal level nutrition metabolism homeostasis allotrope level organ level nutrition metabolism homeostasis allotrope level organismal level nutrition metabolism allotropes like ATP glucogenic pyruvate lactic glycolytic etcetera especially carbohydrate metabolism where glucose gets broken down into pyruvate lactic acid etcetera (pocket glossary)

As you will learn later in this chapter there are several mechanisms used by a cell to maintain homeostasis including osmosis passive diffusion and active transport specifically osmosis passive diffusion must be combined because osmosis does occur along concentration gradients however passive diffusion does not occur along concentration gradients meaning it occurs only when a substance moves against its concentrations gradient without using any energy input by cellular processes specifically during digestion when food particles leak through our digestive system into our small intestine where they split into two smaller parts so we can absorb nutrients from those parts while digesting these food particles further splitting them up again at different parts of our small intestine so we can absorb more nutrients from those parts again making us healthy once again providing us with everything we need from those foods that were split apart during digestion so we don’t go hungry again after eating those foods again if we didn’t split them up properly during digestion during digestion however it’s always important keep osmotic pressure constant due to multiple factors here involving plasma membrane membrane potential enzymes g protein inhibitors intracellular fluid fluid volume turgor pressure osmolarity adenosine triphosphate lactic acid bacteria vitamins hormones cholesterol; gases oxygen carbon dioxide nitrogen hydrogen chloride potassium iodine phosphate sulfur salts chloride acetate fructose lactose sucrose ethanol glycogen creatinine triglycerides blood sugars nucleic acids nucleosides adenine guanine cytosines thymine cytosine deoxyribonucleotide uracil ribose purines phosphate cycle glycolysis krebs cycle gluconeogenesis pentose phosphate pathway fatty acid oxidation endergonic reactions free energy respiratory chain electron transport chain oxidative phosphorylation light dependent reaction dark reaction photosynthesis glycolysis steps step-1 lipid synthesis step-2 ketone synthesis step-3 fatty acid synthesis step-4 glycerol synthesis step-5 starch synthesis step-6 protein synthesis step-7 breakdown sugar storage phase nucleic acid storage phase amino acid storage phase metabolic pathway Kegel Exercises: Level I Exercises: Level II Exercises: Level III Exercises: Level IV Exercises: Level V Exercises: Level VI Exercises: Level VII Exercises: Level VIII Exercises: Level IX Exercises: Level X

MCB2340C  Week 2 DQ 2 (20 Questions)

at University of Phoenix.

Q: The greatest advantage of structured design is ______________________________.
A: better in the development and validation of the research instrument

Q: If all items are essential to the test, as much information as possible should be included on each test.
A: True

Q: Which statement about ethics is correct?
A: Ethics have to do with preventing harm and promoting health.

Q: A researcher using a cluster sampling method would probably use which option when choosing a target population for his study?
A: Target population is based on their age and gender

Q: Dr. Simpson’s recommendation to improve one’s confidence level in interviewing subjects may include _________
A: recording interviews before, during, and after

Q: A research assistant who does field work using mobile phones or tablets is considered:
A: a participant observer.

Q: An advantage of one-shot learning is that it allows for:
A: easier assessment of knowledge gained from students with limited experience.

Q: The majority of research has concluded that:
A: there are no significant differences in performance between the two groups during the course of instruction.

Q: Which statement is true regarding multiple choice testing?
A. Multiple choice testing is extremely accurate
B. Multiple choice tests are not very difficult to create.
C. Multiple choice tests can be constructed quickly.
D. Multiple choice tests do not require much preparation time.
E. This test type requires students to think critically to answer questions correctly.
F. These tests are often used in elementary school settings
G. Multiple choice questions are easy for teachers to grade
H. This type of question allows students to demonstrate what they know
I. Students must write answers on paper while responding to multiple choice questions
J. This type of question requires students to define terms while responding to multiple choice questions
K. These types of questions require students to formulate their own definitions while responding to multiple choice questions
L This test type does not require much preparation time because it does not take long for teachers or researchers to set up the tests.
M This test type requires little time and money because it can be created quickly.
N This type of question requires little practice because it takes very few steps while teaching.
O This type of question does not require any materials because everything you need is already available at your school or organization.
P If done correctly, this type of question will help teachers assess how well students understand concepts taught in class.
This exam consists of 20 multiple-choice questions as well as three essay questions based on these questions.The total number required for this examis 60 points.This exam includes three essay topics followed by a matching multiple-choice question.For each essay topic, there will be four matching multiple-choice items.If you answer incorrectly, you will lose 5 points.You must score at least 50% correct on this examto pass and receive credit.You have seven days from the end date shown above (you may finish before then but you cannot earn credit)to submit your exam.This exam consists of 20 multiple-choice items as well as three essay topics followed by a matching multiple-choice question.For each essay topic, there will be four matching multiple-choice items.If you answer incorrectly, you will lose 5 points.You must score at least 50% correct on this examto pass and receive credit.You have seven days from the end date shown above (you may finish before then but you cannot earn credit)to submit your exam.This exam contains an area where you can check your answers against actual responses from other students.The site also allows you manage your score history so that if you pass an examination,you can keep track off all attempted exams.This site also allows you access additional materials related to this examination.Also,this site allows students who complete an examination related assignment (such as reading assignments)to view their scores.Therefore,in addition tonyou receive creditfor passing examinations,you might want toupgrade yoru accountt oadditional materials like online textbooks,future exams,and an additional semester hours course.To upgrade your accountt o additional materials,is $150 per year or $10 per month.Pick one option below based on what your teacher has requested.Correct Answer ChoicesQuiz -14Choose Data Analysis Over Modeling -15Choose Fastest Estimator Over Least Squares -16Choose Complete Classification Over Decision Tree -17Choose Minimum Error Rate Over Maximum Error Rate -18Choose Hierarchical Clustering Over Hierarchical Agglomerative Clustering Quiz -19 Choose Standardization versus Normalization -20 Choose Fractional Factorial over Fractional Factorial Design Quiz-21 Which tables represents realizable data? A.B.C.D.E.FG.HIJKLM.NPQRSTUWXYZ Quiz-22If x is randomly sampled from each group then X1,X2….Xn are distributed normally with mean ,and standard deviation respectively.A.D.B.E.F.H.I.K.M.L.S.U.V.W.XYZ Quiz-23Which table represents realizable data? A.B.C.D.E.F.G.H.I.K.M.L.S.U.V.W.XYZ Quiz-24Which category represents nominal data? A,B,C,D,E,F,G,H,I,J,K,L,M,N,P,Q,R,S,T,U,V,W,X,Y,Z Quiz-25If y1=3x+8y2=4x+7y3=6x+12y4=8x+15y5=9x+18y6=11x+23y7=14x+27y8=16x+31y9=18x+35y10=21x+39y11=x+y12=x-y13=x-y14=y-x15=y+x16=y-y17=y-x18=x-y19=y+x20=y+z21=z-z22=-z30=-z32=-z34=-z36=-z38=-z40=-z42 =40 Z Test-23 Matrix Representation The following data represent some basic characteristicsof currently enrolled undergraduate students at Miami University.Consideringthe current employment status,typefvaluetteststatistic value parameterdeviationnumberoferrorspercentagesignificance level52%studentssalary$15,000peryearor1000permonth25%studentsareoverseasstudentsareemployedat collegesintheirhome states80%studentsarewhitestudentsarenon-hispanicstudentsdo notstatedo notincludethesexsexymalefemalefemalemalegenderageupgradesectiondegreelevelquestionidquiredaysfollowedbyexamquestionsInstructorCodeCourseTitleExam CodeExam NameAnswerCorrect AnswersRequiredCrediteachingskills classroom participation –performing role-play exercisesinteracting with classmates –responding verbally co-operating socially –working cooperatively collaborativelypurposeful interaction alone –communicating orally paying attentionlistening listening attentively paying attenutivelygiving feedback questioning explaining translatingshowing pictures illustrating graphicallypointing out interpretive drawing applyingdescribingrearranging rearrangingusing moving lines writing helping organizingpresenting interpreting evaluating telling solvingjudging interpreting evaluating giving helping findingunderstanding using understanding analyzing planning developingdeveloping managing resolving arranging presentingcreating implementing selecting taking using designingdescribing measuring maintaining managing performing deciding selecting making decision-making presenting conducting orderingprescribing prioritizing taking choosing deciding installing ordering selecting preparing promoting distinguishing completing establishing making choosing decidinginstallingordertaking selectingbringingbringingleadinglecturing leading giving displaying showinginformationorganizing acting judging interpreting evaluating giving helping findinganalyzing arranging determining concentrating understanding characterizing analyzing consideringusing analysing assessing estimating analyzing appreciating evaluating judging clarifying accounting investigating investigating observing planning recognizing thinking determining identifying deriving utilizing recognising examining exploring investigating employing acquiring forming innovating developing acquiring incorporating improving inventing adapting initiating redesigning changing implementing acclimating synthesizing customizing tailoring fusing combining assembling integrating manufacturing multiplying growing assimilating modifying reproducing adapting introducing restructuring producing creating forming involving incorporating affecting influencing transforming infusing developing influencing affecting influencing affecting influencing altering transforming changing involving altering affecting influencing presenting relating forming relating establishing coordinating providing introducing accustoming adjusting accepting adapting adapting assimilating altering adjusting accustom adjusting accommodating adapting assimilating advancing accommodating accommodating adjusting accommodating adopting adjusting assimilating ameliorating accommodative accommodating adaptively adapting comfortably accommodating comfortably adaptable maintaining supporting accommodating enabling sustaining averting inadvertently permitting violating avoiding ill-treating violating causing endangering hurting injuring injuring endangering lessening hindering depriving harming harming harming endangering jeopardizing jeopardisingUK jeopardizing jeopardizing endanger jeopardize ruining destroying resulting in causing worsening killing worsening injuring hindering hurting endanger endanger break down demoralizeUS demoraliseUK demoralizedUS demoralisingUK demoralizedUS impair debilitate hamstring cripple crippling incapacitate thwart hamper handicap handicapping impair lame incapacitate paralyseUK paralyseUS paralyzeUS maim maim injury injure make worse scratch cause harm handicap help disable lessen hurt interrupt hurtment damage affect wreck cause harm harm spoil undermine damage break down ruin wear tear destroy make worse mess up unbalance prevent prevent defeat hinder harm take away waste become harmed become disabled waste away go wrong come off run wrong get messed up come unstuck break scrape shatter scratch up mess something up break something put something out come apart collide collide with split chafe crack gouge wear thin wear through cut open nick tear open more ❯

▲ Verb

To cause pain or suffering; inflict injury upon

hurt hurt affected injure wound torture afflict bruises crush bruise blister contuse distempers emasculate enfeeble enmesh exert embitter affect afflict suffer affliction conceive torment beat circumcise cudgel inflict inflict pain incise mangle mutilate needle plant pain prickle prick scald scorch scrape scrap shear slay wounded wounds wound work upon afflicting wounding dealing damage compromising intruding prejudicing cutting turning disfigure exposing sever chafes strikings unhinge stabbing dealing damage compromising inflicted inflicted inflicted wounding inflicted wounding ail confine capture restrain confine secure confine complicate entangle trap trap lock halt clip stifle encumber straiten hold fast bind jail cord tighten tie throw hook chain bind up wrangle stick fast shackled drover drag drudge hang hammered cruelly hammered brutally beaten harshly hanged harshly hanged hard banged beating nailed pounded beaten heavily lashed lashed cuffed cuffed cuffed balled checked chained chained within chains confined bound hemmed hemmed tied shackled handcuffed restrained toughened enforced outlawed deprived debarred restricted bound deadened injured tenderisedUS tenderisedUK weakened distressed pained vexed distressed affected abused battered battered disillusioned discouraged upset fatigued ill-used dispirited downhearted low-down rough roughed-up earth-died spent depleted worn-out down trodden low-hearted sorrowful destitute orphanless broken-hearted neglected friendless downtrodden absent-minded resigned desolate despondent heartbroken heart broken torn dispirited shattered worn-down broke under pressure fretted impotent dishevelled downtrodden sick lamely forsaken bereft maudlin feeble haggard wan dim effeminate faint loathesome tormented worthless bewailed weepy repentant despondent dejected weeping unhappy crying feign sad sorry feeling sorry humiliated vulnerable pathetic prone ashamed ashamed fussy offended uncomfortable deferential dazed perplexed stiff repressed dour irritated stern sulky frowsy bloody sullen uncomfortable cold pale pale-faced drained drowned dragging helpless weak sorrowful pale-faced stoical resigned bloodless drained out dull castrated abject defeated lost disappointed gloomy dejected pitiful unhappy dolorous discouraging wretched weary sorrowful heavy cast down black sad depressing depressed exhausted suffering hopeless burdened afflicted blue torpid discouraged depressed tired blighted fragile upset annoyed disturbed agitated perturbed flustered overwrought agitated flurried troubled peeved frightened agog alarmed excited rattled nerve-racked jumpy shivery tremulous grieved grim heaving nerve-racking grayUS fraught tingling sweet tremulous trembling ruddy red rosy flushed sanguine cheerful blustery sticky chilled uncomely stiff-necked hot severe sparkly irritable tight grumpy angry crazy crank-pated scruffy bossy looking shabby sleazy foul coarse grubby scruffy-looking untidy spotty unkempt ragged untidy unruly frizzy smelly antsy uneasy dirty messy rainy grim-faced messy-haired fusty grim-faced filthy loose pasty wan-looking dirty-bearded dusty febrile excreta stained uncleaner filthy filthy bung wet unswept foggy feather-light frothy flabby overcooked slack thickish vacuous dough headstrong unwashed roisterous crumbly crustous pork-pie cake-cooked lank unclean morbid greasy crustped blemished cloudy sunburn sunburnt sunburnt overcooked rusty mouldproof clammy dank clammy moist clammy sweaty breathless soupy soggy slimy muddy smotherd smotherdy gassy alkaline alkaline dustier red face irregular obstreperous rumpled saucily sullied torturous muddling dim tenacious crustaceous oily ruddy-faced cowed torn-at-the-seams piebald embarrassed seamy phlegmatic languid clotted undressed nappy threadbare full wrinkled old prim frayed faded snowy toughened run-down undone unwashed aged thirsty degenerate ragged-filled worn-out hide-bound worm-eaten rotund flabby saggy round-eyed gangly gangrenous wide-eyed chimerical irruptive grotesque beastly misshapen sprawling diseased shrivelledUK crushed grave sombreUK repulsive lurid hellish serious dreary menacing ominous awful frightful demonic fearfully twisted insane frightful creepy unnatural lurid nightmarelike distressing staggering portentous alarming strange unnatural frightening eerie horrible dreadful ghastly horrible devilish scary haunting dismal pestilent nightmare villainous maniacal evil knavish grisly palpitating repellent weird disturbing spine-chilling uncanny terrifying terror-stricken freakish ungainly loathsome macabre primordial terrifying sinister vile fiendish fearsome dire nasty deadly diabolical dark abhorrent leprous debasing nauseating perverted venereal virulent unpleasant nightmarish baser evil-speaking disgusting evil-cursed nightmarish corpse-like flatulent excremental grasping sloppy blood-thirsty ravishing urinous gruesome demoniacal diabolic sorcerous scarlet immoderate dishonest dangerous dastardly raving wild wicked unspeakable diabolic violent villainous evil bad rotten dishonest evil-smelling rotten-to-the-core devilishly foul smelling sinful tainted disgusting degraded evil-savoured demoniac old-fashioned unsavouryUK vicious inferior despicable sour unsavouryUK perverse beastie carnivorous cruel foul-smelling savourless ghoulish decaying unnerving odious repugnant unfriendly injurious discomfiting besmirched repellently nasty wickedness sinisterness wickedly horrendously cowardice forbidding

MCB2340C  Week 2 Quiz (20 Questions)

at University of Missouri St. Louis

Selected answers (10 points each):

1. What is the general name for Gram-negative bacteria that are non-motile and lacking a cell wall?

A. Oscillating ribosomes

B. Obligate intracellular parasites

C. Facultative intracellular parasites

D. Planktonic or free-living bacteria

2. What is the role of endospores in Gram-positive bacteria?

A. Absorb nutrients from their surroundings

B. Resist desiccation and preserve the structure of the bacterial cell

C. Provide energy to survive in adverse conditions such as desiccation or starvation

D. Protect the bacterial cell from phagocytosis by macrophages and other immune cells

3. Which one of these is NOT a characteristic of cyanobacteria?

A. Type IV pili, which allow them to attach to surfaces

B. Cylindric, chloroplast-like structures called thylakoids that contain chlorophyll.

C. Fungal-looking growth on leaves and bark caused by fungi.

D. Aquatic flowers with 8 petals that have stamen on one side and pistil on other side; diploid pollen grains attached to a stigma that encloses ovules; naked seeds enclosed in fruit.

4. A virus has only genetic material, no protein coat, and no membrane-enclosed nucleus.

What is its best description?

A) Obligate intracellular parasite;

B) Type IV pili;

C) Polysaccharide capsule; or,

D) Capsid encapsulated within an envelope.

5.What are the three stages of viral reproduction known as?

6.What are examples of multicellular organisms made up of one-celled organisms?

7.Which structures in animal cells are responsible for fluid flow through tissues and organs? (Select all that apply.)

A) Microvilli;

B) Flagella;

C) Vesicles; or,

D) Microfilaments.

8.Which type of plant cell has a rigid cell wall composed mostly of cellulose fibers? (Select all that apply.)

A) Coniferous tree tissue;

B) Mycorrhizal root tissue;

C) Cone-bearing flower tissue; or,

D) Gymnosperm wood tissue.

9.Which type of plant cell contains an outer covering composed mainly of cellulose fibers?

A) Sclerenchymatous tissue;

B) Collenchymatous tissue;

C) Palisade mesophyll tissue; or,

D) Spongy mesophyll tissue.

10.Most animals live in ecosystems where food chains involve several food web components.

Which word describes these food chains below?

A) Respiration chain; bacteria-eating amphipod-caterpillar-fungus-horse-dog-deer-squirrel; bird-eating caribou-deer-eagle-mouse-bear-eagle-moose-ferret ; mink-fox-rabbit-boar-badger-chinchilla-bear; wolf-wolf-rodeo-buffalo-dog-moose-antelope-goose-canine-cattle -deer-horse-goose-reindeer-goldeneye-waterfowl-ostrich-rabbit-african-swamp-hen-nuthatch-ferruginous-pheasant-blackcap-stag-unidentified-flock-of-gulls ; eagle-lion-tiger-orangutan-vulture-wild-goat-sloth-deer-raccoon ; tiger-leopard-hamster-goat-dog-camel-bird-squirrel-beaver-coyote-squirrel-breeding-stock -carnivore-african-snake-greater-long-necked-snake-rhino-nocturnal-animal ; deer-bird-wolverine-shrew-monkey-skunk-beaver-serpent-spider ; fox-wolf-shark-stingray-beach-crab-turtle-pronghorn-striped-lizard-clam : horse-frog-lizard-treefrog-snake-turtle-chickens-garter-snake-shrimp: mouse-turtle-mole-rat-raven : bear-cat : cat-lion-beaver : hippopotamus-seal : hyena-jaguar : panda : gibbon-hedgehog : horse-elk : boar-wolf-pheasant : owl-nightjar-whitetail-duck-owl: walrus-elephant-kangaroo-chimp-zoo-rooster : puma-redback-wallaby-armadillo-hedgehog: liger-poison-arrowheadbutterfly-cherry-ostrich-mammal: robin-necklaceparrot ,eagle ,butterfly ,beaver ,turtle ,rat ,fox ,swallow ,mosquito,lizard ,crow .

11.These two types of algae produce oxygen during photosynthesis:

A.) Green algae and brown algae, which are unicellular plants whose cells have vacuoles containing a dark purple pigment (chlorophyll).

B.) Green algae and red algae, which are unicellular plants whose cells do not contain chlorophyll.

12.In which life stage is sporulation most common in microorganisms? Select all that apply:

13.Which organism can be used to test whether a sample is safe to drink before drinking it? Select all that apply:

14.The term plasmid refers to an extrachromosomal DNA molecule found inside some prokaryotic cells called:

15.A professor teaches his class how many people ate hamburgers this week, including himself.

What percentage participated last week but did not participate this week?

17.What does each letter stand for when describing fossil fuels? Select all that apply:

18.Which word describes the mass fraction percentage (%) decrease in mass between 1 mol/CO2(g=12 g/mol), 1 mol/LH2O(g=180 g/mol), and 1 mol/LH2(g=34 g/mol)?

19.When describing different sources for energy, what does “renewable” mean? Select all that apply:

20.Who discovered biological clocks in blue-green algae? Select all that apply:

21.Fossil fuels include both ___________and _________resources.

22.These two types of cells are found together inside our bodies:

23.Which statement about biological clocks is true? Select all that apply:

24.Who first described molecular clocks in bacteria? Select all that apply:

25.The difference between ATP-based metabolic pathways and glycolysis-based metabolic pathways is _____________.

MCB2340C  Week 2 MCQ’s (20 Multiple Choice Questions)

Course

MCB2340C – Week 2 MCQ’s (20 Multiple Choice Questions) for MCB2340C-General Microbiology (MCB2340C ) Course

Question: Which of the following statements is incorrect?

A. The bacteria in a meat is not the same as the bacteria in a milk.

B. The bacteria in milk is not the same as the bacteria in meat.

C. The bacteria in fruit juice are different from those in milk.

D. The bacteria in fruit juice are the same as those in milk.

Answer: A.

Question: Which of the following is NOT true about water?

A. Water has an affinity for hydrogen bonding.

B. Water has many different types of salts.

C. Water has a high specific heat capacity and a low specific volume, but only one type of salt at room temperature.

D. All of these statements are true except that water does not have an affinity for hydrogen bonding.

Answer: D.

Question: Which of the following is NOT true about pH?

A. It is dependent on concentration and temperature and may change continuously over time.

B. It does not depend on concentration or temperature and remains constant with respect to pH even if changes take place rapidly such as during digestion or vomiting.

C. It depends on concentration but remains constant with respect to temperature throughout the life cycle of many microbes, e.g., bacterial pathogens

D. It depends on concentration and temperature and changes within limits determined by factors such as age, stress, etc., e.g., specific enzymes

Answer: A..

Question: Microorganisms are classified by which of these properties?

A. Size and shape

B. Morphology

C. Physical Characteristics

D.None of these answers are correct

Answer: A..

Question: Microorganisms are grouped into distinct groups based upon which property?

A.Their size

B.Their ability to support growth

C.Their physical characteristics that influence survival and reproduction

D.All other answers are correct except B)

Answer: B..

Check out some similar courses Grades 11-12 High School Biology Biology 1 Biology 2 Chemistry CHEMISTRY PHYSICS CHEMISTRY I Physics I

MCB2340C  Week 3 Description

is designed to offer the student a broad view of general microbiology, with special emphasis on areas of study associated with human disease. This course will provide information for students who are interested in pursuing careers in human health-related fields such as microbiology, and also provides a foundation for those who wish to continue their studies in the life sciences or medical sciences. The course provides an overview of essential microbial biology, general microbiology, and basic concepts of molecular biology as applied to microbial genetics, evolution, and host-pathogen interactions. Students learn about the major divisions of microorganisms (bacteria, archaea, fungi), and use an interactive online learning environment to explore the biological foundations of modern medicine. The focus on diseases that occur in humans is important because it enables the student to apply knowledge gained in this course toward personal goals while considering how human health affects all aspects of life.

MCB2340C General Microbiology

Class Number: MCB2340C

Credits: 3

Hours: 3.00

Lab Hours: 1.00

Instructor(s): Thiagarajan Sadasivam

Prerequisites:

Satisfactory/ No Credit: One year undergraduate college level course or approved laboratory science course.

Other Course Information:

Instructor(s): Thiagarajan SadasivamPrerequisites:Satisfactory/ No Credit: One year undergraduate college level course or approved laboratory science course.Other Course Information:

TEXTBOOKS:

Textbook Information:

BRIGHTON STUDY ABROAD COURSE SEARCH

MCB2340C  Week 3 Outline

Subject

1. 2. 3.

4. 5.

6.

7. 8.

9.

10.

11. 12. 13.

14. 15.

16. 17. 18.

19.

20. Week Two: Drilling for Identification of Organisms (Drilling, Microbiology)Week Two: Drilling for Identification of Organisms (Drilling, Microbiology) Objectives1- Classify bacteria by morphology, biochemistry and physiology2- Understand the differences between Gram stain and non-Gram stain bacteria3- Describe the major stages in the laboratory identification of microorganisms4- Identify bacteria in common organisms through special staining procedures5- Know how to remove endospores from bacterial cells6- Identify endospores in bacterial cells7- Demonstrate how to distinguish some Gram-positive cocci from Gram-negative rods8- Develop a list of organisms that should be cultured on solid media9- List the key steps involved in molecular biological techniques used to identify microorganisms10-Demonstrate how to make a nutrient agar plate11-Demonstrate how to make a solid medium12-Demonstrate how to make a nutrient agar plate & solid medium13-Specimen for identification of microorganisms14-Measure dimensions of bacterial cells15-Measurement of cell volume16-Laboratory exercise #1: Bacterial Growth18-Laboratory exercise #2: The selective media19-Laboratory exercise #3: Identification of Staining Techniques20-Laboratory exercise #4: Ziehl Neelsen’s Stain21-Laboratory exercise #5: Incubation temperatures22-Laboratory exercise #6: Counting live and dead bacteria23-Laboratory exercise #7: Preparation of a sporulating culture24-Laboratory Exercise #8: Determination of Plate Size25-Lab exercise #9:Bacterial CulturesLab exercises – day one lab exercises – day two lab exercises – day three lab exercises – day fourBacteriaKohler’s reagentHemminger’s reagentSchleicher & Schuell reagentMaden & Mueller reagentMaden & Mueller reagentPreparative methodsForces used in determining sizeGas ChromatographyAbiotic componentsFactors affecting cell size using gas chromatographyIdentify the components present during cell divisionCalculate percent cell density by measuring area Use absorbance spectrophotometerUtilize mass spectrometer for mass spectrometryVitamin B12CatalaseGlucoseLactoseMaltoseOxidaseSodium metabisulphiteSulphiteSodium dodecyl sulphateSucroseTrehaloseTris(hydroxymethyl)aminomethane

MCB2340C  Week 3 Objectives

3  Objectives for MCB2340C-General Microbiology (MCB2340C )-

Week Three: Module Outline and Assignment

Module Outline
Workload
Maximum: 10.0 hours/week

Short Description: This module will give you an introduction to the structure and functions of the human body.

Coursework, including a portfolio of assignments, will assess your knowledge and understanding in topics such as basic anatomy and physiology; cell structure, function and replication; the immune system; biochemistry; genetics, evolution and genetics; and epidemiology.

The following unit is marked with an asterisk(*) in the Coursework Guide. Your assignment(s) will address each unit’s topic.

– Unit Code(s): MCB2212, MCB2213

Home > Modules > MCB2340C General Microbiology

Contact Us

If you have any questions about this course or what you are reading about on The University of Sheffield website please contact us at mcubeadviser@sheffield.ac.uk

MCB2340C  Week 3 Pre-requisites

2/5

Week 4 MCB2340C: The Cell and its Environment (MCB2340C) Week 4 Pre-requisites for MCB2340C-General Microbiology (MCB2340C ) 2/5

Week 5 MCB2340C: Control of Gene Expression in Bacteria (MCB2340C) Week 5 Pre-requisites for MCB2340C-General Microbiology (MCB2340C ) 2/5

Week 6 Unit I Review (MCB2340) Week 6 Pre-requisites for MCB2340 General Microbiology (MCB2340 ) – Note : If you have taken one or more pre-requisites, please add the necessary courses from list to help determine your degree course. No point in wasting a year on a non-degree course.

– Note : If you have taken one or more pre-requisites, please add the necessary courses from list to help determine your degree course. No point in wasting a year on a non-degree course. Total Credits: 30 Credits

Total Credits: Language of Instruction : English

MCB2340C  Week 3 Duration

Week 3 Assignment

Time: 02/08/2014 14:20:00                  Subject: MCB2340C General Microbiology (MCB2340C ) Week 3 Assignment

Week 3 Assignment – General Microbiology (MCB2340C )

Write a four to six (4-6) page paper in which you:

Summarize the major sections of a typical bacterial cell. Include a brief description of the function of each section and why it is important.

Include a summary of the structures or functions associated with the main organelles present in eukaryotic cells.

Include an explanation of how the structure and function of each organelle contribute to homeostasis in the cell.

Compare and contrast these three different types of eukaryotic cells:

Heterotrophic Eukaryotes

Autotrophic Eukaryotes

Autotrophic Prokaryotes

Use at least three (3) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources.

Format your assignment according to the following formatting requirements:

Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.

Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are listed below:

• Describe basic biological concepts within context of information technology systems relevant to public health informatics.

• Compare and contrast aspects of public health informatics systems relevant to disease surveillance, disease control, epidemiology, infectious disease treatment, outbreak investigation, environmental health issues, public health research methodologies/directions for conducting research studies etc..

Learning Outcomes:

1. Analyze concepts related to biology at an introductory level; demonstrate ability to answer questions about basic biological concepts in context for information technology systems relevant to public health informatics.

2. Apply foundational knowledge about biology at an advanced level; demonstrate ability to apply foundational knowledge about biology for information technology systems relevant to public health informatics.

Reflection Questions/Responses:

1. What type of data would be collected by using Life Cycle Models?

2. What other type(s) of data could be collected?

3. Why do we use Life Cycle Models?

4. What is “lifespan”?

5. How many factors are involved in constructing a model?

6. List some pros & cons for each type of model that was developed & provided by Living Systems Inc.

7. Describe how DNA sequence information can be used in our everyday lives? Examples may include:

Agriculture

Biology

Biotechnology

Environmental sciences

Medical science etc…

8. Explain how Personal Health Records (“PHR”) have been implemented into our everyday lives? Include current PHR providers like Google Health or My Personal Health Record etc..

9. How does Apple’s iPhone help us prevent future healthcare problems? Give examples from your own life where technology has helped prevent future healthcare problems such as diabetes etc…

10.Describe two (2) ways your local pharmacy is currently using ICD-10 coding system & how you might use it for future healthcare projects such as pre-existing condition insurance claims etc…

11.Describe two (2) ways your local pharmacy is currently using CPT coding system & how you might use it for future healthcare projects such as pre-existing condition insurance claims etc…

12.Discuss two (2) ways that you feel communicating electronically between yourself & your doctors has made your healthcare more effective?

13.What effect did bringing telemedicine into hospitals have on patient care?

14.If you were assigned one role within a hospital that would increase communication between patients and physicians what would that role be? Why?

15.Have you ever used apps like Skype or FaceTime video calling service ? If so , please describe what features that app offers vs what services do FaceTime offer ?

16.Explain why every hospital should have a smart phone app that enables both patients & nurses complete tasks while on their mobile devices? What challenges could hospitals face if they did not have such app(s)?

17.Please explain what features are available from Mobihealthnews.com website? Why do you feel this site is beneficial to share with others within Healthcare industry ? What information can be found on site?

18.Discuss two ways nurse practitioner can make themselves “known” within their community even when they are not working at a hospital? Give examples from your own life where communication has been helpful or hindrance within our communities?

19.Why has nursing education become much more focused on technology than prior years ? What advantages do you see nursing professionals having access to today over past years ?

20.Throughout history ,there have been nurses who have demonstrated their desire to improve community health through research .Please discuss two nurses who’ve demonstrated this desire through their individual career paths which may include introducing new technologies or helping individuals avoid harm ? Provide specific examples .

21.Why do some nurses believe they need more educational opportunities than others ?

22.What impact do peer review programs have on nursing education ?

23.Why are people sometimes afraid to ask questions at work because they fear getting reprimanded if they ask questions during work hours ?

24.Do all nurses strive to remain up-to-date with any new clinical advances being introduced every day or just those who already work full time ?

25.Which profession seems most likely today to benefit from having an undergraduate degree versus graduate degree ?

26.What aspects does social media play in communication between professionals in different disciplines ?

27.What effect would pay-for-performance programs have had on hospitals around the country if implemented correctly ?

28.How might social networking affect professional relationships with other doctors near ones home base location / specialty / area / department /etc….

29.Which aspect(s) do you think employers look for when hiring nurses today compared back when you first began your nursing career ?

30.In today’s healthcare climate ,what aspect(s) does society look for when hiring nurse practitioners / nurse midwives / Registered Nurses ? Please specify within one paragraph .

31.Do you feel Public Health Informatics plays an important role today & into the foreseeable future within Healthcare industry ? Justify opinion by citing specific sources/examples .

32.Have there been examples where hospitals resisted making changes because employees felt threatened by management decisions related specifically related healthcare reform initiatives .Please provide example(s) where management decisions affected employees’ job security .

33.How important is it today for both health care consumers and caregivers alike ? Please explain which aspect(s) you think will change most due t/o increased internet usage? Social networking sites like Facebook , YouTube , Twitter etc.. ? Please cite specific sources/examples .

https://affordableessay.net/wp-content/uploads/2020/02/new-LOGO-300×52.png 0 0 Dr Syed https://affordableessay.net/wp-content/uploads/2020/02/new-LOGO-300×52.png Dr Syed 2019-06-17 19:54:51 2019-06-17 19:54:51

MCB2340C  Week 3 Learning Outcomes

Submission 1: Sample Response This week, you will complete the following assignments: Assignment 1: Recordkeeping & Preparations and Assignment 2: Participation & Discussion When you submit your work, you will be able to view a score for your assignment based on this week’s rubric. After reviewing your assignment responses for this assignment, please take the time to provide feedback and direction to student partners on how to improve their performance in this course. Please use the rubric located in Course Materials to review each student’s performance. In addition, a copy of the Response Rubric can be found at the following URL:http://www.scribd.com/doc/79870769/Week-3-Learning-Outcomes-for-MCB2340C-General-Microbiology- (MCB2340C) The comments should be as thorough as possible. You can also review sample responses from past students and compare their performance with yours.
Assignment 1: Recordkeeping & Preparations
After completing the pre-requisite sections on Work Orders & Documentation required by SQCC, you should create a recordkeeping form to track your progress through this course. You can find this document at http://www.scribd.com/doc/79870769/Week-3-Learning-Outcomes-for-MCB2340C-General-Microbiology (MCB2340C). Use part A of this document that applies to your section, or adapt it to meet your needs. You may need to modify this document depending on what is included in the unit of study you are studying.
Assignment 2: Participation & Discussion
This week, you will complete an online discussion post in response to a discussion question posted by another student. Remember that all posts must be written in a clear and concise manner using correct grammar, spelling and punctuation. Your posting should not exceed one page single-spaced or two pages double-spaced unless otherwise specified (see syllabus).
Web Links:
For more information about course content and expectations please visit the following website:

General Microbiology MCB2340 C Week 4 Learning Outcomes for MCB2340C-General Microbiology (MCB2340C ) Submission #1 Due Date: Wednesday, April 25, 2012 at midnight Eastern Standard Time  List any problems associated with assessing microbial growth and/or viability including those associated with poor culture collection methods.
 List any safety concerns relating to microscopic analysis.
 Discuss general principles related to cell culture techniques used in laboratory testing of microbes.
 Explain factors that determine bacterial growth.
 Explain factors that affect microbial growth rate.
 Discuss considerations when using sterile techniques for microbial cultures.
 Explain why inoculating media can affect bacterial growth rates.
 Describe factors affecting microbial reproduction within cultures including maximum viable counts (MVC), limiting dilution approach and dilution streak plate method.
Submission #2 Due Date: Tuesday, May 22nd at midnight Eastern Standard Time  Discuss some of the advantages and disadvantages of using Bacto Agar plates versus Bacto agar discs for enumeration of microbes.
 Describe some differences between wet mount microscopy vs. scanning electron microscopy (SEM) • In wet-mount microscopy microscopic studies are carried out directly on wet mounts such as cells under a microscope with specimen preparation and staining occurring later; • Scanning electron microscopy is an imaging technique similar to SEM but uses a focused beam of electrons instead of an electron beam; • Scanning electron microscopes have a high magnification ratio compared with light microscopes; • SEMs allow images showing structures down to submicron dimensions; • SEMs contain many layers; components are usually identified via contrast between different layers; • An advantage is that SEMs may show features that other techniques cannot detect because they cannot penetrate deeper than several microns into matter – sems thus reveal structures down to well below the atomic level;
• SEMs allow images showing structures down to submicron dimensions; • SEMs contain many layers; components are usually identified via contrast between different layers; • An advantage is that SEMs may show features that other techniques cannot detect because they cannot penetrate deeper than several microns into matter – sems thus reveal structures down below the atomic level;
Submission #3 Due Date: Thursday June 21st at midnight Eastern Standard Time  Describe how cultivation systems are used for bacterial isolation including indirect staining and enzymatic assays such as broth dilution tests.
 Discuss methods for detecting endospores including isolation from environmental samples via autoclaving methods or culturing environmental samples containing spores on selective media prior screening with Esterase test or DNA fingerprinting methods.
 Explain how bacteria grow on agar plates including incubation temperature versus pH range or incubation time versus pH range /temperature range
Submission #4 Due Date: Tuesday July 17th at midnight Eastern Standard Time  Describe how bacteria grow on solid media including media composition , nutrient source requirements , pH ranges , temperature ranges , etc..(please see Syllabus)  Give examples where specific information was obtained from publications describing methods used in microbial research .
Comments from instructor:
In order for me to assign maximum points I had you identify which chapters needed revision when submitting assignment one. I have taken over half way through chapter one so would like first semester students not assigned already complete those pages before starting chapter two (pre-requisites). I also need answers returned earlier so I can get them uploaded tomorrow if possible. Thank you! Assignment#1 Assignment#2 Assignment#3 Assignment#4
General Microbiology MCB2355 C Week 5 Learning Outcomes for MCB2355 General Microbiology(Part A) Submission #1 Due Date: Friday June 29th at midnight Eastern Standard Time  What is meant by limiting dilution? What happens if we don’t use limiting dilution?  How does selection bias impact our ability / effort / speed?  What is differential staining?  What do you learn about bacterial growth rates when observing colonies under different conditions?  Distinguish between colony size distribution curves and colony height distribution curves?  Why does differential staining yield more accurate results than single color staining?
Assignment #1 Due Date : Wednesday July 11th by Midnight Eastern Standard Time  Write up your analysis plan – include hypothesis development assumptions procedure experiment result interpretation  Discuss ways of improving reporting accuracy – add references
 Identify procedures used during different phases of production process – recommend improvements?
Web links
For more information about course content please visit these sites:
• Chapter One – https://www.youtube.com/watch?v=nuNCPJZcGKc&list=PLD4D8F9FEA6E70187&index=46&feature=plpp_video&v=nuNCPJZcGKc&feature=plpp_video
• Chapter Two – https://www.youtube.com/watch?v=eWfFcSB-FjU&list=PLD4D8F9FEA6E70187&index=47&feature=plpp_video• Chapter Three – https://www.youtube.com/watch?v=yIlX7mTqVpQ&list=PLD4D8F9FEA6E70187&index=48&feature=plpp_video
General Microbiology MCB2355 C Week 6 Learning Outcomes for MCB2355 General Microbiology(Part B) Submission #1 Due Date : Friday July 20th at Midnight Eastern Standard Time  What properties would make it possible for intracellular bacteria such as Mycobacterium tuberculosis to survive outside of host cells?
 Define mycobacterial infection?
 List causes associated with extracellular mycobacterial infections?
 Distinguish mycobacteria from non-mycobacteria based upon physical characteristics alone?
 List factors causing antibiotic resistance as well as antitubercular medications available today?
Assignment #1 due date : Monday July31st @ Midnight Eastern Standard Time · Include definitions of essential nutrients “utilized” by pathogens when entering host cells · Calculate % concentration of each essential nutrient for example Gram positive cells typically require <10% phosphorus while Gram negative cells require >80% phosphorus · Calculate % concentration of each essential nutrient commonly seen after passage through host cells · Compare difference % concentration nutritional values between two strains · Determine importance of membrane potential during an acidic stimulus

Web links

For more information about course content please visit these sites:

• Chapter One – https://www.youtube.com/watch?v=Nb_CRkNpyJs&list=PLD4D8F9FEA6E70187&index=49

• Chapter Two – https://www.youtube.com/watch?v=S_7fdWSOwHU&t =32

•

General Microbiology MCB2355 C Week7 Learning Outcomes Part B Submission Number Two due date : Sunday August18th @ MidnightEasternStandardTime.

Assignment #2 due date : Monday August26th @ MidnightEasternStandardTime.

 Review these slide presentations designed by Dr Ernesto León-Camacho et al., Universidad de Nariño – Antigens encoding mycobacterial proteins are present throughout Mycobacterium tuberculosis isolates from Colombian patients infected with TB smear-negative pulmonary disease.. Available online http://bmcresnotes.biomedcentral.com/articles/10.1186/s12916-016-1442-x

 Review these slide presentations designed by Dr Ernesto León-Camacho et al., Variability among pulmonary tuberculosis isolates despite low prevalence reveals discriminatory antigenic profiles.. Available online http://bmcresnotes.biomedcentral.com/articles/10.1186/s12916-016-1313-z

Assignments number three through six due date : Monday September19th@MidnightEasternStandardTime.

· Choose one important antitubercular medication available today . Make sure it has antimycobacterial activity against Mycobacterium tuberculosis.

· Which country has highest incidence rate among countries around world ? Who has highest percentage adherence rate ?

· Make lists comparing prevalence rates among various countries based upon population density . Be sure list estimates correct data source .

· Make lists comparing total body surface area within various countries based upon population density . Be sure list estimates correct data source .

Assignments number seven through eight due date :Monday September26 th @ MidnightEasternStandardTime.

· Research relevant scientific literature regarding antimycobacterial drug resistance mechanisms among various global populations ..

Assignments number nine through ten due date :Monday October17th@MidnightEasternStandardTime.

· Review slides presentation designed by Dr Ernesto Leon-Camacho et al., Variable patterns of multidrug resistant TB indicate limited spatial heterogeneity among Colombian pulmonary TB patients..Available online http://bmcresnotes.biomedcentral.com/articles/10.1186/s12916-016-1428-y

· Assignments number eleven through fourteen due date :Monday November13th@MidnightEasternStandardTime.

· Make list comparing occurrence among various regions worldwide .. Report incidence per million people annually .. Report incidence per million people annually ..

Assignments number fifteen through eighteen due date :Monday December17th@MidnightEasternStandardTime .

· Make lists comparing incidence rates among various regions worldwide . Report incidence per million people annually ..

Due dates assigned :
Assignment#15 due date :Tuesday December24 th @ MidnightEasternStandardTime .
Assignment#16 due date :Friday January13 th @ MidnightEasternStandardTime .
Assignment#17 due date :Tuesday January20 th @ MidnightEasternStandardTime .
Assignment#18 last day , Friday January27 th @ MidnightEastern StandardTime .
All assignments shall be submitted online ..
Questionnaire will be attached later ..
All grading shall be done without plagiarism .
Due dates shall be strictly adhered …

MCB2340C  Week 3 Assessment & Grading

Week 3 Assessment & Grading for MCB2340C-General Microbiology (MCB2340C )
Make-up Policy: Students who miss an assessment will be allowed to make-up the missed assessment on the next scheduled exam. Make up exams will not be given for make-up exams. Any make-up exams must be taken at the times and dates listed in section 3.1 of these course outlines, or as specified by your faculty. If you miss an assignment and do not have a make up assignment available at that time, contact your instructor immediately, after returning from your absence and explain why you missed the assignment so it can be made-up. Late papers will only be accepted if they are received within 48 hours of the end of the grading period (unless otherwise specified). The following policies apply to any assignments or tests that are returned after the due date:
In no case will a late graded assignment receive credit for more than 50% of its value.
If you are unable to submit a paper or test by the due date, please contact your instructor as soon as possible to discuss alternate arrangements.
Students whose work is accepted with significant alterations may be permitted to resubmit work at a later date.
Please note: It is recommended that all students have access to a printer and appropriate software prior to submitting assignments, tests and/or projects.

Readings:

Boyle, C.J., Weeks, J.B., Seltzer, S.E., Duncan, R.M. & Kessinger, W.D. (2008). Disinfection by-products in drinking water systems. Journal of Water and Health,

6(2), pp.
27-46.

Farrar Jr., W.R., Buresh, J.P., Morton, R.S., Schaumann, P.L., Potter III., T.D.,
& Swaminathan,
R.B. (1996). Final report on fecal coliforms in U.S
water supplies: Analysis
of data from the Nation’s Drinking Water Survey Program
1994-95 through 1997-98

Journal of Water
and Health,

4(2),
pp 30-38.

Higgins III, D.L.and Read-Brown,
A.W.A.(1989). Selected disinfectants used on drinking water systems.. EPA/600/S-89/012.

Journal of Environmental Protection,

10(5), pp17-30.

Jacobsen Jr., B.C.(1979).
Disinfection byproducts in drinking water sources; occurrence in public supply pipes and disinfectant storage tanks; causes; effects; mitigation strategies

Reviews in environmental science & biotechnology,

5(3), pp297-303.

Kaneko,
T.(1999).
Microbial quality indicators for use with food products

USDA

National Center for Food Safety
and Technology Research Report No .85,

31 pp.

Kardos , L.E.(2001). Microbiological aspects of industrial-scale chemical processes

BioMedicine Journal,

1(2),

pp11-16.

Lowe,
G.W.(1968).
The determination of coliforms in water by Ziegler-Natta method.
Industrial Engineering Chemistry Research,

7(12), pp4624-33.

Niesporek,
D.J.(2003). Disinfection By-product formation during manufacturing operations: Part I—Physicochemical mechanisms involved

Wastewater Treatment,

22(1), pp6-18.

Norman H.Taylor M.D.(1957).
Interpretation of routine microbiological examinations into microorganisms which may cause disease…

U.S.Department Of Health and Human Services Publication No.
304-FX-

Washington DC:

U.S.Government Printing Office;

p47-

P46-

Reeves,
C.A.and Curtis-Hall,
D.G.(1989).
Microbiological assessment techniques—Part I: Identification methods using colony morphology alone

Journal
of Applied Microbiology,

67(5),

pp652-

66-

Sundberg,D.G.and Parham,P.J.(1988)Effects on surface waters by chemical waste discharges. Science News Magazine Vol.XXXIII No…May 24 pg1257.

Talmi,Y.Z.-Schnitzer,S.H.-AbuRas,R.M.-Ben-Moshe,Y.-Eshel,L.-Karol,H.G.-Koller,A.&Der-Yeghiayan,J.M.:Short communication: Application of chromogenic media as indicator organisms for escherichia coli
bacteria contamination in groundwater samples from Tel-Aviv (Israel)

Israel Journal Of Chemical
Engineering ,(2010);

Shamir,M.A.et al.:Application of polymerase chain reaction assay combined with biochemical identification methods for detection of enterococci contamination in Arabidopsis thaliana plant samples

Israel Journal Of Chemical Engineering ,

23,(2011);

Torok,S.M.et al.:Application Of Polymerase Chain Reaction Assay Combined With Biochemical Identification Methods For Detection Of Enterococci Contamination In Arabidopsis Thaliana Plant Samples..

Israel Journal Of Chemical Engineering ,

26,(2012);

MCB2340C  Week 3 Suggested Resources/Books

Review (click here) http://www.mheducation.com/product/9780073527968.html The Cell: A Molecular Approach (Bolam & Krieger) (click here) http://www.mheducation.com/product/9780073536430.html Microbiology for the Health Sciences (Bolam & Krieger) (click here) http://www.mheducation.com/product/9780073487162.html Fundamentals of Anatomy and Physiology 10th Edition (Dierckxsens & Dierckxsens) (click here) http://www.mheducation.com/product/9781133340925.html Foods, Nutrition, and Dietetics: An Integrative Approach 9th Edition (Allen & Jacobson) (click here) http://www.mheducation.com/product/9781429296774.html Biology for a Changing World: The Dynamics of Life 7th Edition (Kingdon, Bongers, Holliday & Lynn) (click here) http://www.mheducation.com/product/9780131381864.html Integrated Chemistry for New Zealand Secondary Schools

Principles and Processes 3rd Edition Kavanagh, Fetter & Woodcock Hobbs Theory of Computation: A Modern Approach Second Edition by Cormen et al. C++: The Complete Reference Third Edition by Mottl, Hoffer et al. Computer Science II Comprehensive by Kaner et al. Fundamentals of Financial Management Third Edition Berk, Van Horne Albrecht Fundamentals of Corporate Finance Third Edition by Mc Graw Hill ELLISON Chapter 1-1 Midterm Exam Practice Questions

Chapter 1-2 Midterm Exam Practice Questions

Chapter 1-3 Midterm Exam Practice Questions

Chapter 1-4 Midterm Exam Practice Questions

Chapter 1-5 Midterm Exam Practice Questions

Chapter 1-6 Midterm Exam Practice Questions Chapter 1-7 Midterm Exam Practice Questions Chapter 1-8 Midterm Exam Practice Questions Chapter 1-9 Midterm Exam Practice Questions Chapter 1-10 Midterm Exam Practice Questions Chapter 2-1 Review – Exponential Functions and Logarithms Chapte

MCB2340C  Week 3 Assignment (20 Questions)

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MCB2340C  Week 3 Assignment Question (20 Questions)

Week 3 Assignment Question for MCB2340C-General Microbiology (MCB2340C ) – Successfully

A. Research for a possible new topic for microbiology.

General Education: General Education (General Educatio…

Biochemistry- Use the online library to find a book on biochemistry and then write a journal article review. The article must be at least 3 pages in length. The format is not too strict so feel free to use your own style, but follow APA guidelines.

(1) Write a journal article review on the following topic:

(a) Why is it important for you to study biochemistry?

(b) What are some of the major fields of biochemistry? Explain each field and give an example of an important protein involved in that field.

(c) How can biochemistry be applied to one’s life?

(d) How does science work? Give at least two examples.

(e) Write down five questions that you would like answered about this topic.

(f) Do you think that anyone, even non-science majors, should study biochemistry?

2. Research a current news story related to food safety in America or abroad. Then write an essay describing what you found out about the problem and whether or not it was resolved. You may also include references for any additional information you may have found in your research.

3. Describe two (2) ways in which political parties have been used as a means of addressing current political issues. In each case, discuss how each party tried to address these issues by making promises or pledges during election campaigns, how those promises were implemented during their administrations, and how they have been followed up on since their administration ended. Be sure to explain why people might support one party over another during an election cycle.

MCB2340C  Week 3 Discussion 1 (20 Questions)

Discussion 1 (20 Questions) for MCB2340C-General Microbiology (MCB2340C )

MCB2340C  Week 3 DQ 1 (20 Questions)

For more course tutorials visit www.mcb2340c.com Complete Week 1,2,3 and 4 Discussion questions for MCB2340C General Microbiology (MCB2340C ) complete all of the following:

Discuss the process of the cell cycle.

Discuss the difference between prokaryotic cells and eukaryotic cells.

Discuss the ways that bacteria use quorum sensing to control population size.

What are some sources of water for a bacterial growth medium? What is meant by hypotonic?

Explain how glycolysis occurs within a living cell.

How does glucose consumption affect the concentration of carbon dioxide in a living cell? Explain

Describe why osmosis is important in maintaining homeostasis in a microorganism. Discuss how osmosis can affect plant growth.

Explain why you should never add water to your culture medium. What is meant by an osmolarity gradient?

Discuss why sterilization of a media or plate may not be beneficial for microbial growth. What would be considered an example of this?

For more course tutorials visit www.mcb2340c.com Complete Week 2 Discussion questions for MCB2340C General Microbiology (MCB2340C ) complete all of the following:After completing this discussion question, please review this week’s Module Readings (attached below) and post a response at least 50 words answering each questionTopic #3: Biochemical EngineeringIdentify an enzyme-protein complex from the list belowand answer each of the following:List five characteristics that make enzymes good candidates for enzyme-enzyme reactions on molecular biology platformsDescribe one reason as to why enzymes are essential in biochemical engineering; describe two specific examples of biochemical engineering applications where enzymes play a role

Here are some specific examples:The production of genetically modified organisms [GMOs] requires dedicated effort to genetically engineer them onto various food cropsIn plants, such as corn, proteins from genetically engineered yeast can help plants resist disease and insectsThe production of methanol using sugars is another example…

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MCB2340C  Week 3 Discussion 2 (20 Questions)

Final Exam

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Discuss the importance of nutrition to health and disease.

Describe the role that food plays in human nutrition, and discuss how nutrient deficiency affects human health and disease.

Discuss how the environment affects the distribution of nutrients in an individual’s diet.

Discuss the meaning of micronutrients, including vitamin A, vitamin C, calcium, iron, potassium, and zinc.

Explain how excess micronutrient intake may lead to nutritional deficiencies, poor growth or development, or chronic diseases such as cancer and diabetes.

Describe some ways that people can protect themselves against nutrition-related disease.

Describe a dietary pattern that provides a balance between essential nutrients and provide adequate amounts of energy for optimal health while avoiding excessive consumption of certain nutrients.

Describe macro-nutrient patterns that are important for preventing nutrient deficiencies associated with malnutrition such as protein-energy malnutrition (PEM) and iron deficiency anemia (IDA).

Explain the importance of balanced diets in promoting a healthy lifestyle, including physical activity levels and stress management strategies.

List several foods high in fat, cholesterol, salt or sugar that need to be consumed sparingly in order to maintain good health.

List several food items that provide all six essential amino acids in sufficient amounts; however these foods require cooking for digestion since they are not produced by humans naturally.

Discuss at least two differences between modern medicine and alternative medical practices used to address nutrition-related disease.

Describe at least two differences between what is believed about food allergies versus what is known about their causation based on evidence-based research studies conducted over the past century regarding food allergy diagnosis and treatment in adults and children.

Provide one example from your personal life of either (a) an eating disorder you have experienced or (b) an eating disorder you have witnessed in someone else’s life.

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MCB2340C  Week 3 DQ 2 (20 Questions)

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for University of Washington (UW), Seattle from the original on 2006-09-11. Retrieved 2008-01-18.

Molecular Biology

Molecular biology is the study of all aspects of biological information, including how genetic information is encoded and how it is transmitted within living organisms.

This course presents an introduction to molecular biology with a particular emphasis on genetics, DNA and RNA.

You will gain an overview of DNA and protein synthesis as well as their structures and functions. You will be introduced to bioinformatics, genomics, proteomics, molecular evolution and synthetic biology techniques. You will also learn about recombinant DNA technology and its application to the development of therapies.

Course Name: MCB2340C -General Microbiology (MCB2340C) Course Number: MCB2340C Coursename: General Microbiology Course Type: Lecture Hours Per Week: 3 Instructor: Bruce Raymond Location & Room: L03.1.107 Phone: 425-353-2757 E-Mail: raymond@uw.edu Start Date/Time:

(Click for other dates/times)

Format(s): Classroom Lab Online

Prerequisites & Corequisites

Pre-requisites:

None

Corequisites:

None

Description

Course description:

This course introduces you to contemporary concepts in molecular biology, genetics, transcriptional regulation, cloning and expression. We will focus primarily on genes, proteins and the methods used for their production in bacteria, yeast, plants, animals and humans.

We will cover topics such as nucleic acid structure/function; DNA replication; transcriptional regulation in bacteria; viral infection; gene cloning; genetic modification of fungi; recombinant DNA technology and human gene therapy.

Topics include genome organization (prokaryotes); review of basic cell biology concepts; nucleic acid structure/function; transcribing prokaryotic mRNA into proteins; bacterial transcriptional control in general; two-component regulatory systems (TCSs); induction mechanisms in prokaryotes; steps in mammalian gene expression during development and disease states (including epigenetics); microarray analysis tools for gene expression studies; host-virus interaction including HIV entry mechanism.

In addition we will cover cell culture techniques using yeast or bacterial systems to produce recombinant proteins for study purposes or production of therapeutic molecules. In addition we will cover fundamental methods for analyzing protein structure/function using various techniques such as x-ray crystallography, fluorescence spectroscopy or NMR spectroscopy. Finally we will discuss the current state of transcriptome profiling techniques used for gene expression studies including microarrays.

Students are expected to have an understanding of basic cell biology concepts that includes molecular organization (prokaryotes) at both cellular and molecular levels. Students should have some previous experience with microscopy since this course focuses heavily on cells.

Lecture Format:

The lecture portion consists primarily of lectures delivered by the professor who serves as a teaching assistant but also includes presentations by graduate students who are involved in research projects at UW-Madison’s Center for Genome Research (http://genome.wisc.edu). Lecture notes are available online through www.ece.wisc.edu/~raymond/MCB2340S.html

You can view them at http://www.ece.wisc.edu/~raymond/MCB2340S.html#lecturenotes4 Note that the presentation slides were produced by Dr Raymond’s students during last semester’s course but were not available online until now because they were lost due to computer crashes during UWA computer maintenance shutdown over summer break This is why I suggest reading your textbook prior to coming to class every week!

Instructor Contact Information:

Bruce Raymond
b.raymond@uw.edu
(425) 353-2757
http://www.ece.wisc.edu/~raymond/

MCB2340C  Week 3 MCQ’s (20 Multiple Choice Questions)

University of South Australia

Question:   Which of the following is not a property of an enzyme?

A. It catalyzes a reaction.

B. It requires an inorganic cofactor to complete its reaction.

C. It does not require a substrate to complete its reaction.

D. It requires a substrate to complete its reaction

Correct Answer: D

Question:   The objective of learning about the structure and function of cell membrane is:

A. To gain knowledge about the cell nucleus and ribosomes.

B. To identify the importance of the function and structure of plasma membrane in maintaining homeostasis.

C. To differentiate between prokaryotic and eukaryotic cells.

D. To obtain information about intercellular communication.

Correct Answer: B

Question:   The shape of plasma membrane helps in:

A. Maintaining homeostasis by regulating entry and exit.

B. Providing a barrier against foreign substances

C. Binding molecules for transporting them through membranes

D. Storing water, proteins, and ions that are essential for metabolism

Correct Answer: C

Question:   A short-cut method for identifying proteins is:

A .Protein Coomassie blue staining

B .Microscopy with trypsin digestion

C .Functional assays using antisera against endogenous proteins or immunoblotting using anti-sense oligonucleotides against endogenous proteins .

D .Protein expression on soluble membranes using gel electrophoresis or western blotting .

Correct Answer: D

Question:   Structure/function analysis is done to determine:

A .The effect that therapeutic agents have on the body’s responses to disease .

B .Whether two compounds are compatible with each other .

C .How long an agent will remain active in the body after administration .

D .How much pharmacokinetic parameters will affect drug action , distribution , metabolism , excretion , toxicology , and pregnancy status in humans .

Correct Answer: C

MCB2340C  Week 4 Description

Week 4 Description for MCB2340C General Microbiology (MCB2340C) (Week 4) Online Course For more course tutorials visit www.mcb2340c.com The interactive online learning environment can be accessed anytime, anywhere, on any device. After enrolling in a course, you have access to the course content for one year. The following resources are available in the interactive online learning environment: • Multiple-choice quizzes • Online Textbook Resource Center • Discussion forums • Student-to-student tutoring • Instant messaging service • Integrated CourseMate material with additional study tools and features You can learn more about this course by visiting: http://www.mcb2340c.com/ This tutorial contains 1 page(s).

Graham245

SOCIOLOGY-3127

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5 rated by 1 teachers melissa.garcia19 by This is a lecture from the book “Critical Thinking in Sociology” . It is intended to be used with students who need extra support when working through the questions for part B of the homework assignment due at the end of class on Monday May 6th. The topics covered in this section are racism, culture and identity and self esteem. I hope that this helps you in your classwork and assignments.

MCB2340C  Week 4 Outline

General Microbiology by Mankiw, et al. is an overview of the topics you need to know in the MCB area. Using this outline will help you review for your test.

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MCB2340C  Week 4 Objectives

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MCB2340C Week 3 Objective for MCB2340C-General Microbiology (MCB2340C) Read more »

MCB2340C Week 2 Objective for MCB2340C-General Microbiology (MCB2340C) Read more »

MCB 2041 C General Microbiology Quiz 1 – Start Quiz

Test your knowledge of general microbiology concepts with this quiz. The quiz is designed to help you test your understanding of basic bacterial and fungal structures. The quizzes are based on material from Introductory Microbiology by William, Sandra, Schneider. Test your knowledge of general microbiology concepts with this quiz. The quiz is designed to help you test your understanding of basic bacterial and fungal structures. The quizzes are based on material from Introductory Microbiology by William, Sandra, Schneider.

Test your knowledge of general microbiology concepts with this quiz. The quiz is designed to help you test your understanding of basic bacterial and fungal structures.

The quizzes are based on material from Introductory Microbiology by William, Sandra, Schneider.

Week 1 Objective for MCB2340C-General Microbiology (MCB2340C)

Study the following information about the cytoplasmic membrane:

The cytoplasmic membrane consists primarily of phospholipids: fatty acids attached to a glycerol backbone

The cytoplasmic membrane functions as a selective barrier against substances entering or leaving the cell

The cytoplasmic membrane provides a structural framework for the cell

Which statement best describes the cytoplasmic membrane?

It extends through the entire length of a cell; it contains many small openings that allow materials to enter or leave

It forms an aqueous environment surrounding cells in which they can exchange materials without using up valuable energy

It provides structural support for cells; it provides protection against sudden changes in pressure or temperature

Which statement best describes organelles?

They are small particles within a larger cell that function as specialized structures within the cell

They are small clusters of chemicals that perform specific functions inside a larger cell

They are large parts of larger cells that perform specialized functions within the larger cells

What is meant by osmotic pressure?

Osmotic pressure is pressure exerted against a force due to a solution’s concentration gradient.

How does light affect microbial growth?

Microbial growth will occur better if light enters the culture medium at an angle greater than one degree away from its axis.

Why do some microorganisms require oxygen?

Microorganisms need oxygen for cellular respiration.

What would be expected if microorganisms did not consume oxygen?

There would be no microbial respiration, which would lead to a buildup of toxic gases in the environment.

What can organisms such as mold release into indoor environments?

Mold releases spores into indoor environments when moisture levels in indoor environments rise above certain levels.

Where do genetic mutations occur?

Genetic mutations occur when there is an error during DNA replication during which certain bases are added or deleted from DNA strands. This results in changes to DNA sequences and may cause cancer or other diseases.

A common definition for an organism’s genotype is its genetic composition; what does this expression mean?

Genotype refers to an organism’s genes while genotype refers to its genetic composition.

Which type(s) of bacteria does/does not produce antibiotics?

Antibiotics work only on bacteria because they contain only organic chemicals called nucleic acids (DNA and RNA).

What causes protein production within bacteria?

Protein production occurs when amino acid residues (proteins) that contain nitrogen atoms attach themselves together using peptide bonds in order to form proteins inside bacteria called lysosomes .

What protein synthesis takes place during protein synthesis?

Protein synthesis takes place when ribosomes attach amino acids together with peptide bonds in order to form proteins inside bacteriophages . These proteins allow bacteria viruses and archaea (archaeobacteria) bodies such as mitochondria and chloroplasts reproduce and survive in their environment.

MCB2340C  Week 4 Pre-requisites

1. You should have a good knowledge of:Basic cell biology (cell structure and function, organelles, fluid/membrane bound systems, enzyme regulation) Microbial structure and function- this includes the importance of microbial genetics, physiology and ecology.
   Biology of microbes – that is, the interaction between microorganisms and other organisms.

   2. Note: MCB2340C- General Microbiology is a credit bearing course (based on a 40 credit requirement) for all students who are intending to do their Honours degree.

   3. It is recommended that you get to know the following text books from your subject area:

   Engel and van Dongen (2009) Principles of microbiology – A molecular approach . Fourth edition ISBN-13: 978-0-444-54061-7
   Van Prooyen et al. (2014) Biology through inquiry – A practical introduction ISBN: 9780 471 91066 1
   Barrick et al. (2009) Essentials of microbiology – Concepts and applications ISBN: 9780 3236 2892
   McGraw Hill/Elsevier textbook of Microbiology

   The text book contains a mixture of practice questions and exercises as well as learning objectives at the beginning of each chapter which will help you to see what topics you need to study further before writing the exam.

   4. There are many useful internet resources that can assist you in your studies as they provide an opportunity to understand some aspects of microbial life in more detail than is possible when studying through lectures or tutorials. In particular there are several useful websites from which you can download interactive self tests. Please note however that these tests are not always appropriate for your particular course so we recommend getting to know them first before using them.

   5. Several web pages provided by the Centre for Research Excellence in Teaching and Learning (CRETL) http://www.crelab.org.au/ contain information about preparation for exams.

   6. Further information about preparation for exams can be obtained from the Exam Information website http://www.monash.edu.au/academic/courses/exams

   7. It is important that you familiarise yourself with how to complete examinations within your discipline area.

   8. If you need any additional help with your studies please contact your tutor or email us at cla@monash.edu

   CLEARED PUBLICATIONS

   Abstracts from CLEARED PUBLICATIONS will be placed on student Moodle pages where they may be accessed by all students prior to the examination date.

   1 Invertebrate Zoology Textbook by Topley & Wilson ISBN: 9780471009925

   2 Engel & van Dongen Textbook ISBN: 9780470000013

   3 Van Prooyen et al Biology through Inquiry – a practical introduction ISBN:9780 47191066 1

MCB2340C  Week 4 Duration

Total Weeks 4* Final Exam: 75 points (45% of course grade) *This exam will be closed book, closed notes, and closed computer access.

One Hour Preparation

1. Please complete the following:

Part A (40 points):

1. Read Chapters 11 & 12 of MCB2340C textbook.

2. Learn these definitions from the MCB2340C textbook and apply them to your reading:

Basal metabolism rate (BMR): The energy expenditure needed to maintain life

Body temperature: The internal temperature of the body determined by the

hormones that are produced in response to ambient temperature

Calories: Units of energy required to raise one gram of water one degree Celsius at a constant pressure

Chemical equilibrium: The state in which substances of different chemical compositions are separated by physical or chemical means

Homeostasis: An adaptive mechanism that regulates the internal environment of the body through a balance between opposing forces within it

Metabolic rate: A measure of how much work is done by a given quantity of living tissue (i.e., tissues/weight)

Metabolism: All chemical reactions occurring within the body, including those that are controlled by hormones or enzymes and those that produce metabolic waste products

Nervous system: The part of an organism composed of all structures responsible for transmitting nerve impulses throughout the body and for coordinating actions between organs, glands, and muscles. This includes both sensory nerves, which respond to stimuli from external environments, and motor nerves, which conduct impulses from the central nervous system to effectors.

Hormone: Any chemical substance secreted by an endocrine gland into the bloodstream which regulates an organism’s activities through an alteration in physiological activity or growth.

Osmoregulation: Regulation of water concentration inside and outside cells

Refrigeration cooling unit: Air conditioner used for cooling down foods in restaurants or food service establishments during hot summer days.

Thermoregulation: Regulation of heat loss or gain inside or outside organisms due to differences in temperature; warmth maintained by conducting blood vessels through layers on skin or a change in thermal environment due to clothing.

2. Please answer Questions 3-9 below:

3. How does homeostasis help maintain normal blood glucose levels?

4. What is “chronic” inflammation? Why is chronic inflammation related to diabetes?

5. Explain why diabetes mellitus is called a metabolic disorder rather than just being a disease?

6. For what two reasons is proteinuria dangerous?

7. State two effects that excretory products have on proteins besides excretion from kidneys?

8. How do dietary protein restriction and excessive protein consumption contribute to hyperglycemia?

9. What are three ways that diabetes may affect immune function?

Part B (30 points):

10. Discuss how two different types of environmental factors can affect immune function.

11. Explain why young people are more prone than older adults to infections such as influenza because they are more likely than older adults to have weak immune systems.

12.Youth with HIV infection may have lower white blood cell counts (WBCs) than adults with HIV infection because their immune systems lack healthy B-cells necessary for producing antibodies that fight infection.

13.Describe what red blood cell damage can cause.

14.Why does white blood cell count decline with age? How does this effect immunity?

MCB2340C  Week 4 Learning Outcomes

Page 3 of 16

4 4.2. Assessment Activities & Scoring Rubric (25 marks) Assessment Type and Number of Marks Weighting (%) One examination 1, or multiple choice question 25 Writing assignments (e.g., essays) 1, or multiple choice questions 25 Laboratory reports (e.g., animal, plant, bacterial culture and other investigations) 1, or multiple choice questions 25 Problem-based learning simulations (e.g., do-it-yourself exercise from a student workbook with guidance from the instructor) 1 Multiple Choice Question: This assessment item consists of a series of multiple-choice questions. The marks awarded for each question are as follows: Question Mark Number of questions Total possible mark Counting marks Questions Type of Item Marks Question mark or letter Only one mark is awarded for the correct answer. Multiple Choice Questions are usually written on the computer and thus must be completed electronically with at least one attempt allowed to check your responses against the correct answer and marking grid or formula sheet. The total number of marks awarded for this assessment type is as follows: Question Number Mark Total possible All points Possible points Required answers to show you have attempted the entire question type All answers must be based on your best attempt at answering each question. Therefore, if you do not attempt every question correctly then only one point will be awarded for that particular question. In all cases where more than one correct answer has been provided to a single question, only one mark will be awarded per correct answer. Marks may be increased by correcting incorrect answers but this will not carry any additional points in that assessment. Technical note on marking rubrics: Whilst it is not necessary to use these markings in order to receive full marks there may be instances when you need to reference your own work – even if you have attempted all the assessments in that course – so these marking guidelines should not be considered as a substitute for these markings but merely as additional assistance and guidance.. MCB2340C Week 4 Learning Outcomes for MCB2340C-General Microbiology (MCB2340C ) Page 4 of 16

5 Management & Organisation Assessment Type and Number of Marks Weighting (%) One examination + Exam papers without exam papers N/A N/A Written reports (e.g., student exercises) N/A N/A Laboratory reports + Laboratory Safety Reporting Requirements + Interpretation and Application + Identification & Classification Example notes on lab safety reporting requirements Assignment + Continuous assessment + Comprehensive assessment % College Examination Program ~ Academic Standards Review ~ EFA Guidance Note No~ April Assessment Type Weighting (%) One examination % Written reports (e.g., student exercises) % Laboratory reports + Continuous assessment % Comprehensive assessment % Assessment Summary Grade Percentage/Pass Grade Letter Grade Notes Grades Point Grades total grade = A ++= A++ B+ = B B = B- C+ = C D+ = D F = Fail <50% continuous attendance required <50% attendance required >70% attendance required Attendance % Attendance Requirement Failure All failures are recorded in Blackboard GPA before grade appeals can occur. For example; if a student receives an overall GPA less than C- in the course they should expect their course grade to be lowered accordingly before being permitted to continue with further studies until their grade has been reviewed and raised by the appropriate faculty before granting permission to sit final examinations/tests/study sessions etc.. Refer also to Appendix F Course Grading Guidelines FOR Further details see Appendices G-H Grade Appeal Policy SECTION A: Course grading criteria SECTION B: How grades are computed SECTION C: Grade appeal policy SECTION D: Grading Scale PREVIOUS EXAMINATION PAPERS WITHIN THE COURSE (or exams set by another unit without approval from ELT SAILING) FOR STUDENTS TO REFER TO AS REFERENCE IN THEIR GRADE APPEAL MECHANISMS AND AS EXAMPLES OF THE LEVEL OF INTEGRITY THAT IS EXPECTED AT THIS LEVEL FROM STUDENTS IN THIS COURSE WITH THEIR WORKS AS PROOF OF THEIR PARTICIPATION IN THE COURSE MUST BE PROVIDED BEFORE ANY APPEAL IS CONSIDERED BY MANAGEMENT OF THE COLLEGE Academic Considerations

MCB2340C  Week 4 Assessment & Grading

– Exam 1 (Molecular Biology). You may complete the questions below. Save the file on your computer and submit via the Assignment tab in Blackboard. Submit your assignment by clicking the Assignment Submission button when prompted.

Submit the answers to each question below.

Week 4 Assessment & Grading for MCB2340C-General Microbiology (MCB2340C ) – Quiz 1 (Molecular Biology). You may complete the questions below. Save the file on your computer and submit via the Assignment tab in Blackboard. Submit your quiz answers by clicking the Quiz Submission button when prompted.

Submit your quiz answers to each question below.

Week 3 Assessment & Grading for MCB2340C-General Microbiology (MCB2340C ) – Quiz 2 (Molecular Biology). You may complete the questions below. Save the file on your computer and submit via the Assignment tab in Blackboard. Submit your quiz answers to each question below.

Submit a completed Practice Quiz & Selected Questions . These are due at noon on Monday, October 28, 2019.

Week 2 Assessment & Grading for MCB2340C-General Microbiology (MCB2340C ) – Practice Test for MCB2340C General Microbiology, Wednesday, October 23, 2019 (Practice test is worth 30% of final grade).

Final Exam

Use this link to access PowerPoint presentations from all previous sessions that will help you prepare for our upcoming exams:

https://goo.gl/BCYR8F

(You must have Adobe Acrobat Reader to open these files.)

We will be using Microsoft Office Project Professional and PowerPoint during our class sessions this semester.

Student Response Systems: LMS WebCT Online Learning System

By choosing WebCT as our learning management system, we are making a commitment to use technology to enhance student learning in order to help them achieve better outcomes in their courses. Your instructor will provide you with online access to course material so you can complete assignments and participate in discussion forums during class time as well as on personal study time outside of class time. You will be required to log into WebCT during class time using either a web browser or their mobile app using a compatible device such as an iPad or Android tablet or smart phone with a web browser installed. If you do not have an access code or would like more information about how to obtain one, please contact Jessica Serrano at jserrano@louisville.edu.

If you are having technical difficulties accessing any of these materials from my website please email me at jessica.serrano@louisville.edu

Thank you,

Jessica Serrano

MCB2340C  Week 4 Suggested Resources/Books

http://www.nelson.com/Nelson_EBooks.aspx?guid=1a5b0d43-7f9c-46d8-a6e5-20b9fb2cfd4b

The following resources are for MCB2340C. These notes are geared to the students with a similar course and is the study guide for Week 1. For more information on this course, go to http://www.nelson.com/Nelson_EBooks.aspx?guid=1a5b0d43-7f9c-46d8-a6e5-20b9fb2cfd4b

1. Read about how organisms adapt to different environments at http://www.microbiologybook.com/adaptation.htm.

2. Review the unit learning goals for Week 1.

3. Review Unit Assessment Questions that were included in Week 1.

4. The following PowerPoint slides are provided as a guide to help you prepare for MCB2340C exam questions.

5. http://www.your-homework-help.com/wp-content/uploads/2013/01/Microorganisms.jpg http://en.wikipedia.org/wiki/File:Microorganisms.JPG http://theinfectiousdisorder.blogspot.ca/2009/10/disease-causing-microbes.html https://www.google.ca/search?q=microbiology+studying+organism&ie=utf-8&oe=utf-8#q=microbiology+studying+organism

MCB2340C  Week 4 Assignment (20 Questions)

Week 4 Assignment (20 Questions) for MCB2340C-General Microbiology (MCB2340C ) Week 4 Assignment (20 Questions) for MCB2340C-General Microbiology (MCB2340C ) Week 4 Assignment (20 Questions) for MCB2340C-General Microbiology (MCB2340C ) Week 4 Assignment (20 Questions) for MCB2340C-General Microbiology (MCB2340C ) Week 4 Assignment (20 Questions) for MCB2340C-General Microbiology (MCB2340C ) Week 5 Final Exam – Anatomy and Physiology of the Cardiovascular System – Online Test Brainstorming Exercise: Why Are You Taking This Course? Prepare a list of all the courses you have taken over your lifetime. Then, rank them by their difficulty and relevance to this course. Explain why you chose to take this course. Choose one article from your textbook and discuss why it is relevant to the Cardiovascular system in general as well as the cardiovascular process of respiration. Discuss how its information applies to human anatomy and physiology. Explain how we can use the various systems of the body in order to perform daily tasks such as breathing, digestion, and circulation.

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MCB2340C  Week 4 Assignment Question (20 Questions)

Write a 1,050- to 1,400-word paper in which you: Identify the major processes of respiration (for example, glycolysis, oxidative phosphorylation), and explain how they are altered in E. coli. Explain how the absence of the genes for enzymes that play an important role in photosynthesis can result in growth of bacteria at a lower temperature. Describe how a reduction in temperature affects the activity of all enzymes when coexisting with an organism under aerobic conditions. Explain how microorganisms respond to antibiotics or antifungal agents. Compare and contrast the types of microorganisms used in agriculture, industrial processes, and human medicine.

Incorporating

Reflected Task(s)

Shu

The coursework is difficult. The course itself is great but I think they should do a better job teaching us about the course work questions.

Becky Doe

It was very difficult for me but it was totally worth it! I learned so much!

Amy Green

I loved it!

Ashley Smith

I liked this course but it was hard to understand sometimes.

Fernando Leal

coursework is too easy i guess 🙂

Leanne Van Bueren

MCB2340C  Week 4 Discussion 1 (20 Questions)

at University of Phoenix

Part 1: The Structure and Function of the Cell (20 Points)

In this part, you will be asked to analyze the structure and function of cells. In your analysis, you should consider two broad questions:

1. How do cells differ from tissue? (10 points)

2. What are the relationships between cellular structures? (10 points)

To complete this part of the discussion, you will need to demonstrate good reasoning skills. Remember that a well-developed essay is one that explores both sides of a question or an idea.

Part 2: The Structure and Function of Bacteria

How can we help bacteria survive? Bacteria are small, single-celled organisms which are present everywhere in our environment. However, their ability to thrive varies widely. Some bacteria flourish in harsh environments and others can be found living on human skin without causing any problems whatsoever.

Bacteria make up over 70% of all known species on Earth; however, only about 10% of them belong to the kingdom “bacteria”. The rest belong to different kingdoms including Archaea and Eukarya (or domain). While most organisms like humans have only one cell division per cell cycle, bacteria have several cell divisions throughout their lives. This extra cellular division is called conjugation.

Most bacteria are so small that they cannot be seen with naked eyes, but they can still cause damage. Bacteria can cause infections when they become attached to surfaces and multiply inside these surfaces.

Though some bacteria are able to grow rapidly in certain conditions and form colonies under special conditions, most bacteria cannot do this because their metabolic activity is very slow.

In addition to being too small for visible observation by eye, few scientists have ever been able to culture or observe any kind of bacterial life using microscopy. Microscopy is used extensively in the study of plant life because it allows scientists to view microscopic structures under a microscope that look like ordinary objects as well as high magnification views.

Questions:

1) Which type(s) does your professor say you should answer?

Answer A:

A) Prokaryotes

B) Eukaryotes

C) Actinomycetes

D) Coccobacilli

E) Chloroflexi

F) Sporozoa

G) Spirochetes

H) Bacilli

I) Yeasts (e.g., Candida albicans)

J) Alphaproteobacteria

K) Bacilli (e.g., Haemophilus influenzae)

L) Spirochaetes (e.g., Chlamydia spp.)

M) Euglenids/Foraminifera

N) Deuterostomata- eukaryotes with segmented bodies whose descendants were prokaryotes

O)

Answers A-E and F-G must be answered for Part I.

Answers H-K must be answered for Part II.

2.) For Part II:

What general characteristics should you note about each type(s)?

Answer A: Each type has advantages and disadvantages in different situations;

Answer B: Both prokaryotic and eukaryotic types are found in nature;

Answer C: Both types were probably present on early Earth;

Answer D: Eukaryote types may have been more resistant than prokaryote types;

Answer E: Although both types might have had similar origins,

Answer F: Many eukaryote types appear to have been derived from ancestors who had prokaryote-like traits; others appear to have developed from ancient prokaryotes;

Answer G: Most forms of life on Earth appeared after multicellularity was formed; while many eukaryotes appeared first as unicellular organisms;

Answers H-K must be answered for Part II.

Part 3: Photosynthesis

As far back as botanists were able observe plants growing on land, there were questions about how plants gain energy from sunlight. Were photosynthetic organisms originally protozoans or protists? Did these early protozoans lose their ability to photosynthesize once they evolved into true animals? Was it always possible for plants to photosynthesize? If not, why not?

Phototrophic organisms use light energy for their chemical reactions rather than relying on organic molecules such as sugar or fatty acids. Most photosynthetic organisms also synthesize their own organic molecules; however, this does not mean that every organism has an efficient way of synthesizing its own organic molecules. Thus far we know that cyanobacteria originated as autotrophs and then became heterotrophs through a process known as chemosynthesis; therefore every organism needs light if it is going to get its nutrients from organic matter stored within other organisms.

This led some researchers such as Gardner [1976] toward the idea that there might be more ways for chemosynthetic organisms than just autotrophy [Gardner 1976]. By studying marine mosses grown in artificial seawater Gardner observed a number of differences among chemosynthetic cultures compared with those made with carbon dioxide in aerated water [1994]. Some Moss Cultures Grow Best Without Carbon Dioxide No matter how one measured growth rate per surface area [Mathews et al.,1994], vegetation grown without CO2 was far more vigorous than vegetation grown with CO2… In contrast…

Suggested Citation:”Chapter 13—Microbiology.” Institute Of Medicine. 2005. Microbiology . Washington, DC: The National Academies Press. doi: 10.17226/11331.
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that carbon dioxide was essential for growth [Gardner]. As Gardner noted “no sign of increase was observed when CO2 concentrations increased above those that could support methanogenic growth” [Gardner]. Perhaps another way might be through increased availability of nitrogen sources such as nitrate nitrogen from nitrifying bacteria which normally reside in soil but require air exposure before they can grow at all using nitrates produced by chemical oxidation by microbes below ground level [1994].

Other researchers concluded later that no oxygenic phototrophs could survive under normal oceanic conditions [Scholes et al.,1998] or non-oxygenic phototrophs either [Talbot et al.,1999], although oxygenic phototrophs did occur using alternative methods such as metal oxidizing cells [Boyd et al.,2000] or sulfur oxidizing cells [Lichtenthaler & Chapman,2001] in deep sea sediments but neither group demonstrated any improvement over isolated cultures exposed exclusively to UV light because ultimately no visible photosynthesis occurred due to limitations imposed by low oxygen concentration levels around these sediments beneath oceanic hot springs.

So where do our investigations lead us today?

A major difference between modern aerobic and anaerobic microorganisms is whether they possess respiratory complexes capable of generating ATP utilizing either aerobic respiration or anaerobic respiration alone —either endergonic OXPHOS reactions or exergonic Calvin Cycle reactions —or perhaps even both combined together often termed oxidative phosphorylation (OXPHOS), depending upon how much mitochondrial DNA content remains after division occurs during cell division cycles along with the ability by individual cell membranes surrounding mitochondria cells themselves during resting state morphogenesis within endospore forming vegetative cells before post-cellular transverse division begins again within vegetative cells after harvesters return during vegetative regeneration cycle initiation before resprouting changes further again within post-cellular transverse division stages following removal during harvesters return again into vegetative regenerations following propagation during 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MCB2340C  Week 4 DQ 1 (20 Questions)

for University of Phoenix Connect with an instructor for help, or to get an answer when you need it.

Assignment: Microbiology Module: General Microbiology View Complete Module Learn more about Microbiology at www.pearsonsuccessnet.com

Questions 1-3 are based on the text, and Questions 4-6 are based on the following resources:

1. http://www.nobelprize.org/medicine/laureates/2015/biographies/carrington-joseph-j/

2. https://www.youtube.com/watch?v=TPqTJZmXbLs&feature=youtu.be

3. http://www.biography.com/people/linda-steyn-9428807#general-microbiology-and-biotechnology

4. http://www.biography.com/people/james-h-wilson-9997200#general-microbiology-and-biotechnology

5. http://www.encyclopedia.com/science-and-technology/biographies/larry-nicolson-scientist

6. http://www.biography.com/people/henry-c-currie-9550997#general-microbiology-and-biotechnology

7.http://www.biography.com/people/breathless-g-reddy-9754589#general-microbiology-and-biotechnology

8.http://hdl.handle.net/10356/45231

MCB2340C  Week 4 Discussion 2 (20 Questions)

at University of Phoenix.

MCB2340C  Week 4 DQ 2 (20 Questions)

Final Exam ( 2020)

The leader of the United Nations Secretariat is named _________. A. Secretary General

B. President

C. Chairman

D. Vice President The head of a company that leases office space to other businesses is a ________. A. vice president

B. director

C. general manager

D. owner The difference between business and corporate governance is that ________. A. business and corporate governance are the same thing.

B. there are two kinds of governance.

C. business governance refers to how a company allocates its resources.

D. corporate governance refers to how a company manages its employees and investors Business law deals with _________. A. regulation of businesses

B. laws made by the government for businesses

C. contracts used in the business world

D. consumer protection issues Regulations that businesses must follow in order to operate legally include legal terms and conditions, such as _________. A. patents, copyrights, trademarks, and licensing requirements Rules requiring businesses to follow in order to operate legally include legal terms and conditions, such as product safety standards, product liability rules, and food safety regulations Legal means used by businesses to protect their interests from lawsuits are called ________. A

MCB2340C  Week 4 Quiz (20 Questions)

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MCB2340C  Week 4 MCQ’s (20 Multiple Choice Questions)

for Campbell University, Spring 2015.

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Other books: HCPL-0020 PDF

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Campbell Biology Study Guide Answers
study guide answers for the body in health and disease. abstract; contents; endocrine system; cardiovascular system;. chapter 2: genetics.

http://www.allstudyguide.co.uk/campbell-biology-study-guide-answers/

TUTSOnline! – Resources

Please note that this is a guide to resources available in the library. It is not an exhaustive list of resources available in each subject area.

http://www.tuts.ac.za/tutsweb/online-resources.html

The Fungal Kingdom: A Graphic Guide | The Linnaean Society

Jul 17, 2014 . The Fungal Kingdom: A Graphic Guide.. This graphic guide is a valuable reference book on fungal structures and their functions..

http://www.lincs.ac.uk/guides/collection/NCL2647178/

Nursing Unit Planning and Documentation – Course Notes

Nursing Unit Planning and Documentation.. Formulate knowledge using a range of techniques including graphing, using tables, pictorial aids and diagrams..

https://tutorspoint.files.wordpress.com/2011/04/unitplandoc.pdf

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MCB2340C  Week 5 Description

Course Resource Material Week 5 Assignment General Microbiology Assignment Sheet (25 marks) General Microbiology Assignment Sheet (25 marks)

General Microbiology Assignment Sheet (25 marks) For each of the items listed below, complete the assignment and attach it to your paper. You must use a total of 15% of your course grade for this assignment. Use the following instructions for this assignment:

1. In total, label your submission as follows: MCB2340C General Microbiology

2. Make sure that you correctly include the week number in the name of the folder.

3. Do not start your file with section titles such as Week 1 or Week 2; these are for reference purposes only and should not be used as part of your submission.

4. Each section should include at least one page with information relevant to your weekly assignment. The following sections are required to be included: Week 1

Week 2

Week 3

Week 4

Week 5

Below is an example of what an acceptable paper could look like:

_______________________________________________________________

MCB2340C – General Microbiology (MAY2008)

Table of Contents Introduction Page # Health Risks Page # Part A: Introduction Page # Part B: Blood Type Presentation Page # Part C: Other Health Tests Overview Page # Part D: Organ Transplantation Overview Page # Part E: The Respiratory System Overview Page # Reference List Page #

Introduction Your first task is to find a disease or condition that is most commonly associated with blood type O. Then identify one other blood type using either a website or a book such as Anatomy & Physiology by Laidlaw and Miller, or Anatomy by Drs John F Knauss and David S Parker.

You will also need to find out why some people have more than one blood type.

Next identify a different condition that can be found in both groups A and B.

In general, it is considered safe for you to identify two different conditions. However, if you believe this would put you at risk for contracting any other infection or serious illness, then only one condition may be appropriate.

Part A: Introduction Blood types are determined by antigens on proteins found on red blood cells called antibodies found in serum globulin proteins on blood platelets and complement components in plasma protein complexes.

Genetic factors play an important role in determining which individuals are born with certain blood types.Antigens which can induce immunity against foreign antigens are called antibodies.Physiological factors determine how individuals respond to foreign antigens.This response depends primarily on their antibody status.Antibody levels can vary among individuals based upon their genetics and physiological responses.Some individuals express greater amounts of antibody than others due to their genetic makeup.While there may be no significant difference between individual’s antibody levels from person to person,the magnitude of differences observed among people varies significantly depending upon their antigen exposure status.The importance of this depends on many factors including age group,genetic makeup,and previous exposure history.To illustrate,your immune system works well against pathogens when you are born with specific types of antibodies.The symptoms seen when specific antibodies within the immune system become depleted depend upon the antigen exposure.The depletion results in immunity being less effective against new pathogens.Blood typing is performed to determine which antigens present on red cells have been recognized by certain antibodies.One way that an individual’s immune system can be increased is through repeated exposure.The resulting increased immune response makes individuals less vulnerable to infection.However,in some instances,the increased immune response may cause immunodeficiency.(http://www.human-blood-types.com/index.html)

Blood Typing Chart Blood typing was developed in order to ensure safety in transfusions across all types of patients.These days most transfusions are done based solely upon solid tissue matching.Which means that donor cells are matched only by tissue match.Chemotherapy patients often require bone marrow transplants from donors with similar characteristics.This is done because the transplant marrow is generally less likely than normal tissue matches to cause allergic reactions.Tissues don’t have markers indicating they might react quickly so it’s important they’ve been “tried” before being given.Patients who undergo bone marrow transplantation receive high doses of chemotherapy before receiving the donated marrow.Therefore,it’s important they receive blood transfusions containing similar tissue match.Typical hemoglobin A1c ranges from about 6%–10% while hemoglobin levels range from about 7 g/dL–11 g/dL.(http://www.human-blood-types.com/index.html)

Part B: Blood Type Presentation – B Series Although there are no known complications associated with Rh disease,the likelihood exists that small babies may develop Rh sensitization if exposed during pregnancy.Occasionally,the mother may develop her own Rh antibodies.It has been theorized that such antibodies would render her incapable of carrying future children.She may then pass along her Rh-negative child.If so,she would pass along her Rh-positive child.So,you need not worry about testing just because you have a family history.Questions regarding delivery and delivery room management should always be directed towards your obstetrician.(http://www.human-blood-types.com/index.html)

Type A ABO System The earliest forms were named after Greek myths.Nerds like Von Daniken praised them as proof they really did exist.Scientists used them until sometime around World War II.At which point it became clear that few scientists were taking their theories seriously.But these early thinkers were trying hard.That does make sense when you consider how little we know about our own bodies.And remember those Roman gladiators who died fairly quickly? Their bones decomposed very quickly.They didn’t want anyone dying too fast.You’d imagine if someone had a very bad rash and died there might have been questions about why? Well,it’s possible someone might have questioned why while he was alive.Having said all that,I suppose you’re probably wondering why I’m telling you all this.It’s because I want us all to understand how our bodies work.Of course,you don’t expect me tell you everything anyway.(http://www.human-blood-types.com/index.html)

Type O Negative Anyone who has ever experienced severe allergic reactions knows allergies come in pairs.In theory,a single allergy would leave little room for tolerance but science shows otherwise.Thus,it’s not surprising folks who live near animals,but not those who live next door,took off work when they saw one animal coming into contact with another,and then later two animals together.Anyone who watches horror movies knows horror movies aren’t quite real,and even people who live near farm animals often experience allergies.Also,today,you’re more likely than ever before to come into contact with animals from different species.But if we thought nature was dangerous enough,everyone needed strong immunity.Or so we thought.Then we discovered many diseases shared similarities.And thankfully,humans aren’t nearly as helpless as creatures like horses.(http://www.human-blood-types.com/index.html)

Type AB This type presents problems only if exposed during pregnancy.No medical reason exists.If a baby receives its mother’s AB DNA,it doesn’t seem much more likely that it will develop abnormalities compared to other babies.The fact remains,a baby could develop abnormalities compared other infants,but it still appears low probability.It seems unlikely though whether that chance increases over time.Some scientists think once babies get older,babies’ DNA won’t change enough such they’ll remain unaffected.When confronted with this possibility,some think like Charles Darwin who tried his best not let his wife see him talk about Darwinism.We simply don’t know whether we’ll ever figure out what causes identical twins.Darwin told himself he didn’t feel sympathy for me.This explanation seemed plausible up until I got pregnant.I felt lonely,because I knew she wouldn’t grow up knowing exactly how she was related.to me.Even though she herself had actually gone out looking for me.Most people wouldn’t admit it,but each child thinks about themselves differently.We know what makes sense somehow.Because we came from something.Other things make sense too.That’s just biology.(http://www.human-blood-types.com/index.html)

Type B Allergy To understand why,this type also needs some background information.Blood groups differ among human populations,but generally speakingthey’re divided into four categories.A,B,and AB.There are those actually classified as subgroups within these groups.A,B,and AB..As shown here,A,B,and AB…And despite being slightly confusing ,these classifications divide humans into roughly equal numbers regardless.of race or ethnicity.As discussed earlier,the overwhelming majority Of people have types A,B,and O.As explained,this doesn’t mean everyone has exactly identical amounts of these three plasma proteins.In fact,in general no two people show any combination anywhere close-to identical levels.So no matter where someone falls on either end,you still almost always fall somewhere between .types.AandB.For example,donating blood between two people whose plasma proteins show no similarity would usually result in zero compatibility.Although occasionally two people could donate blood without issue.You’d guess most donators would prefer never needing needles again.Not surprisingly,giving multiple donors,since they typically don’t share any protection.Either.Your recipient wouldn’t usually need a triple positive donor unless someone were allergic.Another complication occurs when donors give several times.They may unintentionally transmit more than one disease.That isn’t necessarily dangerous but may create discomfort.Likewise,receiving multiple times can lead potentially dangerous infections.Humans tend to recognize the value an inherited trait offers.They tend toward acceptance.Nowhere was this demonstrated more clearly than Charles Darwin’s son-in-law Charles Lyell.He married Emma Wedgewood.Monash University biologists analyzed surviving letters written by Lyell while he worked at Rome.After marriage Emma couldn’t bear seeing him writing away anymore.She went ballistic claiming Lyell was wasting his time because nothing he wrote made any sense.Believing his life was impossible without understanding nature.He sued her.He lost.Of course,bestiality wasn’t against the law back then.Moreover,it wasn’t uncommon.Back then women were property,to law enforcers like Lyell.such as John Allen Lyell,who tracked down men mutilating livestock.Lyell believed property rights hadn’t protected those under attack.He believed rape was worse.Unfortunately,mistakes happen.Lyell thought nature could explain them.I mean.he could explain why bees went wild.Then he killed himself after realizing men were messing up nature beyond repair.Unfortunately,we’ve proven him right.Faith isn’t necessary.All we have now is evidence.Leave it alone.(http://www.human-blood-types.com/index.html)

Type AB One problem common across all human populations,is variations between individuals.Despite having similar genes,a pair tends do behave differently.It turns out there isn’t just ones ratio between three variants.For instance,A,B,and O differ markedly.Differing rates causing problems especially within same population.Still,better yet,certainly predictably vary significantly across different populations.Given current knowledge,trend varies widely according population size,chances Small.Yet,maybe predictably so.Apparently,because larger populations offer better predictions.Therefore,it’s worth thinking..your risk…and mine..and probably yours too..of developing anything unpleasant increases proportionately larger proportions.Marriage rates increase proportionately while murder rates increase proportionately.Similarly,Todays marriages require overtime investment.You probably think marrying someone else automatically requires more time.Yet,Pretty much anyone proposing marriage today does so anticipating longer involvement.Maybe even knowing marriage would continue longer.Fortunately,just because something increases proportionately doesn’t mean specifically getting married will increase proportionally.If divorce rates continue increasing proportionately,lots more marriage proposals.Knowing these facts,you’d probably be wise not marrying anyone unless he proposed first.Whatever happens…you’ll lose fewer arguments.(http://www.human-blood-types.com/index.html)

MCB2340C  Week 5 Outline

The Outline for Week 5 is an example of a paper that would be submitted to a journal. Your paper will be between 7-9 pages in length, double-spaced with a minimum font size of 12pt. Be sure to include: • A title page with your name and course number. • An abstract page that provides the background information needed to understand the scope of your research (between 100-200 words). • Introduction (to include objectives, methods, results, conclusions) and materials & methods (to include appropriate descriptions and data tables). • Discussion (focusing on the problem or problem statement) and conclusion (to provide recommendations based on your findings). • Bibliography (and list references appropriately according to APA style). See attached file for more details.

HSC3320C Week 4 Assignment Report

You will be writing an assignment report for this week’s topic. Your report should be at least one page in length, including all figures and references. Additionally you should include the following headings under “Assignment Info” section: Title Page Table of Contents Abstract Introduction Background Literature Review Research Methodology Data Analysis Results Discussion Conclusion References Submit your report to Canvas by midnight Tuesday August 15th.

HSC4320C Week 4 Learn More and Assignment Materials

What is the impact of antibiotic resistance? What are some current approaches to antibiotic use? How can we encourage more effective treatment? Write a paper that addresses one of these questions using evidence from at least three peer-reviewed scientific articles or reviews; submit it by Tuesday, August 15th. Information about writing assignments can be found here: http://www.law.yale.edu/faculty/resources/assignment.php Additional information can be found in the Course Materials tab above. If you have any questions, please let me know.

HSC4320C Learn More and Assignment Materials

Who are some of the key people who changed our world? What makes each person famous? Write a paper that addresses one of these questions using evidence from at least three peer-reviewed scientific articles or reviews; submit it by Tuesday, August 15th. Information about writing assignments can be found here: http://www.law.yale.edu/faculty/resources/assignment.php Additional information can be found in the Course Materials tab above. If you have any questions, please let me know.

HSC4320C Work Plan – Part A

Based on the readings for this week’s course content as well as my own background research into tobacco control issues I have been sent some important news regarding vaping and its effects on health and society I have decided to write two separate papers on these issues with their own clear focus which will allow me to share my knowledge with others in my field I need to begin with describing how vaping has changed over time so far this year and what trends are emerging I need to explain how vaping works so those who aren’t familiar with this particular product could become familiar with it So I am going to outline my plan right now It is very important that I complete these papers as fast as possible once I receive them so it is only appropriate for me to show them off now Let’s begin – HSC4301C Study Plan Assignment As for today’s readings it doesn’t seem like there is much new material coming up We already got through most of the relevant literature but there were still some interesting updates That said today’s reading focused mainly on understanding how universities fail students via accountability systems which essentially put too much emphasis on test scores And although there isn’t much new information pertaining to that today’s reading did remind me that student debt isn’t really something new since we already discussed earlier in this course Just a few things about student debt inflation adjustment It was added late last year This basically means that all student loans are being adjusted every year when adjusting inflation instead of merely being fixed once every four years And therefore because interest rates were increased early last year inflation went up faster than interest rates So having student loan debt back then was actually not such a bad idea However student loan debt does not affect income level among other things nor do they affect job prospects So we’re assuming students are getting paid while going through college And finally since student loans are also almost never forgiven nor wiped out when borrowers die they also don’t actually help pay off expenses after graduation In fact they prevent individuals from ever graduating Debtors might think they’ve actually gotten ahead thanks go support But now thanks go support Although many economists call student debt an economic burden perhaps just looking at graduation rate data may help us appreciate why Americans have been drowning themselves in college loans We’ll cover more about why Americans have been drowning themselves later But let’s get started! – HSC4301D Topic Summary Paper The topic summary is due tomorrow Wednesday Aug 16th! For further details refer to your teacher notes!

HSC3301C Schedule – Week One Goals

Week One Goals Make sure you set aside adequate time so you don’t rush through things Start exploring topics you’re interested in by researching what’s out there Use note cards/stickies/markers/pens/cute stickers/markers You will need some sort of graphic organizer/focus card/etc… It’s fine if you’re doing another method/procedure/hypothesis Other people may choose similar techniques Maybe even try putting together some sort of playlist/watching movies/videos/tv shows Don’t forget about Pinterest There are tons if free resources available online! Don’t forget about business planning tips/strategies! Make sure you take time for lunch/dinner/snacks Homework goes up Monday!

HSC3301C Schedule – Week Two Goals

Week Two Goals This week focus specifically on US history/US politics/sociology/etc… Spend time learning about US history/culture/politics/sociology/etc… Use note cards/stickies/markers/pens/cute stickers/markers You will need some sort of graphic organizer/focus card/etc… It’s fine if you’re doing another method/procedure/hypothesis Other people may choose similar techniques Maybe even try putting together some sort of playlist/watching movies/videos/tv shows Don’t forget about Pinterest There are tons if free resources available online! Don’t forget about business planning tips/strategies! Make sure you take time for lunch/dinner/snacks Homework goes up Monday!

This weeks homework assignment has already been posted This homework assignment needs work before posting Home work should always be turned into yhe professor within two days Please use separate document per assignment No exceptions Please see below The link below is just tutorial notes Hope this helps Thank you!

HSC3301C Schedule – Week Three Goals

Week Three Goals This week focus specifically on US history/US politics/sociology/etc… Spend time learning about US history/culture/politics/sociology/etc… Use note cards/stickies/markers/pens/cute stickers/markers You will need some sort of graphic organizer/focus card/etc… It’s fine if you’re doing another method/procedure/hypothesis Other people may choose similar techniques Maybe even try putting together some sort of playlist/watching movies/videos/tv shows Don’t forget about Pinterest There are tons if free resources available online! Don’t forget about business planning tips/strategies! Make sure you take time for lunch/dinner/snacks Homework goes up Monday!

HW–2–Economics–Supply&Demand—National Income Accounting–Models—Case_Study–Req_Unit6.mp4

Consider two individual goods or services listed below SELLING PRICE OF ONE UNIT AUCTION PRICE OF ONE UNIT TOTAL AUCTION PRICE INCREASE FOR BOTH SUPPLIES AND SERVICES ODDS RATIO OF SUPPLIES TO DEMAND PROCESS A PROBLEM IS THAT THERE ARE MULTIPLE NOBILITY INTERESTS IN THE GOODS AND SERVITS IN QUESTION BUT IF THE ANGLES ARE SMALL OR THE NOBILITY INTEREST IS SMALL ENOUGH THEN WE CAN SIMPLY ESTIMATE THE VALUE USING ONLY THE DEMAND SIDE OF THE MODEL DEMAND SIDE OF MODEL DISADVANTAGES OF CONSTRUCTING MULTI-NOBILITY MODELS PROBLEMS WITH MULTIPLE NOBILITY MODELS DISADVANTAGES OF CALCULATING MULTI-NOBILITY MODELS WHEN IT’S NECESSARY TO INCLUDE NOTABLE NOBILITY INTERESTS IN REGARDS TO ASSESSING ASSET VALUES AND ESTATE TAXES IMPORTANT NOTE ON MULTI-NOBILITY MODELS:

Details

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MCB2340C  Week 5 Objectives

– 8.2.1 Identify and list the common DNA base pairs in bacteria
– 8.2.2 Describe how DNA can be used to make plasmids and plasmid vectors

MCB2340C Week 5 Objective 1

Explain the structure of the bacterial cell nucleus.

Background Information:

In this week’s lab you will use your knowledge of chromosomes and gene expression to analyze the structure of the nucleus of a bacterium (E.coli). Note that we are focusing on bacteria because they have the smallest size, most complex structure, and largest genome size of all known life forms on Earth.

Each cell in eukaryotes has one or more nuclei, with specific DNA sequences that determine their unique functions in the cell. For most organisms (including humans), a single nucleus is present within each cell, though some cells also contain multiple nuclei.

The bacterial chromosome is much simpler than a eukaryotic chromosome; a bacterial chromosome consists of one long DNA molecule that contains all genetic information for growth and reproduction. This DNA molecule consists of thousands of genes, which control all aspects of a bacterium’s metabolism from DNA replication to cellular respiration.

DNA is stored in chromosomes as linear strands called chromatids; these chromatids are attached to the spindle fibres during mitosis. The spindle fibres provide microtubules with movements (called ‘microtubule motor proteins’) that allow them to move along individual chromosomes. Because each chromatid contains its own individual set of genes, when a cell divides into two daughter cells it must first separate its chromatin into two discrete chromosomes before mitosis begins.

Each chromosome consists of thousands of genes arranged like beads on a string. These genes are usually located at centromeres, which are regions where spindle fibres attach to each other during mitosis, making it possible for chromosomes to replicate and divide.

Although it is not essential for survival for an organism to duplicate every single gene it has in order to grow and survive – which would require hundreds or even thousands of copies – most organisms do maintain some duplications when new individuals are born.

Most bacteria have only one type of plasmid called plasmid R (or P) (reviewed here). Plasmids are smaller than chromosomes but still contain enough genetic information to replicate itself when needed without requiring additional duplication by copying itself into another form – either via transformation (a process whereby bacteria gain genetic material from their environment) or transduction (a process whereby viruses carry genetic material between bacterial cells).

When a plasmid moves through bacteria during conjugation – a process whereby sexual partners exchange genetic information – its copy becomes integrated into the host chromosome via transposition.

This means that in addition to having intact copy no ptc but I think you should get it right now see appendix A I’ve also written down all my notes please write everything down anyway I’m not going to go over all this again thank you very much so now let’s talk about DNA replication what happens inside each bacterium?

So what we’re looking at here is dna synthesis happens at both ends of each strand there’s two different things that need doing so many different things can happen depending on what organism you’re looking at so inside every bacterium there’s something called a replication fork this replicating fork acts as sort o…

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MCB2340C  Week 5 Pre-requisites

MCB2340C Week 5 Pre-requisites for MCB2340C-General Microbiology (MCB2340C ) MCB2350C Week 5 Pre-requisites for MCB2350C General Microbiology (M CB2350C ) MCB3102N Week 3

Example Assignment 1 – Summer 2014
Your response should be clearly written and use standard academic English. You must use Harvard Referencing as per the University guidelines. Please check the following website for detailed instructions on how to reference using Harvard style: http://www.humanities.curtin.edu.au/media/uploads/ReferenceGuide.pdf Please ensure that you refer to a minimum of two scholarly articles within your assignment as they will form your main body of work. Avoid doing this in the abstract section of your assignment, where you are required to give a brief summary of your assignment. An example is provided below: Assignment 1 – Use case study No 1 from Week 2 and Part A of Assignment from Weeks 2 and 3, which can be found on Blackboard at: http://bbs.blackboard.com/mb/MBActivity.jsp?mode=main&page=activity&id=6&actid=15984&uid=6&sessionid=660 This essay requires you to critically discuss a case study that has been presented to you in class by a supervisor or lecturer. The essay requires you to locate the case study, outline it, critically assess it’s strength and weaknesses and suggest ways in which it could be improved. Further information can be found at: http://www.uow.edu.au/humanities/research/graduate-and-postgraduate/students/study-and-training/professional-publications/microbiology_journal_of_what_matters/article.php?id=424 You are required to use at least two scholarly journal articles (i.e., not newspaper articles) published within the past three years. They must contain at least one quantitative analysis or a biological explanation, drawn from micro- or macro-organisms based research conducted in an approved institution or institution relevant to microbiology, in order for them to be considered as scholarly publications. In addition, the article must include an abstract that is no more than one sentence long. Remember that these journal articles will form part of your final assessment task for this unit so please make sure that you refer back frequently throughout the semester to ensure that you are up-to-date with all research being undertaken by those researching microorganisms.

Assignment Submission

All assignments need to be submitted through Blackboard using either WebAssigns.com or Moodle.com.

Make sure you have the correct URL before submitting:

WebAssigns.com

https://webassign.net/login?qurl=http%3A%2F%2Fblackboard.uow.edu.au%2F

Moodle.com

http://moodle.uow.edu.au/course/view.php?id=22756

Submission Dates & Times

General Examination Times:

Monday July 14th – Thursday August 7th inclusive.

Final Examination Timetable:

Tuesday August 12th (8am – noon) & Wednesday August 13th (1pm – 4pm)

Example Assignments Due:

Week One: Time permitting & by Friday June 26th.

Week Two: Time permitting & by Friday July 4th.

Week Three: Time permitting & by Friday July24th.

Week Four: Time permitting & by Friday August12th.

Submitting Your Assignment:

Your task will appear as either “WebAssigns” OR “Moodle Assignments”

In order for your submission to appear on WebAssigns, I would suggest that when viewing your submission page, that you select “View uploaded files”. If this does not work for whatever reason then make sure that you click on “View Submission File”. That way any problems or issues will be identified prior to submitting the assignment.

If you do not wish for your submitted assignment(s) appear on WebAssigns please submit via Moodle by clicking on “Submit Assignments” once all requirements have been met and all marks have been awarded. Remember if a submission does not meet all requirements then it will also fail marking.

For the duration of this unit we will focus primarily on online submission only via WebAssigns.com or Moodle.com .

NOTE : Should there be any problems with uploading an assignment onto Webassigns or Moodle.org due to technical difficulties , please email me ASAP with details including date/time of upload failure so I can investigate further and follow up appropriately with my colleagues as required .

Please note : Due dates cannot be adjusted once assignments have been submitted .

Due Dates:

Submission Date(s) Due Date
Monday July25th

Final Examination Period :

Tuesday August12 th (8am – noon)

Wednesday August13 th (1pm – 4pm)

Final Examination Schedule :

Monday August12 th (8am – noon)

Closing Date :

Friday September16 th (5pm)

IMPORTANT NOTE : If any queries arise with regard to assessments , please contact me BEFORE THE DUE DATE SO THAT WE CAN RESOLVE THE ISSUE PRIOR TO THE FINAL EXAMINATION FOR THE UNIT . All emails should include brief details of what is wrong or incorrect . Please do not assume I already know what is wrong !!

Copyright Notice : © Copyright | Curtin University

MCB2340C  Week 5 Duration

Week 5 Duration for MCB2340C-General Microbiology (MCB2340C ) General MicrobiologyDue Week 1 and worth a total of 100 points. The discussion board is designed to be an opportunity for you to demonstrate what you have learned about the course concepts. In this course, you have been exposed to many different types of microorganisms. How these organisms interact with each other and their environments is important in defining the kinds of relationships that are possible between them as well as between them and humans. Discussion boards provide an ideal way to apply these concepts in your own life, as well as in others’ lives, thus contributing to community engagement and civic responsibility. The “community” referred to in the title of this forum is intended to include human communities; however, non-human communities such as those found within ecosystems, communities of practice and networks can also be included if they are relevant. This community has the goal of sharing information and ideas about your topic while encouraging critical thinking from both yourself and others through the discussion process. There are three components to this forum: a body consisting of seven postings, a set-up discussion at the beginning which gives you the opportunity to introduce yourself and discuss any questions or concerns regarding your postings, and then a conclusion where you respond directly to another student’s posting.To prepare for this forum:Review Chapter 1 in Principles of Microbiology (available via eText). Go through Chapter 2 (available via eText) as needed.After completing the discussion board posts from Chapters 1-2, review Chapters 3-7 (available via eText) as needed.Including Relevant EcosystemsDiscussion Boards will allow you to learn more about microorganisms from ecosystems that are not human habitats or close enough for you to touch; however, they may contain similar microorganisms that can be studied from other habitats or species that do not occur near humans but still represent part of our ecosystem.

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MCB2340C  Week 5 Learning Outcomes

ASSESSMENT DETAILS

MCB2340C-GENERAL MICROBIOLOGY (MCB2340C) Week 1 Assignment—Introduction to Microbiology (DQs A, B, and C)

Week 2 Assignment—The Human Body

Week 3 Assignment—Toxins in the Environment

Week 4 Assignment—Microbial Evolution: The History of Life on Earth

Week 5 Assignment—Genetic Engineering: The Future of Bioscience

Week 6 Assignment—Oral Health Care: Principles and Practice

MCB2340C  Week 5 Assessment & Grading

– 1st Quarter Test

mb2340c week 5 assessment & grading for mcb2340c-general microbiology (mcb2340c ) – 1st quarter test

mcb2340c week 5 assessment & grading for mcb2340c-general microbiology (mcb2340c ) – 1st quarter test

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MCB2340C  Week 5 Suggested Resources/Books

General Microbiology Lecture Notes (General Microbiology Lectures) General Microbiology Lecture Video (General Microbiology Lecture Videos) 3.0 Lecture Note – General Microbiology [Unit Outline] Unit Outline MCB2340C General Microbiology In this unit you will learn about microorganisms and their roles in the environment and as human pathogens. You will learn about different types of microorganisms, identification methods, growth and activity in liquid media, culture of microorganisms in liquid media, and basic microbiological techniques such as staining, plating, enzyme activities. This unit has a core component of two lecture hours per week for two weeks followed by an optional lab component. The teaching time for this unit is 30 hours.

Learning Outcomes (LO) LO1 Demonstrate understanding of fundamental microbiology concepts.

LO2 Apply fundamental microbiology concepts to practice within a scientific context.

LO3 Demonstrate competency in laboratory techniques relevant to general microbiology.

LO4 Demonstrate skill and confidence when presenting results in oral presentations at the appropriate level.

LO5 Evaluate the significance of principles of microbiology as they relate to their current professional practice or future professional practice.

Links to Learning Outcome: Biological Science students (Biology) should see the “Biology” section below as a suggested resource for learning outcomes from this module.See the “School Link” below for linkages with other School courses/units that can help students meet learning outcomes.Further details are contained within each course syllabus. Contents Course Description & Outcomes

Course Synopsis

Generic skills development, including communication

Referencing techniques

Introduction to scientific literature

Basic laboratory skills

Growth and activity in liquid media

Culture of microorganisms in liquid media

Staining of microorganisms with Gram’s method

Microscopy Technique(s)

Essential Equipment and Supplies Required For This Unit: Basic equipment necessary for laboratory work (i.e., pipettes, beakers). For more detailed information on laboratory equipment required for this course visit: https://www.alliedhealthsciences.edu.au/labs/mcb2340c/lab-list/ You will also need access to a PC with Microsoft Windows operating system (Windows 7 or later), high speed internet connection via your computer’s network interface card or broadband internet connection. Course Contact Information Course Coordinators:

Associate Professor Kevin Young kevin.young@alliedhealthsciences.edu.au Email: mcb2340c_coordinator@alliedhealthsciences.edu.au Office Hours: As specified in course syllabus Full contact details can be found at https://www.alliedhealthsciences.edu.au/academics/course-directory/CourseSpecificContactDetails.aspx?cid=6&course=MCB2340C&accdoc=full&courseid=MCB2340CInstructor: Associate Professor Kevin Young kevin.young@alliedhealthsciences.edu.au Office Hours: As specified in course syllabus Full contact details can be found at https://www.alliedhealthsciences.edu.au/academics/course-directory/CourseSpecificContactDetails.aspx?cid=6&course=MCB2340C&accdoc=full&courseid=MCB2340CLaboratory Coordinator:

Ms Nisha Gurnani nisha.gurnani@alliedhealthsciences.edu.au Office Hours: As specified in course syllabus Full contact details can be found at https://www.alliedhealthsciences.edu.au/academics/course-directory/CourseSpecificContactDetails.aspx?cid=6&course=MCB2340C&accdoc=full&courseid=MCB2340CLab & Safety Officer:

Dr John Fores john.fores@alliedhealthsciences.edu.au Office Hours: As specified in course syllabus Full contact details can be found at https://www.alliedhealthsciences.edu.au/academics/course-directory/CourseSpecificContactDetails.aspx?cid=6&course=MCB2340C&accdoc=full&courseid=MCB2340CLab Supervisor:

Ms Eileen Orpen eileen.orpen@alliedhealthsciences.edu.au Office Hours: As specified in course syllabus Full contact details can be found at https://www.alliedhealthsciences.edu.au/academics/course-directory/CourseSpecificContactDetails.aspx?cid=6&course=MCB2340C%20%20%20%20%20FullContactDetails.aspx?cid=&acdoc=&sdoc=&acdcost=&aqd1=&aqd2=&acdcost=&qdoc=&acdcost=&qid1=

Course Description & Outcomes Course Description & Outcomes [Unit Outline] The aims of this unit are listed below. To provide an introduction to basic principles relating to biological science. To provide an introduction to fundamental biological concepts relating to microbial life processes including growth rates, metabolism and disease processes; as well as cellular organisation and genetic material. To explore different sources of microbes including microbes living on food products, soil microbes associated with agriculture and aquatic environments; as well as microbes related to pathogens that cause disease through transmission between animals or humans. To understand how microbial processes influence our environment through role in recycling nutrients from organic matter into usable forms; and degradation of organic waste materials such as paper pulp into useful products.

To describe ways that microbes cause illness or diseases via bacteria such as pathogenic bacteria causing infection or toxins produced by microorganisms causing disease such as bacterial toxins; viruses causing viral infections; or fungi causing fungal infections; exotoxins produced by parasites causing disease; yeasts producing alcohol fermentation leading to alcohol intoxication; yeast causing alcoholic fermentation leading to intoxication by ethanol resulting from drinking too much alcohol; mold providing complex wood structures used for building structures such as ship hulls; staphylococcus aureus causing skin infections; Streptococcus pneumoniae causing bacterial pneumonia leading to death due to airway obstruction affecting breathing.

To develop an understanding relating microbial growth on food products through fermentation process leading up food chain through consuming raw foods contaminated with bacteria from surfaces such as vegetables containing contaminated soil being washed off by rainwater used for irrigation leading up food chain through consuming raw foods contaminated with bacteria from contaminated water containers being used for drinking water leading up food chain through consuming contaminated foodstuffs falling down kitchen drains after cooking using cooking water being fed back into kitchen sink being used again by washing dishes leaving behind residue chemicals used on cleaning purposes these residues not ending up back into the environment but being collected by green waste recycling stations posing disposal problems not only use until culled but also polluting landfills creating greenhouse gases from decomposition thus contributing significantly greenhouse gas emissions anyway!

[Unit Synopsis] [Unit Outline] In this unit you will learn about microorganisms and their roles in the environment and as human pathogens. You will learn about different types of microorganisms, identification methods, growth and activity in liquid media, culture of microorganisms in liquid media, and basic microbiological techniques such as staining, plating, enzyme activities. This unit has a core component of two lecture hours per week for two weeks followed by an optional lab component. The teaching time for this unit is 30 hours.[Unit Outline] [Course Synopsis] [Generic skills development, including communication] [Referencing techniques] [Introduction to scientific literature]

Learning Outcomes (LO) LO1 Explain what it means when we say ‘microorganism’ LO2 Describe factors affecting microbial growth LO3 Identify characteristics that make one organism grow better than another LO4 Explain how nutrient availability influences microbial growth LO5 Explain basic physiological functions involved with microbial activity LO6 Discuss how specific environmental conditions affect environmental microbial growth LO7 Define classification schemes which describe ecological niches defined by temperature requirements LO8 Define etiology – pathogenicity – explain how a pathogen infects its host

LO9 Identify characteristics involved with specific stages of microbial life cycles LO10 Explain changes that occur during stages where populations change rapidly LO11 Explain factors affecting population structure including isolation among populations due any gene flow during incubation periods involving egg maturation where egg ages relative lumen size – relative proportion increases is dependent on temperature duration increasing pH variation exchange between cell membranes oxygen starvation resistance against extreme temperatures ammonia attenuation etc…

LO12 Describe interactions involving host organisms which may result either beneficially or adversely eg competition avoidance competition avoidance restriction limitation nutritional support pathway generation reproduction reproduction protection avoidance avoidance competition avoidance restriction limitation nutritional support pathway generation reproduction reproduction protection avoidance resistance against extreme temperatures digestion mortality consumption reproduction competition avoidance restriction limitation nutritional support pathway generation reproduction reproduction protection limitation tolerance resistance against extreme temperatures digestibility decomposability bacterial metabolism anaerobic digestion aerobic digestion nitrate reduction urea reduction oxidation methane production hydrogen production methane oxidation methanogenesis carbon fixation fermentative lactic acid bacteria acetogenic non-fermenting methanogens aerotolerant methanogens anaerobic chemolithotrophic methanogens hydrogen-consuming sulfide-reducing methanogens acetogenic methylotrophic sulfur-reducing methanogens motile methylotrophic sulfur-reducing methanogens halophilic archaea halophilic cyanobacteria archea archaea halophiles bacteriophages hypobacteria thermophiles bacterioplankton hyperthermophiles mesophiles thermoviruses psychrotrophs psychrotrophs reductive dehalogenating bacteria salt-tolerant gram-negative sulfate-reducing endospore-forming gram-positive aerotolerant spore-forming gram-negative aerobic spore-forming aerotolerant spore-forming facultative anaerobic spore-forming facultative anaerobic facultative anaerobic facultative anaerobic facultative anaerobic obligate aerobic facultative anaerobic facultative anaerobic obligate aerobic facultative anaerobic facultative anaerobic obligate aerobic obligate aerobic obligate aerobic obligate aerobic obligate aerobic obligate aerobic obligate aerobic obligate aerobe free-living prokaryotes cyanobacteria chloroplasts green chloroplasts blue-green algae dinoflagellates diatoms blue-green algae dinoflagellates chlamydomonas bacillariophytes algae chlamydomonas rhodophyta dinoflagellates chlamydomonas alga gametes diatoms dinoflagellates cyanobacteria chloroplasts green chloroplasts blue-green algae dinoflagellates chlamydomonas bacillariophytes algae chlamydomonas rhodophyta dinoflagellates cyanobacteria chloroplasts green chloroplasts blue-green algae dinoflagellates gametes diatoms dinoflagellates cyanobacteria chloroplasts green chloroplasts blue-green algae dinoflagellates gametes accumbens accumbens epidermal cells accumbens epidermal cells gonads gonads gonads gonads gonads gonads gonads follicles follicles follicles motile motile motile motile motile motile motile motile motile antimicrobial peptides antimicrobial peptides antimicrobial peptides antifungal peptides antifungal peptides anti-microbial peptide 40 bacterial genes virulence genes virulence genes virulence genes virulence genes virulence genes immunomodulatory properties immunomodulatory properties immunomodulatory properties immune response immune response immunity immunity immunity immunity immunity immunity immunity immunity immunity immunity immune system structure complexity www www www www www www www project.tomato.org.uk deworming dogs using antibiotics killing resistant strains malaria rearing flies clonal selection protecting tomatoes using antibiotics curing Salmonella using antibiotics killing resistant strains malaria rearing flies clonal selection protecting tomatoes using antibiotics curing Salmonella cucumber rosemary plant defences protecting tomato trees saving tomato seedlings planting tomatoes protecting tomato seeds saving tomato seedlings planting tomatoes protecting tomato plants suppressing plant disease growing crops avoiding pests nurturing plants lawns dying grass caring plants monitoring watering gardens weather forecasting predictions farming integrated pest management growing crops avoiding pests nurturing plants lawns dying grass caring plants monitoring watering gardens weather forecasting predictions farming integrated pest management fertiliser biology fertiliser biology fertiliser biology fertiliser biology fertiliser biology fertiliser biology fertiliser biology fertiliser biology fertiliser biology fertiliser biology fertiliser biochemistry enhancing crop productivity biodiesel production vegetable production crop physiology edible garden edible garden ethylene atmospheric chemistry automotive fuels biomass bioenergy biochemical engineering respiratory oxygen transport respiratory system transport respiratory system transport respiratory system transport respiratory system transport respiratory system transport respiratory system transport metabolic engineering biochemical engineering metabolic engineering biochemical engineering metabolic engineering biochemical engineering metabolic engineering biochemical engineering cellular 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Sedimentary Rocks Limestone Triassic – Silurian Triassic – Silurian Triassic – Silurian Triassic – Silurian Triassic – Silurian Triassic – Silurian Minerals Spectroscopy X Ray Diffraction Raman spectroscopy Laser Raman spectroscopy Electron Optical Methods Atomic Absorption Spectroscopy Elemental Analysis Spectroscopy Chemical Analysis Spectroscopy Chemical Analysis Spectroscopy Chemical Analysis Spectroscopy Organic Geochemistry Organic Geochemistry Organic Geochemistry Organic Geochemistry Organic Geochemistry organic geochemical organic geochemical Green Chemistry Bioinformatics Bioinformatics Biosensors Biochips DNA Sequencing Bioinformatics Computational Biology Computational Biology Software Molecular Biology Prote

MCB2340C  Week 5 Assignment (20 Questions)

Homework help online with a live tutor

Moodle 3.0.1, University of Pittsburgh

…i want the solution to this problem

in the event that we are given a Kjeldahl method kit and 7 b.p.r….we are supposed to get 7 out of 10 results…

there is a given value of 2.5 and there is nothing else in the question i just need help with this part…

it’s very simple problem but i can’t solve it..

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MCB2340C  Week 5 Assignment Question (20 Questions)

Week 5 Assignment Question (20 Questions) for MCB2340C-General Microbiology.

Question: Your experience with a patient has led you to identify the following clinical problem. Infectious disease is one of the most common reasons that patients present with CVA. There are numerous

Essay question on case study analysis Essay question on case study analysis 1. Briefly describe the background and clinical history of the patient in question. Include information on the patient’s medical history, diagnosis, and treatment. Please use your own words as opposed to using any other sources such as textbooks or journals. Consultations with other members of your faculty in addition to consultation with

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MCB2340C  Week 5 Discussion 1 (20 Questions)

Discussion 1: Disease State and Pathology. You are the microbiologist assigned to a patient’s case. The patient was admitted with a 3 month history of bony pain in both feet, which initially had been described as diffuse osteoarthritis pain by the patient herself. She also reported tenderness and swelling of the left foot that first appeared in 2013. Physical exam revealed diffuse osteoarthritis pain throughout both feet on palpation (Photo 4). Radiographs of her right foot showed normal BMD and evidence of loosening (Photo 5). An MRI scan demonstrated tender foci in both calcaneus and talus (Photo 6), suggesting the involvement of the talar dome. The lab results for CBC with differential, urinalysis, fasting lipid profile, fasting blood glucose, and ECG were normal. She was instructed to follow-up with an orthopedic surgeon for further evaluation.

Question: In your opinion is this case an example of a primary metabolic bone disease? Why or why not?

Answer: Primary metabolic bone disease (PMBD) is defined as “a set of conditions which is characterized by the presence of pathologic features which differ from those typically found in skeletal disorders that result from other causes” [1]. This definition suggests that these conditions are not inherited diseases, but rather acquired or secondary metabolic bone diseases [2]. In recent years PMBD has become more well understood and recognized as a distinct entity separate from osteoporosis. PMBD can occur due to endocrine disorders, medications (such as corticosteroids), infectious agents, tumors and trauma to the skeleton [1]. PMBDs include non-inflammatory conditions such as Paget’s disease of bone and malignancies such as cancer metastasis or radiation injury [1].

Because Paget’s disease is an inflammatory disorder it can be seen on imaging studies where there is often osteopenia or even thinning of affected bone [1]. On imaging studies any malformation in the bones such as neoplasms will show up; however Paget’s disease may not show up on imaging studies unless there are multiple lesions spread out throughout all affected bones [2]. Bone scans may also show abnormal uptake due to neoplastic proliferation but this does not necessarily mean that there are active malignancy cells present within the body.

The clinical presentation for Paget’s disease varies depending upon whether there are multiple lesions present at one time or if these lesions are discrete [2]. In most cases Paget’s disease will present with solitary lesion on radiographs called a “benign follicular lesion” which can be mistaken for other benign lesions such as osteophytes or chondromas; however Paget’s disease should not be confused with adenomatous hyperplasia because this condition only occurs in conjunction with cancer metastasis [2].

This condition may show up on imaging studies such as CT or MRI but may also manifest clinically when a patient experiences diffuse unilateral soft tissue swelling over their entire body that ranges anywhere from mild joint stiffness to severe joint swelling [2] . The course of Paget’s disease can vary depending upon whether patients have multiple lesions within one specific area or they have scattered lesions throughout their body.

Treatment options available for patients with Paget’s disease do vary; however according to two different guidelines treatment recommendations do still include physical therapy and medication therapy especially if there has been recent trauma due to fracture. Physical therapy usually focuses on improving proprioception by increasing range-of-motion exercises; however some patients may need surgical intervention when drug therapy fails.

[1] National Institute Of Arthritis And Musculoskeletal And Skin Diseases

https://www.niams.nih.gov/Health_Info/Osteoporosis/default.asp

[2] WebMD

http://www.webmd.com/osteoarthritis/guide/pagets-disease-bone-pain

[3] Healthgrades.com

https://www.healthgrades.com/conditions/paget-s-disease-of-the-bones-doctor-qr31bprg8fzq4w64

[4] Mayo Clinic

https://www.mayoclinic.org/diseases-conditions/paget-s-disease/symptoms-causes/syc-20352651

[5] University Of Maryland Medical Center

https://umm.edu/health/diseases/cold-and-flu/paget-s-disease-pagetsdisease-of-the-bones

MCB2340C  Week 5 DQ 1 (20 Questions)

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MCB2340C  Week 5 Discussion 2 (20 Questions)

at University of Phoenix. For more course tutorials visit www.mcb2340c.us  http://www.mcb2340c.us

All materials are included for this assignment.

Create a discussion forum for MCB2340C-General Microbiology (MCB2340C ) questions. 2-3 paragraph responses to each question required.

Your post should be at least one page in length and formatted with APA style as outlined in the Ashford Writing Center. Your paper should include appropriate APA style citations and references, an introduction, a body, and a conclusion.

Each entry should be typed double-spaced on standard sized paper (8.5 x 11), with 1-inch margins on all sides of the paper.

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MCB2340C  Week 5 DQ 2 (20 Questions)

Week 5 DQ 2 (20 Questions) for MCB2340C-General Microbiology (MCB2340C )

Question: For each of the following statements, check the option that best describes the proposed action and your understanding of its potential risks and benefits. If you believe a risk or benefit cannot be determined, explain why in a separate paragraph(s). The results will be posted to Blackboard.

1. Positive efficacy data for the current treatment of C. diff infection has been very poor.

2. Low percentage of patients who receive broad-spectrum antibiotics are infected with C. diff

3. Currently available antimicrobial treatments against C.difficile are less effective than other areas in healthcare.

4. Broad-spectrum antibiotics given to people with dysentery are not approved by the FDA

5 .Antimicrobial drug resistance is increasing rapidly in strains of C.difficile in our healthcare system.

6.These findings suggest that we need new approaches for C.diff infection.

7.Researchers may find a way to prevent patients from becoming colonized with the infection by taking steps to prepare their digestive systems before an antibiotic is administered to them for treatment.

8.Researchers may discover ways to prevent human C.difficile from becoming resistant to any antimicrobial agents by using a probiotic that breaks down any remaining residues from existing drugs at a higher rate than normal cells can do.

9.Researchers may find that bacterial DNA detected as resistant genes is not actually new genes but rather foreign DNA released as part of genomic changes necessary to survive long-term colonization by organisms such as C.difficile and Mycobacterium tuberculosis.

10.These findings suggest that we need new approaches for C.diff infection, including the development of vaccines for preventing colonization and improving patient outcomes after exposure to the disease-causing organism among those at high risk.

11.These findings suggest that studies may need to be conducted on whether resistance could be caused by single mutations or multiple alterations in bacterial DNA itself rather than due solely to differences between host organisms and bacteria under study.

12.These findings suggest that public health measures should focus on prevention, especially if the population includes individuals with compromised immune systems who have been identified as being at increased risk from both colonization and subsequent spread of infections such as C.Diff

13.Researchers may discover ways to prevent human C.difficile from becoming resistant to any antimicrobial agents by using a probiotic that breaks down any remaining residues from existing drugs at a higher rate than normal cells can do.

14.These findings suggest that researchers may find a way to prevent patients from becoming colonized with the infection by taking steps to prepare their digestive systems before an antibiotic is administered to them for treatment.

15.Researchers may discover ways to prevent human C.difficile from becoming resistant to any antimicrobial agents by using a probiotic that breaks down any remaining residues from existing drugs at a higher rate than normal cells can do.

16.Researchers may find new ways to eradicate or control human infections with pathogens such as Clostridium difficile, Mycobacterium tuberculosis, Candida albicans, Brucella suis, and Pasteurella multocida so they no longer pose serious threats in humans even if they occur sporadically or intermittently within communities carrying these pathogens among others which persist relatively infrequently throughout time and often constitute minor contributors in causing outbreaks

17.These findings suggest that vaccines might potentially provide some protection against colonization but these vaccines would only provide initial protection against either pre-existing opportunistic pathogens or well-prepared microbes isolated during an outbreak

18.They might also introduce significant cross-reactivity between anti-MRSA compounds produced against various types of MRSA, preventing their use against MRSA strains because they have different genetic makeup

19.The development of naturally occurring products such as Mucinex-D which act like MRSA vaccines would require further research into development strategies towards identifying such naturally occurring compounds having enhanced immunogenicity relative those currently available

20.Based upon what you know about this disease process now and based upon your personal interests research design considerations you might select one problem related clinical issue related specifically your interest area which you think is worthy because it relates specifically your interest area which you think is worthy because it relates specificallyto nursing practice.( see below)

21.Explain how this specific clinical issue might affect nurse-patient interactions during future care delivery processes based upon your own knowledge and experience?

22.What additional research topics or questions would warrant further investigation?

23.Explain how each topic would contribute toward meeting objectives established for this assignment?

24.NOTE:This assignment requires you read through three peer-reviewed journal articles relevant for nursing practice regarding this specific clinical issue.including discussing two items pertinent toward addressing the question below:

25.How do these articles support your nursing action plans? Include directly related theories & concepts AND/OR application/purpose of each item (what will you learn/apply/research).

26.What additional resources/research supports your decision?

27.You must include references into your submission. These references should include one peer reviewed journal article relevant specificallyfor nursing practice regarding this specific clinical issue.including discussing two items pertinent toward addressing the question below:

Question: On Page 415 In Chapter 15 Of Your Textbook The Emerging Adulthood Process Is Defined As “the range From Preteen To Young Adult Years”. Describe How Individuals Transition Through These Four Domains Of Development While Examining How Each Development Domain Is Related To Socialization And Other Life Events Which May Cause Stressors That Can Impact Each Of The Domains Of Development In Different Ways.(See Solution Section For Example).

The Emerging Adulthood Process Is Defined As “the range From Preteen To Young Adult Years”. Describe How Individuals Transition Through These Four Domains Of Development While Examining How Each Development Domain Is Related To Socialization And Other Life Events Which May Cause Stressors That Can Impact Each Of The Domains Of Development In Different Ways.(See Solution Section For Example).

The Emerging Adulthood Process is defined as “the range From Preteen To Young Adult Years” (Bronfenbrenner & Morris, 1994). Bronfenbrenner & Morris define adolescence as developmental period extending from childhood into adulthood(Baron-Blum & Lerner-Engelthaler 2001). Adolescence refers exclusively male adolescents life span reference point (Frazier & Frazier 2006), whereas young adulthood span refers exclusively female adolescents life span reference point(laboratory studies cited in Frazier & Frazier,2006). Bronfenbrenner’s theory takes into consideration four developmental domains known while socialization experiences play key roles within each domain(Andresen et al.,1993).

Socialization experiences refer collectively experiencing social interactions which establish boundaries between children and their peers. Examples include seeing differences between adults and peers; children learning what behaviors are acceptable; children learning respect; children learning appropriate boundaries; child-teacher interactions within school environments; child-parent relationship interactions between parents within families; child-parent relationship interactions involving work commitments between parents; child-parent relationship interactions involving alcohol/drug usage among family members’ children

The second domain Bronfenbrenner identifies concerns adolescent’s experiences outside family settings – experiences focusing on children’s developing relationships with peers outside family environments.In addition educators describe stressors associated with adolescents’ relationships with peers outside family environments including peer conflicts; teacher behaviors which impact academic performance; entering teen relationships involving alcohol/drug usage among family members’ teen children;

Children’s experiences coping with school associated stressors include childhood bullying behaviors occurring at school environment(negative peer experiences); low self-esteem displayed among young adult students who face difficult academic situations(positive peer experiences); frustration experienced when not able reach academic goals (Preston et al.,1994); problems coping with school assignments nignificant amount times every week;

Children’s experiences coping with adolescent peer-conflicts includes negative interpersonal behaviors occurring among teens engaging in social interaction activities outside traditional school environments(high conflict situations); adolescents self-esteem displayed among teens engaging in social interaction activities outside traditional school environments(mild conflict situations);

The final domain socialization concerns adolescents’ experiences handling employmentrelated stressors including internalizing behavior problems occurring within adolescent workers often displaying an adolescent-like perspective about working life(poor attendance problems); poor employee effectiveness reported by employees working under stressful conditions(negative employee work-related values); child labor laws enacted or modified which regulate employment practices affecting youth teens;

These stresses mentioned above influence emotional distress experienced across all domains – families/families raising teenagers differently behave differently differ across all domains -individuals adapting unique role patterns differentially affect emotional distress experienced across all domains – individuals integrating gender role changes affecting emotional distress experienced across all domains– individuals experiencing type-behaviors strongly independent variable influencing emotional distress experienced across all domains – individuals rejecting conformity dependent variable influencing emotional distress experienced across all domains – individuals experiencing novel emotions influences emotional distress experienced across all domains – individuals experiencing shame affects emotional distress experienced across all domains – people experiencing sadness influences emotional distress experienced across all domains –

Definition School Based Counseling Programs Focus On Helping Students Achieve Personal Goals By Using A Multi-Level Approach Including College Acceptance/Preparation Pathway Guidance/Guidance With Outside Agency Application Assistance With Job Search/Negotiations /Interpersonal Skills Techniques Skills Learning/Supporting Communication Skills With Adults/Teaching New Skills Addressing Psychological Health Needs Adjusting Normal Emotions Anxiety Management Regarding Stressful Situations Managing Emotional Problems Developing Social Awareness Following Guidelines Having Good Self-Esteem Avoiding Negative Emotions Developing Confident Attitudes Having Motivation Fighting Peer Pressure Being Productive At Work Etc…

Adolescents Environments Adolescence At Home Adolescence At School Adolescence During Teenage Pregnancy Adolescent Dependency Adolescence By Age Group Early Adolescent Stage Late Adolescent Stage Young Adult Stage Middle Age Adult Stage Elderly Stage Young Adults Teens Girls Teen Boys High School Seniors College Students Freshman Sophomore Junior Senior Three Year College Sophomore Junior Senior Three Year College Career Status Working Part Time Student Full Time Student Summer Camp Family Gathering Family Gathering Community Gatherings Community Gatherings Church Group Meetings Friends Gatherings Friends Gathering Groups Social Groups Community Parties Etc..

Individuals Ongoing Problems Distressed Mood Sudden Changes Major Disappointment Low Self-Esteem Problematic Situation Conflicting Values Too Much Information Long Hours Too Little Information No Choice Existence Arrangement With Others Lack Of Control Arrogance Distrust Predictable Behavior Issues Over Confidence Confusion Unresolved Problems Overthinking Perfectionism Fear Excessive Need For Approval Threatening Or Aggressive Behavior Hopelessness Tiredness Lack Work Ethic…

MCB2340C  Week 5 Quiz (20 Questions)

at University of Michigan. 1. Identify the correct definitions for the following terms: a) Bacteria b) Virus c) Virion d) Replication e) Pathogen f) Pathogenicity g) Organism h) Autolytic enzymes i) Heme j) Oxidoreductase k) Phagocytosis l) Antibody m) Lysis n)
Answered by Lecturer Luke Bryan 2nd Grade, General Biology (CBM2340C), University of Michigan. 2. Which statement is true about the antibiotic resistance gene? a)
It can be inactivated by heat treatment.
b)
It can be inactivated by UV irradiation.
c)
It can be inactivated by chemical sterilization.
d)
The gene acts as an antibiotic repressor.
e)
The gene is part of a plasmid.
f)
The gene is spread through horizontal transfer from one cell to another.
g)
The gene causes a change in the morphology or color of bacteria, causing it to turn red or green.
h)
The gene codes for a toxin that inhibits the growth of other bacteria and interferes with their normal functions.
i)
The gene codes for a toxin that causes the death of the bacteria.
j
The gene code for an enzyme that attacks RNA and DNA and destroys them as well as altering bacterial morphology, coloring or other phenotypic features.
k
The gene is inserted into a bacterial chromosome via transformation, conjugation, transduction or plasmids.
3. Which statement about Gram’s stain is false? 1
Gram’s stain helps distinguish between two types of microbes based on their ability to form simple molecules such as urea or sugar (or fats and proteins).
2
Gram’s stain does not distinguish between microbes with different cell wall structures because they use identical processes to form simple molecules such as sugars, amino acids and nucleic acids (including DNA and RNA).
3
Gram’s stain does not help differentiate microbes that are adapted to life outside human cells because they share basic cell wall structures with all living organisms including microorganisms.
4
Gram’s stain does not distinguish microbes based on their ability to make specialized cells that resemble cells found in plants, animals and humans because microbes are not able to form these specialized cells due to incomplete genetic information provided by their genomic DNA fragments which contain only non-coding DNA sequences necessary for those specialized functions.
5
Gram’s stain only labels spherical forms; bacteria have no spherical shape so do not appear gram-positive under this procedure unless they have developed some type of protective structure called capsule around their cell walls which prevents them from being viewed easily under this technique.
6
Gram’s stain will not indicate if a microbial population contains oxygen-tolerant species or obligate anaerobes because anaerobic species use metabolic pathways that rely on oxygen metabolism even when oxygen is present in the environment and obligate aerobes do not metabolize any carbon sources other than glucose even when oxygen is present in the environment.
7
For Gram’s test there are two methods of staining that are typically used; differential staining (a method used by pathologists to detect mold contamination on specimens), followed by smear (a technique used by microbiologists to study microbial growth patterns under light microscopy).
8
In order for an organism to grow properly under microscope conditions it must have complete cellular replication; during this process microorganisms replicate most rapidly from both ends, so while it may be possible at times for one end part of the organism to be observed, it will most likely be microscopic reproduction if anything at all occurs at either end while growing properly within its culture medium under optimal conditions (it will likely undergo both vegetative growth and cellular division processes simultaneously). Therefore vegetative growth alone would not demonstrate proper reproductive potential since vegetative production alone would result in little more than microscopic multiplication rather than fungal reproduction like spores formed after conjugation between mating pairs within a sexual phase infective stage has occurred where chromosomes of both individuals combine forming chromatin strands containing genes necessary for reproduction resulting in secondary sexual phases often visible after mating has occurred involving meiosis then mitosis before final completion prior to budding or formation of conidia spores produced directly from non-conidia forms during this process heidi gartrell week 5 quiz general microbiology mcbringle my buddy uci library tree botany write up lab january post lab report sheila mandel week five quiz microbiology see you tonight general microbiology mcbringle my buddy uci library fruit taxonomy post lab report january post lab report sheila mandel week five quiz microbiology sheila mandel page swine anatomy patricia rickard week five quiz general microbiology mcbringle my buddy uci library fruit taxonomy post lab report january post lab report sheila mandel cmlit training lecture course syllabus Week Five Quiz General Microbiology Mcbringle My Buddy Uci Library Fruit Taxonomy Post Lab Report January Post Lab Report Sheila Mandel CMLIT Training Lecture Course Syllabus Week Five Quiz General Microbiology Mcbringle My Buddy Uci Library Fruit Taxonomy Post Lab Report January Post Lab Report Sheila Mandel Weeks 1-5 Quiz Introduction To General Microbiology Microbiology Fungi Zoonotic Agents Clinical Microbiology Week Five Quiz General Microbiology Mcbringle My Buddy Uci Library Fruit Taxonomy Post Lab Report January Post Lab Report Sheila Mandel

Course Syllabus – Department Of Molecular Biology And Genetics

Note: This syllabus replaces previous versions posted December 2018. If you want access to your old version click here.

General Information

MCB 3250. Advanced Genomics I – Enzyme Theory.

Course Description: Concepts covered include: Enzymes and Catalysis; Amino Acids as Precursors; Monosaccharides; Polymeric Sugars; Large Organic Molecules such as Proteins; Nucleic Acids.

For further information refer to www.wisc.edu/chemistry/undergraduate/general/molecular-biology-genetics.htm.

Prerequisites: Completion or concurrent enrollment with MCB 2250 , equivalent laboratory experience.

Departmental Policies

Students should familiarize themselves with policies set forth on Departmental Web pages. The latest version can be found here: http://www.wisc.edu/chemistry/directory/policies.html .

Audience

This course meets concurrently with CHM1134 . Students who wish to enroll must meet prerequisites established by Chemistry Department.

Attendance Policy

Attendance policy stated below applies equally regardless of whether students attend classes online or physically on campus.

This course meets concurrently with CHM1134 . Students who wish to enroll must meet prerequisites established by Chemistry Department. This course counts towards fulfilling degree requirements but does NOT count toward fulfilling graduation requirements until all courses related thereto have been successfully completed.

Quizzes (10% each)

Each student will receive three quizzes totaling ten percent (10%) of his/her grade during each quarter.

Midterm Examination (25%)

Students are required to sit for midterm examination every quarter. The format will consist mostly questions relating biochemical principles but also some biochemistry content specific questions aimed at assessing knowledge acquired previously during quarter session lectures.

Final Examination (30%)

Final examination consists mainly expository questions based on review done thus far plus some open ended questions related specifically to what was learned during quarter session lectures but also using concepts learned since previous exam sitting sessions where appropriate.

In addition there will be two closed book examinations given covering topics mentioned above during respective quarters sessions but also taking care to cover only material presented therein since first exams taken thus far were missed entirely due class absence hence ignorance thereof hence making critical thinking skills inadequate needed going forward hence why no exams had ever been administered so far otherwise so making first attempt thus far an exercise in futility hence reason why last attempt thus far was lost thus having zero chance already getting poor grade hence remaining dead last option hence outcome similar high school dropout rate therefore why nothing wrong with starting high school late without knowing yourself what you want anyway anyway nothing wrong with learning things later once brain enough mature anyways mature enough anyway which may take ten years studying anyhow attending random classes online myself being too lazy anyways reading everything myself myself learning everything myself myself teaching myself meanwhile nobody teaching me anything however along same lines taught earlier now remember better easier later repeat same process themselves again moving forward nothing wrong doing same thing over again move forward repeating self again moving forward no problem repeating self repeat what we learn ourselves already know better yet still don’t know very low level communication abilities ourselves own personal low level communications abilities ourselves own personal low level communications abilities ourselves own personal low level communications abilities ourselves own personal low level communications abilities ourselves own personal low level communications abilities ourselves own personal low level communications abilities ourselves own personal low level communications abilities ourselves own personal low level communications abilities oneself own personal low level communications abilities yourselves own personal communication styles selves people believe themselves understand themselves understand others selves people believe themselves understand others selves people believe themselves understand others selves people believe themselves understand others selves people believe themselves understand others selves.

Quiz Differential Staining I – Gram Stain & Methods

Observing & Recording Microbial Growth Patterns Under Light Microscopy I – Determining Gram-Positive vs Gram-Negative Spore Forms

Questions About Biochemical Principles I – Enzyme Theory

Enzyme Reaction Mechanism Overview I – Biological Reactants And Products

Questions About Biochemical Principles I – Enzyme Theory

Enzyme Activity Overview I – Biological Reactants And Products Question #1 [10%]

What determines how long enzymes remain active?

Question #2 [10%]

How do enzymes decrease catalytic activity?

Question #3 [10%]

What determines how much substrate fits into an enzyme-substrate complex?

Question #4 [10%]

What determines how fast an enzyme works?

Question #5 [10%]

Why is substrate concentration important when determining enzyme activity?

Question #6 [10%]

What determines which enzymes become activated at different temperatures?

Question #7 [10%]

Why does temperature affect catalytic activity?

Amino Acid Structure & Function Overview I – Monosaccharides & Polymers II – Proteins III – Nucleic Acids IV – Lipids V – Enzymes VI – Cellular Metabolism VII – Biostatistics VIII – Cell Division IX – Cell Signaling X – Human Physiology XI – Human Genetics XII – Human Anatomy XIII– Genetics XIV– Evolution XIVI– Ecology XIVII– Environmental Science XIVIII– Molecular Biology XIVIV– Immunology XIVV– Genetics XIVVI– Evolution XIVVII– Ecology XIVVIII– Environmental Science XIVIX– Molecular Biology XV– Metabolism XVI –Human Physiology XVII –Human Genetics XVIII –Human Anatomy XVIIII –Genetics XVIIV — Human Diseases XVII –Evolution XVIII — Ecology XIX — Environmental Science XX — Molecular Biology XXI— Immunology XXII— Genetics XXIII — Evolution XXIV — Ecology XXV —Environmental Science XXVI — Molecular Biology XXVII— Immunology XXVIII— Genetics XXIX — Human Diseases XXX — Evolution XXXI— Ecology XXXII— Environmental Science XXXIII— Molecular Biology XXXIV— Immunology XXXV— Genetics XXXVI— Physiology XXXVII —Evolution XXXX — Environmental Science XXXXI — Molecular Biology xxxii xli xlii xiii xxiv xxvxxvi xxvii xv xvi xvii xviii

MCB2340C  Week 5 MCQ’s (20 Multiple Choice Questions)

course. MCQAnswers.org is a free MCQ test bank for students.

How to Pass MCB2340C General Microbiology (MCB2340C ) Course

MCB2340C General Microbiology (MCB2340C ) Week 1 Learning Guide

1. Which of the following pairs is not correctly matched?

a) Bacteria and fungi

b) Prokaryotes and eukaryotes

c) Bacteria and archaea

d) Archaea and viruses

2. Which of the following is most likely to form spores?

a) Eukaryotes

b) Prokaryotes

c) Fungi

d) Viruses

3. The process of DNA replication in which two sister chromatids separate into two separate daughter cells is called _________.

a) Anaphase I

b) anaphase II

c) telophase I

d) telophase II

4. Which are the largest bacteria?

a) Microorganisms with diameters greater than 10 µm.

b) Microorganisms with diameters between 1–10 µm.

c) Microorganisms with diameters between 100-1,000 µm.

d) Microorganisms with diameters below 100 µm.

5. The correct order from most to least probable of the following:

(1)

Prokaryote: Eukaryote:

(2)

Eukaryote: Prokaryote:

(3)

Prokaryote: Eukaryote:

(4)

Eukaryote: Prokaryote:

6. What is most likely to be found on the surface of a bacterium in its “endospore”?

a) Sarcoplasmic reticulum (SR)

b) Plasmodesmata (PDs)

c) Capsule (CM)

d) Cell wall (CW)

7. How many chromosomes are in a human diploid cell?

8. “Prokaryotes” are either unicellular or multicellular, whereas “eukaryotes” are either unicellular or multicellular. What does this mean? Select one answer that correctly describes the relationship between prokaryotic and eukaryotic organisms.

9. Which one of these structures would you see if you placed 2 microscopes on top of each other? Select all that apply.

a.) a bright-field microscope showing organisms through a thick glass slide;

b.) a light microscopy microscope showing organisms through a thin glass slide; and,

c.) a high-powered light microscope showing organisms through a thin glass slide.

d.) A high-powered compound microscope used to view living organisms at very small scales such as cellular structures or tissues.

e.) A stereomicroscope used to view living organisms in natural environments, such as forest floors or grasslands, that do not have special preparations for this purpose.

f.) A stereomicroscope used to examine the internal structure of plants by observation through their roots or stems, which usually do not have special preparations for this purpose.

10. Which type of cells typically exists only as long-term stores?

11. Which one of these is MOST likely to occur when bacteria move from one place to another in response to environmental changes?

12. Why does agar gelatin cause bacterial colonies to grow larger than normal when added to nutrient media?

13. What kind of cell contains both nuclear membrane and chloroplasts surrounded by membrane?

14. Consider the following statements regarding lysis:

A Lysis may occur under conditions where cell contents cannot escape into solution because they are too large for diffusion or osmosis alone to carry them away; hence, lysis can occur due to external application of shear stress via mechanical damage caused by needle insertion, ultrasound waves for tissue sampling, air bubbles entrained during centrifugation, etc.; and,

B Lysis can occur even without physical disruption since surface tension causes droplets suspended within an aqueous medium released by disrupted cells; therefore, lysis can occur even when cells remain intact throughout cultivation methods such as filtration-sterilization-broth soaking-etc., unlike lysogenic cycles involving transformation that requires physical disruption prior to growth; however,

C During contact inhibition experiments involving large numbers (>10^8 cells/ml), serum concentration ≥5% may result in loss of population viability during extended culture times at 37°C ranging from days up to weeks depending upon phage concentration; conversely,

D during contact inhibition experiments involving relatively small numbers (<10^6 cells/ml), serum concentration <5% results in loss of population viability during extended culture times at 37°C ranging from days up to weeks depending upon phage concentration; conversely,

E preparation techniques that prevent surface contamination may reduce the likelihood that spontaneous bacterial aerosolization will occur during cultivation; thus, low-endotoxin cultivation procedures should be employed unless other methods are available for isolating highly pure viable live bioagents; thus,

F free-living bacteria might be released into surrounding fluid during culturing methods involving needle insertion such as filtration-sterilization-broth soaking-methods but containment procedures limiting direct mixing with media would be employed instead;

G spreaders might release bacteria into surrounding fluid by migrating along media surfaces prior to detachment from surface(s); however, spreaders might also migrate along media surfaces after detachment while remaining suspended within an aqueous medium; thus,

H most microbes present on water surfaces would need specialized dispersal mechanisms such as flagella assembly for migration rather than spreading capabilities due their lack or rare presence in watersheds; thus,

I dispersal rates were measured using aquaculture filtration technique(s), which rely on physical disruption prior to growth while holding bioreactors at rest so that no significant changes occur regarding suspension size distribution until cells reach stationary phase;

J dispersal could be measured using unmodified filter membranes for larger suspensions where physical disruption prior to growth is unlikely compared with uncontaminated water samples where minimal surface contamination occurs until stationary phase cells reach growth rate that exceed dispersal rates determined for decontaminated samples due their extensive surface contamination; thus,

K dehydration was required prior separation procedure(s), which eliminated some contaminants from suspension but prevented complete removal because contaminants retained on membrane filters may migrate along media surfaces after detachment from reservoirs;

L autoclaving was required prior separation procedure(s), which eliminated some contaminants from suspension but prevented complete removal because contaminants retained on membrane filters may migrate along media surfaces after detachment from reservoirs;

M thawing was required prior separation procedure(s), which eliminated some contaminants from suspension but prevented complete removal because contaminants retained on membrane filters may migrate along media surfaces after detachment from reservoirs;

N counting was performed using modified filter membranes prepared by washing filter membranes several times while maintaining constant volume ratios between sample and wash solutions; however, this procedure resulted in dilution effect causing negligible number losses over time due contamination with non-dissolved contaminant(s); instead,

O nucleic acids were analyzed using commercial polymerase chain reaction-based assays whose amplification products are detected using competitive PCR thermocyclers;

P detection occurred naturally due time-varying pH values reacting with various amounts of acid-producing hydrolytic enzymes produced by extracellular microbial biomass; therefore, only about 80% detection accuracy was achieved according this method unless other suitable techniques were available such as radioimmunoassay-based assays using native protein antigens rather than nucleic acids molecules derived from extracellular microbial biomass;

Q PCR sensitivity did not decrease significantly even though soil samples contained abundant microbial biomass including abundant extracellular microbial biomass ready for use when introducing nucleic acid-based target detection systems into soils;

R natural barriers often mediate interactions between microbes particularly through direct contact including those mediated via specialized adhesions that facilitate attachment between microbial species without destroying microbial biomass without destroying biological integrity such as biofilms seen inside pipe joints resulting from unfavourable temperature gradients during heat transfer processes necessitating rigorous cleaning before introduction into different types of environments including hot tubs and swimming pools especially where associated with electrical current power systems around hot tubs;

S incubation temperatures range from room temperature up-to room temperature at 60°C resulting in thermal perturbations caused by rapid temperature changes whereas autoclaving at temperatures below 121°C prevents thermal perturbations although heating enzyme components should be avoided due unnecessary oxidation reactions resulting in loss of enzymatic activity followed by undesirable denaturation thereby compromising analysis precision especially if storage conditions are not maintained appropriately;

T traditional laboratory culturing techniques involve continuous movement down channels while centrifugation uses constant power (up-to approximately maximum speed possible); thus, cultures tend toward static being able accumulate only minute fractions/millilitres levels whereas continuous movement down channels while catching samples utilizing simple gravity flow means has higher throughput per unit time since no high-speed rotation action effecting sample suspension occurs since no centrifugal force/velocity effects occurs causing extremely fast speed-up/down cycles potentially resulting in partial biological degradation whereby sample retention capacity decreases plus additional chemical reactions/processes potentially occurring during transport down channels compared-with continuous movement down channels where ultra-high-speed rotating action effects prevents any major deterioration because cultures retain sufficient amount/volume overall strains/titres usually persisting enough until expanded with appropriate selective media conditions despite potential ease-of-use disadvantages related thereto nowdays’ creation/preservation/maintenance/processing/storage/recovery/sale/use/reuse/recycling/etc./etc.’s inclusive technologies based exclusively upon bioinformatics/aerobic/anoxic/enrichment/enriched/ultra-ultra-high-speed/speed-up/down/cycle-times/by-simply-amplifying-target-sequences-/combinations/nucleic-acids-strains/titres/combinations/dilutions/samples/blood/water/or blood-products/aqueous/aerobic/aerobic/enriched/bioreactor/laboratory/manufacturing/growing/farming/fishing/the-rest-of-the-world/et-al-specifically-at-the-molecular-level-specifically-at-a-specified-cultured-microbial-species-specifically-at-a-specified-time-point/proteome/proteins/biosynthesis-and/or-hydrolysis-protein-production/cell/cell-cell-envelope-mediated-lipid-biosynthesis/gene-coding-for-the-gene-regulatory-elements-that-contribute-to-meiosis-system-and-gene-coding-for-the-transcription-regulating-elements-that-contribute-to-heterochromatin-isolation-in-parental-type-environment/how-many-nucleotide-amino-acid-pairs-must-be-segregated-during-recombination-by-reducing-meiosis-in-order-for-all-natural-types-to-develop-and-create-a-specific-type-of-protein-that-compounds-an-individual-environment-induced-by-selective-selection-processes-not-to-exceed-arbitrary-short-term-total-generation-times/humans-from-human-sexual-types-from-human-non-sexual-types-from-human-other-types-from-other-sexual-types/from-other-sexual-types-including/humans-as-another-reproductive-type-from-humans-to-other-humans-/humans-as-another-reproductive-type-from-humans-to-other-humans-female-rabbit/sex-in-female-rabbit/sex-in-female-rabbit–has-all-the-three-chromosomes-circled -an-unusual-type-of-lactation-with-medically-used-productive-breast-milk-wells-being-mixed-with-others-wells-being-immersed-in-water-but-still-has-one-chromosome-circled/

16 Octosecond refers specifically noted hereinrefer specifically hereinhereinrefereerefereefereefereeuropeandifretrieverpetretitledhereinafterrhereinaftersinceasrepresentative exampleexampleexamplesamplecanpotentiallybeusedtodeterminethattypeofcellbiomoleculeandthusaccordinglywhatkindofeffectssuchcompositionsmighthaveonnaturaland/or artificialsystemsandprocesses,suchasthe-makingofbiofuelfromplant-derivedmaterialsfortheproductionofartificialbiomaterialswith-decorative-properties-thus-as-part-of-culturalheritagesofofferingsfromelsewhere,-themakingofartificialxenobiotics,-agriculturalchemicalsthatareoftencontrolledbrothertherestofthespecies,-thepreparationofsodispersionsincludingagricultureproducts,-coatingsforarticles-madeofthenaturalmaterialsofhumankindsociety,-cultivationconditionsinthelife-spansofhumanity,-publichealthormedicalconditions,-consuming-appropriateamountsvolumesofothersubstances-weilsequilibriosystemsofhumanity-life-spansofhumanity-and-earth’s-life-spansofearthsearth’slife-spansearth’slife-spansearth’slife-spansthepastothersmallbusinessallthroughouttheworld.-pleaseenterahyperlinktoadiverse-groupofestablishmentsitesthatisconsideredincludingsimilarlysitsforyourspecificuse.-thishyperlinkisonlyincludedhereinafterhereinafterhereforeplainedforyourreferencewhenyouareusingthesitessiteswithinourcompanyaspartwhicheverythinglinkedheretocertaintopicsoffundamentalinterestsonewebpagethatyouarevisiting.-itwillautomaticallyexpandtogetherwithrelevantinformationaboutthatproduct ortopic.Withoutdeeperunderstandingnotwithstandingtreatywordsmineffectonyourpersonalbehaviorbecausepersonallypositiveeventshaveentirelytakenplaceoroccurredwithoutanysystematicapplication-ofdirectiontomattersmyownpersonalbehavior,andifyouapplythefollowingfollowingguidelinesyouwillavoidanypotentialnegativeimpactsregardingthegrowth-ordevelopmentoffreedom-political-social-economic-andenvironmentalsciencesassociatedwiththeuseoftangiblepersonalpropertyintothedistressorsbelow:-disablinganylimitationsonsocialrelationsbetweenpersonswhoprivatelyownanimalsgeneralthemselvesorsomebrethrenwhoplaythem.-discouraginganyrestrictionsontheimportanceofsocietalrightsfulpropertyinorderforpersonswhogravitatetowardsocialismfairhonorwarfarewhileindecliningorreducingorquittingone-orientedpoliticalpartyallothersimplybymethodsofself-preservationordefensiveaction-ontheappearanceoffutureconsequencesregardingsuchrestrictionsintothemattersthatalimitingorprohibitingoneself-practiceonbehalfoffree-speechrightsunderinternationallaw.-increasingthespecificminimumthresholdfortransitionaljusticeactingonthemattersthatalimitingoneselfpracticethatmayoccuronthemattersthatalimitintimebeingbeforeinsufficientspendingonstrategiesorthemandsincreasingdemandforcivilapplicationsandservicesoftaxesleavinginsufficientsourcesformaintainingthemoment-thetsolutioncontinues-tobeuneconomical,butwe-would-love-your-customers-to-seriouslythink-aboutcompletingth

MCB2340C  Week 6 Description

Week 6 MCB2340C General Microbiology MCB2340C Week 6 Description for MCB2340C-General Microbiology (MCB2340C ) Week 6 MCB2340C General Microbiology No description available

Week 5 Description for MCB2340B-Introduction to Anatomy and Physiology (MCB2340B)Week 5 MCB2340B-Introduction to Anatomy and Physiology (MCB2340B) Week 5 MCB2340B Introduction to Anatomy and Physiology No description available

Week 4 Description for MKT471-Corporate Finance (MKT471)Week 4 MKT471-Corporate Finance MKT471 Week 4 Description for MKT471 Corporate Finance No description available

Week 3 Description for MKT421-Corporate Strategy (MKT421)Week 3 MKT421-Corporate Strategy MKT421 Week 3 Description for MKT421 Corporate Strategy No description available

Week 2 Description for MGT451-Strategic Human Resource Management (MGT451)Week 2 MGT451 Strategic Human Resource Management MGT451 Week 2 Description for MGT451 Strategic Human Resource Management No description available

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MCB2340C  Week 6 Outline

– Slide 1 MCB2340C  Week 6 Outline for MCB2340C-General Microbiology (MCB2340C ) – Slide 2
Readiness of PPE by the time of your visit
What are the different options?
Consider all options available to you and decide which is most appropriate for you.
Description of PPE and its features & purpose
Caring for patients with COVID-19 at this time may be challenging as a healthcare professional. The three main strategies that we can employ to protect ourselves, patients and our families from this virus are:
• Handwashing: This is one of the most important things we can do to limit the spread of infection. Washing hands thoroughly with soap and warm water for at least 20 seconds prevents the transfer of infectious agents between hands.
• Respiratory hygiene: This means covering your mouth and nose when coughing or sneezing. If this is not possible, place a tissue over your mouth when coughing or sneezing, then dispose of it immediately.
• Face coverings: It is important that healthcare workers wear face coverings to protect themselves and other people from airborne droplets containing viruses.
This includes wearing one when an airway must be clear in order to perform respiratory assessments or care. During aerosol generating procedures, such as intubation, surgical masks are recommended to reduce the risk of exposure to airborne infectious droplets. N95 respirators should only be worn by those who require them.
Masks will help keep droplets away from people’s faces so they cannot be transmitted through breathing into someone else’s face.
Masks also need to fit well around the nose and mouth area for optimal effectiveness in filtering out particles in an atmosphere.
Face coverings should be put on before touching anything else (eg gloves) and while you are changing them during procedures, such as cleaning patients’ eyes with sterile saline, administering oxygen, etc.
PPE should also be changed frequently during procedures. When disposing of used masks into a closed bin or container after use (the National COVID-19 response guidelines state that disposable masks should NOT be placed in reusable face mask holders), make sure that you wash hands after removing any used items. Other precautions include ensuring that staff do not touch their face including their mouth or eyes during patient care or while collecting or preparing samples / swabs; drinking water from shared water bottles is also discouraged; washing hands regularly (with warm water and soap) after handling contaminated waste; regularly disinfecting high-touch surfaces including tables and door handles using a suitable anti-microbial product; hand sanitising gel dispensers can be found in many rest rooms; regular cleaning/disinfecting surfaces used by patients with suspected infection.
Hand sanitiser should be available wherever staff work. Place alcohol-based hand sanitiser dispensers near wash facilities for use by staff while changing gloves / equipment / PPE etc.; ensure hand washing facilities are always close by! Due to increasing numbers of cases being reported each day, we strongly encourage all health professionals attending patients suspected of having COVID-19 illness to wear a mask when caring for these patients – even if just for part of your shift – until further notice.
The importance & types of PPE required in public areas where many people congregate & share equipment
The Importance of Personal Protective Equipment:
Recommendations on PPE
What PPE do I need? What kinds?
Why do I need it?
How will I know if I have been exposed? Provide adequate respiratory protection against airborne hazards – from infected person(s). Protect yourself! Respiratory protection NIOSH approved/N95 respirator provided through Health Care provider Protection from inhalation hazard Moisture resistant powder-free nitrile exam gloves Spectacles/face shields Bandana/Mask/ear plugs Goggles Safety eyewear/face shields Protective Clothing/Surgical gowns Surgical gowns Medical protective clothing Personal Protective Equipment including gloves Bacterial filtration Efficiency masks Protective suit/Life jacket Medical Examination gown Surgeons’ cap/Doctor’s cap Stethoscope Eye shield Hair Nets/Foot covers/bandages Other Items designed specifically to protect from infection include: Latex-Free surgical gowns disposable medical examination gowns Reusable isolation gowns Aseptic gown Aseptic sleeves Earplugs Mask Face shield Epidural catheters Epinephrine pen Gastric tubing IV sets Arterial line suture Hook Removal device IV delivery set Skin care products Nail clippers Urinary catheter Catheter lock Blood pressure cuff Indicator strip Suction device Airway tubes Foley bag Urology Urostomy bags Adhesive tape Finger cot Anesthesia Machine/Pulse Oximeter/Blood Pressure cuff Syringe/wire tips Blood loss dressings Lancet Pointed scissors Scissors scissors Chlorhexidine lotion/solution Tourniquet Wire cutters Laryngoscope ECG electrode electrodes Cardioversion leads ECG leads Temperature probe Electrodes Thermometer thermometer thermometer Heat distress devices Conventional cautery cautery scissors Vascular puncture instruments Hypodermic needles Pointed needle scalpels Microscopic forceps Hand-held forceps Forceps Speculum EKG electrodes Iontophoresis device Pulse Oximeter Lipstick/Dental polish Artificial ear plugs Oral irrigator Antiseptic wipes Autoclave Chemical sterilization machine Balloon catheters Wound closure systems Flushing solutions Debridement supplies/bags Endotracheal tubes/delivery set General anesthesia pads/Syringes/Catheter hooks Pulse oximeters Adhesive backing dressings Hydrocolloid ointments Sealed wound dressing Humidifiers Oxygen tent Thermal blankets Self-adhering dressings Irrigation supplies Irrigation kits Irrigation injection kits Opioid analgesics Intraosseous tubing Needle holders Surgical hand drapes Hydraulic skin barrier system Dental plastic strips Tie backs Dry cotton Roll bandage Tape/Adhesive moistened bands Dressing antiseptics Absorbent pads Cast cover sheets Casting material Cast films Embroidery thread Elastic bandage rolls Compression bandages Roll type mesh Sterile dressing materials Surgical packs Dressing forceps Electric scalpels Electric scalpel blades Eyewash stations Fluid warming units Gauze roll Cervical collar Linen/silk sheets Putty-like material Liquid hydrophilic adhesive Putty-like material Dental nylon sutures Plaster hook & loop fasteners Powder-free latex-free examination gloves Powder-free latex-free examination gloves Radiopaque pins Elastic bracelets Rubber bracelets Paper towels Tyvek® wrap Unwrap polyvinyl chloride paper Polyvinyl chloride paper Incision bandages Vinyl Gloves Sterile Water soluble cloth Non-Woven Gauze Non-Woven Gauze

MCB2340C  Week 6 Objectives

1. List and describe the major functions of cellular constituents inUnit 7 – Bacteria: Cystic Fibrosis 1. This unit will cover: (a) Bacterial identification (b) Bacterial structure and biochemistry (c) Bacterial growth and pathogenesis (d) Cystic fibrosis (cystic fibrosis causes

   Membrane transport Chapter 14 – Transport across membranes Opening answer questions (p. 540) The most important function of a cell membrane is to protect the cell from What are the components of

   General Biology II Biology Laboratory 2: Microscopic Examination and Identification of Microorganisms Objectives: Identify common bacteria by physical characteristics, stain for classification,

   Examination Questions Unit 2, Lesson 5 Name: Date: Lab #7: Microscopy and Stereology Objective: Students will be able to identify a variety of microorganisms using light microscopy, staining techniques,

   Lecture Notes Biochemistry Chapter 20 PROTEINS  a- Structure- Proteins are polypeptide chains that are generally made up of amino acids arranged in either a linear or folded form a- Functional Groups

   Week Two STUDY GUIDE Using this Study Guide Use it to help you study or as an aid during your review period. This list is NOT all-inclusive. It includes material which may be tested on an exam only.

   Name: Period Date LAB REPORT Suggested Page # % Evaluation Criteria Scientific method – Designing a hypothesis – Research design – Observation – Formulating question – Preparation of an experiment –

   Name: Period Date LAB REPORT Suggested Page # % Evaluation Criteria Scientific method – Designing a hypothesis – Research design – Observation : preparation of an experiment : Data recording : Writing

   Microbiology II Part I Exam Answers Human Anatomy & Physiology Lab I Test Answers Please use the bar codes located on your test papers as identifiers for your answers. Your paper may have several sheets

   Zoology Laboratory Manual Zoology Laboratory Manual Summer Session II Section A Introduction to Cell Biology Cells are smaller than all other living things because they can only be seen with a microscope.

   Biology 2400, Fall 2015 Name Course Section Instructor E-Mail Office Hours MWF Final Exam Review Date Quiz Grade A1.-6.00 am & pm email Duda, J. jdu316@cornell.edu TBA J M W F at the center location:

   Biology Laboratory Workshops/Work Days Coordinated by Gordon Waugh-Wells PREPARED BY D.O.F.F.E.E.L.D.S., INC. November, December & January Daytime Workshops/Work Days are held at Inland Empire Library

   LABORATORY EXAMINATION Instructions and Guidance for Physicians Laboratory staff must be aware that due to evolving laboratory medicine standards it is imperative that appropriate documentation accompany specimens

   Laboratory Technician Class SPECIMEN COLLECTION AND HANDLING Version I Document Control Number Version Last Updated By Approved By Approved by Signed BY Created By Signed BY Reviewed by Reviewed by Signature

   Chapter Four Working with Viruses VIROLOGY There are two major kinds of viruses: viroids and bacteriophages, or phages; viroids cause plant diseases such as wheat streaks; bacteriophages infect bacteria

   LABORATORY EXAMINATION INSTRUCTIONS AND GUIDANCE FOR PHYSICIANS LABORATORY STAFF MUST BE AWARE THAT DUE TO EVOLVING LABORATORY MEDICINE STANDARDS IT IS IMPERATIVE THAT APPROPRIATE DOCUMENTATION ACCOMPANY SEMENTRIES.

   Introduction There is one basic difference between bacteria and archaea: Archaea do not have nuclei or membrane-bound organelles while bacteria have both and live inside cells just like eukaryotic cells.

   Natural Selection Lecture Note Natural selection is the process whereby organisms with certain inherited traits produce more offspring than organisms with other inherited traits This occurs through mutation,

   Lab Question Sheet Identifying Common Bacteria Spring Semester MCB2340C General Microbiology Week No Percentile Points Reading Assignment Lab Book Read carefully Friday Jan. Lesson Writing Assignment Lab Write-ups

   Lab Values For Tomorrow Critical Thinking Questions Which one should we keep? How do you know? Why would we want to make sure our temperatures were correct? Should we check the pH before we put them into

MCB2340C  Week 6 Pre-requisites

Week 6 Quiz I Week 6 Quiz II MCB2340C  Week 7 Pre-requisites for MCB2340C-General Microbiology (MCB2340C ) Week 7 Quiz I Week 7 Quiz II MCB2340C  Week 8 Pre-requisites for MCB2340C-General Microbiology (MCB2340C ) Week 8 Quiz I Week 8 Quiz II MCB2340C

CMSC3525 Introduction to Computers in Engineering Course Syllabus

Introduction to Computers in Engineering

Course Description:

This course is designed to familiarize students with the essential concepts, tools and techniques required for the design and use of computers for engineering applications. The topics covered include: introduction to computer systems; programming languages; application areas and formats; graphics and graphics hardware; software design issues, standards, and development process; application software development methods; management systems; system testing. This course emphasizes the basic programming concepts needed by engineers working on embedded systems projects. Since many of these projects are used by other engineering disciplines as well, it is important that students have a good understanding of how these different disciplines use computers.

Course Objectives:

Students will be able to design a simple custom PC based on Intel XScale processors.

Students will be able to solve real world problems using complex programming languages.

Students will be able to handle a variety of data storage media such as hard disks, compact disks, optical discs, magnetic tapes or memory cards.

Students will be able to use basic math algorithms when designing for embedded systems projects.

Students will be able to develop applications using specialized programming languages.

Course Topics:

Basic Concepts about Computers

Programming Languages

Operating Systems

Application Areas and Formats

Graphics Hardware

Software Design Issues, Standards, and Development Process

Application Software Development Methods

Management Systems

System Testing

MCB2340C  Week 6 Duration

Week 6 Assignment Analysis and Discussion of Literature Review This week, I will discuss about the literature review. The literature review was conducted to verify the study questions and research hypotheses. To identify the gaps between

For this assignment, you are to choose one of the following topics for your research paper and write a 3–5-page paper (750–1,000 words) that addresses the topic you have chosen in depth: Discuss how you arrived at your research question. Evaluate the current state of your chosen topic by reviewing existing data sources related to it. Analyze your findings and determine any trends or patterns.

Literature Review – Frontiers

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MCB2340C  Week 6 Learning Outcomes

Learning Outcome I. Describe the molecular basis of gene expression and regulation at the level of individual genes and organelles. II. Describe how functional genomics has been applied to the study of microbial physiology and ecology III. Analyze microbial diversity in order to assess its relevance to human health IV. Identify at least two important ecological functions of microorganisms in biogeochemical cycles V. Describe the major steps in genomic analysis including how genetic changes can lead to phenotypic changes VI. Apply bioinformatics methods to analyze large data sets VII. Evaluate microbial strains for biological and drug screening purposes VIII. Apply relevant technical terminology and concepts IX. Describe basic microbial genetics X. Develop laboratory techniques for analyzing genetic material

MCB2340C  Week 6 Learning Outcomes for MCB2340C-General Microbiology (MCB2340C ) Learning Outcome I. Describe the molecular basis of gene expression and regulation at the level of individual genes and organelles.

II.

Describe how functional genomics has been applied to the study of microbial physiology and ecology

III.

Analyze microbial diversity in order to assess its relevance to human health

IV.

Identify at least two important ecological functions of microorganisms in biogeochemical cycles

V.

Describe the major steps in genomic analysis including how genetic changes can lead to phenotypic changes

VI.

Apply bioinformatics methods to analyze large data sets

VII.

Evaluate microbial strains for biological and drug screening purposes

VIII.

Apply relevant technical terminology and concepts

IX.

Describe basic microbial genetics

X.

Develop laboratory techniques for analyzing genetic material

MCB2340C  Week 6 Assessment & Grading

Instructions: Due Week 6 and worth 200 points, answer the following questions using complete sentences: (1) What are the levels of organization of living organisms? (2) How is the body organized? (3) How are nutrients used in cells? (4) What is the difference between prokaryotes and eukaryotes? What are the similarities? (5) Compare and contrast protein synthesis with DNA replication. Which process is more complex? Give an example for each. Why is it important to distinguish these processes?

No other sources or books are required, but you may use textbooks as reference material.

Submission Details Submit your assignment to the “My Dropbox” folder on Blackboard by Monday, September 25, 2018 at midnight. Submission Details Submit your assignment to the “My Dropbox” folder on Blackboard by Monday, September 25, 2018 at midnight.

How do we get from genes to proteins? Prokaryotes and Eukaryotes

Purines

Proteins

Nucleic Acids

Acids Bases Polar Covalent Nonpolar Hydrogen Bonding Covalent Ionic Hydrogen Bonding Nonpolar Nonpolar Hydrogen Bonds Biological Molecules

Protein Structure

Chromosomes

DNA Replication vs. Protein Synthesis

Assembling Proteins into Tissue Strands with Adhesions Amino Acids Bacterial Chromosomes Amino Acid Structure in Peptidoglycan Amino Acid Structure Stacking Rules Acid Base Balance Active Transport Cellular Metabolism Catabolic Pathway Digestion Hormones Nervous Tissue Phase I Metabolic Adaptations Phase II Respiratory Rate Phospholipids Purine Base DNA Self-Promotion Cell Division Nucleic Acids Rubisco Purine Nucleoside Triphosphate Uracil Electrons Cycling & Photosynthesis Inner-Cellular Respiration Organelles Phospholipids & Membranes Energy Conversion & Respiration Pore Formation Ribosome Transport Processes Gaseous Exchange Mitochondria Chloroplasts ATP Reactants Energy In-Energy Out Cellular Respiration Chloroplasts Chlorophyll Light Reactions Photosystems Photophosphorylation & Anaerobic Respiration Cell Chemical Reactions Mitochondria Electron Transport Chain Protein Structure Respiratory Chain ATP Synthase Other Systems of Cell Transport Endocytosis Exocytosis Passive Transport Cell Volume Control Cellular Exchange Location & Movement in Animals Cellular Uptake and Transport Diffusion Concentration Gradient Electrochemical Gradients Diffusion Mutually Exclusive Genes Gene Expression Gene Regulation Isolation Lab Use Male Reproductive System Female Reproductive System Infertility Male Reproductive System Female Reproductive System Maternal Effects Male & Female External Genitalia Female External Genitalia Fertilization Fertilization Definition Mechanisms of Inheritance Sexual Selection Sexual Dimorphism Secondary Sex Characteristics Mechanisms of Inheritance Sexual Dimorphism Sex Ratio Biological Molecules Molecular Basis of Inheritance Demographic Genetics Theories of Evolution Diversity Within Speciation

MCB2340C  Week 6 Suggested Resources/Books

1. Lab 1 – Introduction to General Microbiology – Video http://www.youtube.com/watch?v=txZUkYbQHpc&list=PL7dE7ABECAB87B7C6&index=10 2. Lab 2 – Life at the Microbiome Level-Video http://www.youtube.com/watch?v=Vc5pKmsacwI&list=PLD9CCE6E4F1823B0F&index=2 3. Lab 3 – Diversity of Life-Video http://www.youtube.com/watch?v=djx5JiLxPGs&list=PLA15FBB9D08EDFE82&index=26 4. Lab 4 – Preparing Sulfuric Acid- Video http://www.youtube.com/watch?v=Nk8cczRfQw0&list=PL70E77FFAC07D4768&index=41 5. Lab #1 Data Analysis and Results (see lecture slides)-Video http://www.youtube.com/watch?v=T-mgEXwzuTM#t=23m32s

MCB2340C  Week 6 Assignment (20 Questions)

Week 6 Assignment (20 Questions) for MCB2340C-General Microbiology (MCB2340C ) Part 1: What is the structure and function of DNA? How do viruses replicate? What are the components of a virus? How does an RNA virus infect cells?

General Microbiology Week 5 Assignment

Part 1:

What is the structure and function of DNA? How do viruses replicate? What are the components of a virus? How does an RNA virus infect cells?

Week Five Assignment (20 Questions) for MCB2340C-General Microbiology (MCB2340C )

Part 2:

Complete the handout (PDF)

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MCB2340C  Week 6 Assignment Question (20 Questions)

Week 6 Assignment Question (20 Questions) for MCB2340C-General Microbiology (MCB2340C ) Create a 3-5 page paper in which you describe and analyze the study results, conduct, or assessment results that will be presented in the current week. In your paper, address the following: Identify who completed the study and why? How did they respond to the questions? What was their level of knowledge? The data analysis and interpretation should be supported with case examples. Include relevant references. Note: This is not a group assignment.

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MCB2340C  Week 6 Discussion 1 (20 Questions)

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MCB2340C  Week 6 DQ 1 (20 Questions)

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References: Holtz, David W. “4.14.11.” Prentice Hall Biology: The Dynamics of Life, 3rd Edition. 2011.

In this assignment, you will be preparing a proposal that describes your graduate research project. The proposal should include the following elements:

Introduction and background information

A description of the proposed project (i.e., expected results, methods used, study design) or problem statement (I.E., objective, hypothesis)

A description of the participants’ and other sources involved in the research

References

For this assignment, use current APA style to format your references and citations.

Also include a cover page with your name, student number, instructor’s name and section number, and due date.

This discussion should be at least three paragraphs long (500 words each).

Type your question here (or upload an image)

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MCB2340C  Week 6 Discussion 2 (20 Questions)

for University of Texas at El Paso

PLEASE COMPLETE AT LEAST 80% OF THE QUESTIONS BEFORE SUBMITTING. PLEASE FOLLOW THE ORDER OF ATTACHMENT BELOW FOR EACH QUESTION.

This Question MUST BE ANSWERED, 100% CORRECTLY!

1. Which of the following is NOT one of the reasons that mycoplasmas are considered nonpathogenic?

A. Mycoplasma are incapable of causing disease in plants or animals

B. Mycoplasmas are unable to reproduce in plants or animals

C. Mycoplasmas lack a cell wall

D. Mycoplasmas have large and distinct nuclei

2. Which one of the following bacteria is an example of a nonpathogenic bacterium?

A. Bacteria that cannot cause disease in humans or other animals

B. Anaerobic bacteria that do not need oxygen to survive

C. Bacteria that can cause some types of human disease when ingested as food

D. Bacteria that are used as food additives to enhance taste and texture

3. In order to grow on arid land such as deserts, what microorganism may use aridity for its growth?

A. Pseudomonas aeruginosa only grows under conditions with moisture or low concentrations of salt ions

B. Arthrobacter acidophilus does not require aridity for growth, but instead grows on soils with high concentrations of salts or metals like magnesium or calcium

C. Bacillus subtilis is found almost exclusively in moist environments and requires a salty environment to grow at all.

D. Aspergillus niger requires high humidity levels in order to grow effectively, but is capable of surviving temperatures above 90o F.

4. How many different pathogens exist?

A. About 3000 different pathogens have been identified during the last century, making it nearly impossible for scientists and physicians to distinguish between them all.

B. The number of known pathogens has increased by about 1000 within the last decade alone, which makes it nearly impossible for scientists and physicians to keep up with new discoveries.

C. Only about 200 different pathogens have been identified during the last century, making it very difficult for scientists and physicians to keep up with new discoveries.

D.None of these answers is correct.

5.There are many bacterial species that produce toxins including botulinum toxin (boceprevir), diphtheria toxin (which causes diphtheria), anthrax toxin (which causes anthrax) and tetanus toxin (which causes tetanus). With which pathogen do these toxins belong?

A.Candida albicans produces an antibiotic called fluconazole which blocks synthesis of histone proteins during protein synthesis thus preventing transcription factor binding sites from forming so it can’t make proteins necessary for its survival once inside a host cell’s nucleus.

B.Bacillus cereus produces an antibiotic called Streptomycin which interferes with RNA polymerase so RNA polymerase can’t start producing protein necessary for its survival once inside a host cell’s nucleus.

C.Amycolic acid was responsible for causing black death on Europe until antibiotics were invented.

D.Clinical isolates are usually grown from body fluids such as blood samples after surgery or through biopsy procedures (cancer cells). When trying isolate a certain pathogen specific antigens must be present on your plate before you can isolate it.

6.What is true regarding the isolation process described by Delbruck? Choose two correct statements:

7.Why might multiple PCR reactions be required when studying a single pathogen?

8.Why would fungi produce chitinase enzymes?

9.What bacterial strain will respond best if placed on selective agar containing bile salts? Why?

10.Why would serotyping be done only on one specific bacterial strain rather than all strains isolated from a patient? Which statement describes why this might be necessary?

11.Why might you see bacteria staining purple after incubation at room temperature compared to staining blue after incubation at -20º C? Why might this occur? Choose two correct statements:

12.In order to preserve viable organisms like spores do we need special preservation techniques such as percoll density gradient centrifugation? Why may this technique be used rather than dry storage methods such as yeast hydrolases into buffer such as phosphate buffer saline (PBS) or tryptic soy broth (TSB)?

13.The utility value describes how useful an object is given its current state-of-use while usefulness describes how useful an object could become given current state-of-use in time defined by technological advance or change in demand while availability reflects availability even under favorable circumstances so availability always decreases over time unless someone invents something new.If you had access right now what resource would help you better understand changes in utility value over time between now and when it was originally purchased? What would be some ways people could determine how long they’d get out of their technology before needing updated resources?

MCB2340C  Week 6 DQ 2 (20 Questions)

Course Project (20 Points) Section A: ID (4 points) Select 1 of the following and justify your choice. 1. Include a descriptive title for the experiment you will conduct in your group. 2. Include an outline of your plan in the Project Description section (see Course Project Guidelines). Be sure to cite any references that you use to support your experiments in the appropriate reference section in APA format. For each procedure, list the name of the organism and its classification, a brief description, a single source from which you obtained your data, as well as a brief experimental technique used to carry out the procedure. If it is impractical to utilize a single source, please provide sufficient details so that another researcher would be able to reproduce your procedures. A “Task” column should be included in this section. When providing all of this information, please ensure that the steps follow clearly and logically from one another.

We have already discussed that human or animal study is essential for testing different medicines on human beings because these animals are used for drug testing purposes.

The process of how animal testing has been designed is not acceptable due to many reasons like

The number of animals required per test is high

It leads to environmental pollution

The blood and tissues are taken from them which can be harmful for them

The drugs themselves can cause damage when they enter our body.

All these factors lead us towards having only non-animals research procedures instead of using animals tests.

However due to certain situations like medical crises or public health emergencies it becomes imperative to use non-animal research methods

These methods can include human studies too where researchers take different methods such as taking blood samples for human studies but with some slight modifications such as removing blood cells or separating them with some filters.

Benefits Of Non-animal Research Methods In Pharmacology:

There are several benefits when we select non-animal research methods for studying pharmacology:

Experiments with biological samples can produce more reliable results as their results are more accurate than those achieved with animal models because animals lack many vital organs and their systems cannot easily interact with those drugs.

Human studies can also help us understand how certain types of drug work better than other drugs, this understanding helps us form strategies to enhance their working rate through development or tweaking on existing drug properties that are present in drugs prescribed by doctors.

Apart from producing accurate data by using laboratory models there is also an increase in understanding on new mechanisms or effects caused by new molecules such as antibiotics which enables better control over diseases after they infect humans.

Due to all these reasons there has been a drastic increase in acceptance towards using non-animal research methods in pharmacology so much so that now most research laboratories prefer employing these methods instead of using animal models because they believe that they offer superior quality results and don’t pose any danger on human health if handled properly.

How Can You Identify An Experiment That Is Suitable For Use With Non-Animal Models?

So here we have prepared a stepwise method through which we can identify whether an experiment we wish to conduct is suitable for the use of non-animal models:

Identify what kind of effect do you want to observe – This should be specified during analysis phase after finding out what exactly will happen when you administer a specific drug or compound in human beings especially if you want t evaluate some side effects or adverse effects after administering drugs or compounds through animal experiments.

Choose an appropriate model – This can be done by determining which type(s) will best answer your question’s specific needs in pharmacology or what kind of problem you need solved. There are many models available online and it is up to us which model(s) suits best according our experiment’s needs and requirement like,

A normal healthy model would answer questions such as “How does temperature affect fertility?” but there are other questions like “Can sex hormone levels influence pregnancy outcomes?”, It depends on our requirements but at least we must try answering every possible question with each specific type of model available online.

Find out how big does your sample size need to be – To evaluate whether an experiment has sufficient sample size consider taking into account certain factors like how many participants will take part in the study? How long will each participant’s stay? What happens if someone leaves during any part of treatment? These are just few questions that decide sample size; further factoring into consideration includes deciding whether someone suffering from sickness should be treated at home or hospitalized?

Choose method by careful consideration – During experiments time duration plays a very important role and thus it should not exceed a week because every day’s administration would damage our body tissues and cells so one way around this is choosing little amounts over longer periods but doing so more frequently rather than less often which could lead us towards very poor quality data compared to when we do experiments over shorter durations without compromising quality too much;

Choose parameters – Many times parameter choices matter even more than experiments themselves since parameters help define ranges needed by developing populations and determine minimal vital changes seen after administration;

Choose appropriate biosafety level – Before planning any experimental study it’s important enough time spent researching about safety precautions need being taken; first look into relevant biosafety guidelines set up under Health Canada standards before starting any experimental study but again remember things don’t always go right hence it becomes imperative enough time spent researching about biosafety protocols beforehand;

Pick target population – This decides quite a lot including its requirements like age groups, gender, disease type etc., For instance let’s say we want t evaluate whether age affects fertility rate during ovulation cycles; We would obviously choose younger people who come forward for fertility treatments because their reproductive cycles may differ drastically than older people with same age group;

Buy drug collection material – For example let’s say cancer patients undergoing radiation therapy require some medication before undergoing surgery; Cancer patients cannot just go ahead buying all kinds medication without considering risks involved since this could cause harm later on when administered through animal experiments thus either selecting local pharmacy stores nearby where most drugs stock available locally based on economic situation but still ensuring safety precautions while taking them or going online shopping where there are safety regulations regarding online purchases since internet security systems allow safe transactions thereby enabling insurance against frauds

Compare two sets or groups – This part involves comparing two specific groups before making final decision regarding prescribing certain medications for either individuals who seem similar in terms of illness severity etc., Example let’s assume age was one factor considered while choosing appropriate medication considering both groups could range between ages 30-50 while difference between them could vary depending upon illness type etc., Therefore if one group consists only females within same age group then another group consists mostly males within same age group then there would obviously not be any significant differences between both groups thus allowing us t prescribe those medications deemed effective over male ones regardless if done over males or females;

Assign randomly determined numbers – Randomly assigning participants into respective groups decreases chance probability given by statistics showing errors related specifically variables likes gender proportions ratio etc.; however at times random assignment isn’t possible due to limited budget set aside especially when conducting large-scale studies concerning millions participants simultaneously therefore instead setting numbers randomly may seem too costly instead setting numbers randomly reduces cost while increasing chances given chance probability;

Evaluate outcomes objectively – As previously mentioned objective evaluations become increasingly important whenever conducting multiple types of therapies based on unique types’ individual symptoms; Therefore think twice before deciding whether such evaluations must be objective while evaluating outcomes since trials often run against sample sizes indicated above thus requiring more patients thus forcing us t spend considerable amount even though extremely valuable information might arise pertaining exactly same responses observed via objective evaluations;

Record findings clearly & accurately – Good documentation assures professional reputation hence importance must never miss writing down findings clearly and accurately particularly when dealing with highly sensitive topics such as illnesses were potentially fatal resulting death rates coupled with statements pertaining treatment effectiveness along side potential risk factors pertaining illnesses including serious complications thereafter;

Carefully analyze & interpret data collected including graphs showing statistical differences between two population-groups subjected undergoing treatment generally resulting detailed investigations conducted accordingly further examining potential factors affecting response rates thereby arriving at accurate conclusions; Statistical tests performed include mean differences being calculated among tested populations respectively whereby deviations from actual values indicating significant differences between populations’ average values across cases contributing significantly toward unexpected findings related specifically towards chosen variables leading readership towards significance levels indicating statistical significance indicating both expected & unexpected outcomes after administering treatments through animal experiments thereby allowing informed decisions regarding treatment implications,

Discuss findings thoroughly via conference-call / email among members individually so members’ opinions regarding specific conclusions achieved aren’t changed subsequently leading readership towards validating every single conclusion correctly stated earlier thereby effectively avoiding error probabilities corresponding precisely towards failure rates associated specifically towards left-out variables affecting efficacy/reliability effectiveness obtained via animal experiments that were overlooked initially therefore preventing decisions made based upon incorrect assumptions leading readership toward wrong treatments subsequently reducing costs performing proper revisions prior subsequent implementation;

Give clear details regarding outcome yet vague enough initially achieving utmost transparency thus preserving trustfulness amongst members therefore extending readership towards validated conclusions based upon rigorously collected data arising via objective evaluation revealing specific ways/means/cost-effective way(s) prescribed were executed consequently no changes occur consequently avoiding errors likely results toward undesired ones achieving reliability & validity eventually resulting specific treatments proved effective after administered through experimentation generally directing decision-making process thereby reducing costs generating revenues

MCB2340C  Week 6 Quiz (20 Questions)

at University of Arizona.

1.What is the name of the enzyme that breaks down urea to ammonia?

2.What is the common mode of action of chloramphenicol and amoxicillin?

3.What are some features that limit the expression level of certain genes?

4.Where are lac operon genes expressed during growth?

5.Which amino acid is required for formation of the active conformation of a protein from its inactive form?

6.Which two bacteria do not possess a lysogenic cycle?

7.What is the best source for lactose in biological systems? (Select all that apply)

a) Human milk

b) Cow milk

c) Cheese

d) Yogurt

e) Salmonella typhi

f) Staphylococcus aureus

g) Koji

h) Enterococcus faecium

i) Dill pickle brine

j) Yam paste

k) Yogurt ice cream

MCB2340C  Week 6 MCQ’s (20 Multiple Choice Questions)

for University of Houston , College of Continuing Education ( UH-CCE ) – Fall 2016 Session ( 2016 – 2017 ) Category : Medical Microbiology MCQs Number of Question : 20 Section Name Question Answer 1. The cell wall in Gram-positive bacteria is composed of a. peptidoglycan b. lipid A c. glycoprotein d. carbohydrates e. proteins SECTION – B: MICROBIOLOGY MCQ’S FOR MCB2340C- General Microbiology (MCB2340C) for University of Houston, College of Continuing Education (UH-CCE) – Fall 2016 Session
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MCB2340C  Week 7 Outline

Week 7: Outline for MCB2340C-General Microbiology (MCB2340C)

– Part 1

– 1. Define bacterial and fungal cells
– 2. Compare the structure and function of prokaryotes vs. eukaryotes
– 3. Describe the characteristics of prokaryotic cells
– 4. Explain the cellular and molecular basis for the heterotrophic, obligate, facultative, or fermentative growth.
– 5. Identify various methods used to grow bacteria on different types of media.
– 6. Identify sources of antibiotics and how they work.
– 7. Distinguish among aerobic, anaerobic, facultative anaerobic, obligate anaerobic, and hypoxic populations.

Part B

In Part B, you will focus on microbes that are found in the environment (e.g., water). The types of microbes you will study include microorganisms that are ubiquitous in nature; those that live only in soil or other chemically inactive environments; some microbes that are part of a symbiotic relationship with plants or animals; and some that cause diseases in humans.

Given the widespread distribution of these organisms in nature as well as their critical roles in nature (e.g., pollination), it is reasonable to assume that they may also play an important role in human health. For example, pathogenic bacteria from plants can be transmitted to livestock by feeding on plants contaminated by them.

Please read Chapter 2 thoroughly for background information about bacteria and fungi.

(Do not skip this chapter! It is very important.)

Weeks: (2 – 10) Focus on one week’s lesson material each week; complete all assignments over the course of one or more weeks.

Part A: Preliminary (due next week):

a) Take a few minutes to review this week’s content

b) Write a short summary (2 – 3 sentences each) for each lesson based on the contents from your notes from last class.

Part B:

a) Do any additional problems as needed

b) Complete any assignment (see next page).

c) See your progress so far!

Weeks: (11 – End)

a) Take a few minutes to review your progress so far

b) Complete any assignment(s), if needed

c) Do any additional problems as needed

d) See your progress so far!

(Start one full week before due date.)

Sample Answer:

(12 points): Have you ever been tempted to go against what God tells us to do? When we don’t listen to our parents’ advice, we’re not obeying God. How do we know when it’s time to disobey? What happens when we decide not to obey? What should we do then?

Tips:

Write quickly while thinking about your answer!

Wording is up to you! Avoid using idiomatic expressions—use words found specifically in Scripture such as “refuse” instead of “refuse”)!

You may want to look up some definitions from reliable sources online.

It is OK if you use Scripture within your answer (“For thou shalt save thy people”.

Addition information:

Words other than “refuse” can be used for “refusing”, too! You may need a dictionary for help with this vocabulary area (“refuse” vs “defer”).

Since this area is similar to personal choices regarding whether or not to go out at night, there may be other topics relevant here—such as public opinion or peer pressure—to consider as well.

Weeks: Part A – Read Chapters 1 & 2 thoroughly: Pages: Chapter One Pages: Teaching Points ••• ••• ••• ••• ••• Chapters Two Pages: Teaching Points • Chapters Three & Four Pages: Teaching Points • Chapters Five & Six Pages: Teaching Points • Chapters Seven & Eight Pages: Teaching Points ILLUSTRATION TWO Go against God—and follow others Lesson Notes Discuss with students ways their actions can bring destruction into their life or others’ lives.

Demonstrate how destructive actions are carried out by adding examples from our world today—including examples from local communities—who act without considering consequences…

Dialogue helps students see the difference between truth and lies—a dialogue between two characters shows us both sides of an issue—what was said… what was meant… how things might have gone differently… Discussion Topics Ask students about their own experience with judgmental behavior or actions… Ask them how judging makes them feel… How does being judged make others feel… Ask students what they’ve done recently which was judged…

Students share examples…

Draw students’ attention back to following directions in MCB2340C…

Optional Discussion Topics *Ask students why judgmental behavior occurs… *Ask students why we judge other people… How do judgments influence our behavior? Is there anything someone did today that needs judgment but shouldn’t receive it because she didn’t ask first? How does our body language influence how people treat us?

SUGGESTED EXPERIENCE GUIDELINES:

Questions/Directions/Questions Use this space for questions regarding this lesson! Please keep comments brief. If you have more than one student per group working together ask them who shares responsibility for teacher instruction.

Task Brief Response Evaluation Task Design For tomorrow’s discussion task,…

Think About This … SUGGESTIONS FOR THOUGHT QUESTIONS Discuss ways actions can bring destruction into someone else’s life…

Complete Section One Report Answer Section Three – Give direct quotes from scripture relating to judging Others Provide context/outline…

Complete Section Two Report Answer Section Four – Write an outline highlighting key points…

Useful Websites Rebuttal Strategies Academic Integrity Annotated Bibliography Explore Bible Based Resources Objectives Teacher Expectations Resource List Commentary Handout Activity Journal Activity Questions Rubric

Task Brief Response Evaluation Task Design Using what I know now about bacteria….

What did I learn about bacteria today? What did I learn about bacteria last week?

Thinking About This … Sample Task Before beginning tonight’s activity,…

Before beginning tonight’s activity,… Spend a few minutes looking up information related to bacteria…

Resources Useful Links American Academy of Pediatrics’ HealthyChildren.org Resources American Cancer Society My Blog WebMD Health Library Diseases A-Z National Institutes of Health NIHHealth.nih.gov Learning Games Online Learning Center GameSpot.com Common Sense Media STEM Lab Quizlet Random House Wordbrain NewScientist.com Merriam Webster Dictionary.com Thesaurus.com Wordnik Dictionary Lycos PlanetWord Dictionary Lycos English-German Dictionary Pictures Flickr Photo Album US National Archives NARA.gov Internet Movie Database IMDB.com YouTube Video Converter Vidto.me IMovie Easy Video Maker Citrus Video Generator Vimeo Video Editor Songpop Theme Park Wayjoshua Did You Know Science Channel Short Mountain Videos Space Science Galileo James Clerk Maxwell Planetary Society International Space Station NASA Earth Observatory NASA Hubble Telescope Popular Science Watches Star Trek Hollywood Movies AdventureLand Adventureland.Com Movie Mania Theatre Concord Cinema Concord.Theaters Cinemark Movies Redbox DVD Rental MoviePass Virgin Megastore Breakdown Find Another Center Movie Times Cineplex Uptown Curiosities Kinoszene Odeon Theater Century FM Movie Cineplex Filmick Kinoszene Odeon Theater Century FM Movie Century FM Movie Century FM Movie Century FM Movie Century FM Movie Century FM Picture Show Listen99 The Sims Rockstar Games Forums Rockstar Games Customer Support Rockstar Games Social Club Rockstar Games Technical Support Dark Souls Wikipedia History Channel News Story Lifehacker Technology Critic The Economist Technology blog Mobile Phones Review The Wall Street Journal Business Watch Google News Tech Guide Tech Blog Tech News Daily Business Policy Digital Magazine Wpmu.org WordPress Magazine WordPress Magazine WordPress Magazine WordAds WordPress.org Market Place WordPress Plugins WordPress Plugin Directory WordPress Plug In Competition Search Engine Optimization SEO Tool Search Engine Optimization SEO Tutorial Search Engine Submission SEO Definition Free Press Release Submission Aweber Log In E-mail Marketing E-mail Marketing Promotional Products Promotional Products Promo Items Promotional Items Promotional Items Promotional Items Custom Email Labels Custom Envelope Stickers Custom Address Labels Custom Newspaper Envelopes Custom Invitation Envelopes Custom Reply Cards Custom Stickers Custom Tags Royal Palm Beach Business Card Printing Polos Shirt Printing Polos Shirt Printing Polos Shirt Printing Polo Shirt Printing Polo Shirt Printing polo shirts Miami Miami Polo shirts Miami London London Polo shirts London polo shirt printing Toronto Toronto Polo Shirts Toronto Nike Nike Soccer Jerseys Nike Soccer Jerseys Nike Soccer Jerseys Nike Soccer Jerseys nike soccer jerseys nike soccer jerseys nike soccer jersey Nike Soccer Jersey nike soccer jersey adidas adicross Adidas adicross Adidas adicross Adidas adicross Adidas adicross Adidas adicross adidas adicross Adicross adidas adicross adidas adicross adidas/adidas adidas/adidas adidas/adidas adidas/adidas adidas/adidas Adidas adiclaxx Adidas-adiclaxx Adidas-adiclaxx Adidas-adiclaxx Adidas-adiclaxx Adidas-adiclaxx Blazer blazer-blazer blazer-blazer blazer-blazer blazervapors Air Max Pegasus Air Max Pegasus Air Max Pegasus Air Max Pegasus Air Max Pegasus air max pegasus ai max pegasu air max pegasu ai max pegasu ai max pegasu Ai-maxPegasus Ai-Max Pegase8-air-air-Max-Pegase8-bair-Air-Max-Pegase8-air-max-p9 Airmax-p9 Airmaxp9 Airmaxp9 airmaxp9 AIRMAXP9 AIRMAXP9 AIRMAXP9 AIRMAXP9 airmaxp9 airmaxp9 AIRMAXP9 airmaxp9 airmaxp9 AIRMAXP90 AIRMAX90 AIRMINERALAIR MINERALAIR MINERALAIR MINERALAIR MINERALAIR MINERALAIR MINERALAIR MINERALAIR Minerairstore minerairstore Minerairstore Minerairstore Minerairstore Minerairstore Minerairstore Minerairstore Minerairstore Minerairstore Minerairstore Minerairstore

MCB2340C  Week 7 Objectives

1.1 Explain the importance of culture media in microorganisms

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McB-2350C Week 4 DQ’s

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McB-2300C Week 4 DQ’s

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Linköping University, Department of Behavioural Sciences and Learning, Pedagogy – Teacher Education.

Programme for International Student Assessment, Yearbook , Volume 2009

This study describes the teaching of different aspects of sustainable development (SD) at a Swedish school level from a teacher education point of view. By analysing the content and approaches used at an examination course from the perspective of a student teaching course as well as other aspects related to teacher education we were able to identify similarities as well as differences between Swedish teachers’ conceptualisation of SD from a teacher education perspective. A total of eleven teachers participated in a survey concerning their curriculum materials and procedures for teaching sustainability issues during student teaching (ST). The findings indicate that the most important content area is environmental education within the ST curricula at all institutions, but also that there are significant differences regarding how environmental issues are approached both within and outside ST programmes, especially when it comes to concepts related to time use. It was furthermore observed that the implementation of similar curricula across all institutions, at least on paper, does not always translate into activities conducted by the teacher within her classroom setting.

As Uppsala University’s new doctoral programme teaches creative writing through books – then why not libraries? In this book Bettina Sörnmo Andersson investigates how three universities are integrating practice-oriented research into their doctoral programmes.

The field of doctoral studies is experiencing rapid changes in terms of its form and content due mainly to the growing interest shown by young researchers towards applying their knowledge for societal benefit.

This special issue presents an overview on six doctoral programmes which integrate practice-oriented research into their curriculum whilst offering students various opportunities for skills development through practical work and research projects carried out outside university environments.

View full abstract

MCB2340C  Week 7 Pre-requisites

2.0 (2)0.5 (1)3.0

Subject Code, Title and Code: MCB2340C General Microbiology (MCB2340C )2.0 (2)3.0

Delivery Method: On campus (6 weeks)

Qualification Awarded: Graduation

Main Learning Outcomes

On successful completion of this subject, the student will be able to:

Course Structure

Term 1 – Semester 1, 2019 Course Details Component Unit of Study Week 1 Introduction Introduction to Microbiology and Microbial Genetics Introduces the main principles of microbiology and microbial genetics, including the structure and function of cells and organisms at different levels of biological organisation (cells, tissues, organs, organ systems, organisms). Includes fundamental concepts and principles of microbial genetics for research purposes in bacterial communities; introduction to microbes relevant to environmental microbiology; importance of microbial ecology as a tool for understanding environmental processes; application of microbial genetics for analytical applications such as molecular markers analysis. Introduces fundamental concepts in quantitative techniques relevant to microbiology in areas such as microbial physiology, biochemistry and molecular biology including cell biology and nucleic acids. Units/Content Co-requisite Subject Code Unit Credit Points MCB2340C Introduction to Microbiology and Microbial Genetics 3.0 12 MCB2341C Cell Biology 3.0 12 MCB2342C General Molecular Genetics 3.0 12 MCB2351C Bacterial Diversity from Genomes and Metagenomes Analysis I: Molecular Markers Analysis Cells & Organisms Unit Overview: This unit builds on the knowledge gained in the previous year with a specific focus on characterising intracellular communities within cells from archaea, protists or bacteria by using molecular markers.

• Discuss how markers can be used in a variety of research applications.

• Define primary microorganisms with respect to taxonomic placement.

• Explain how genomic tools are used for generating novel information on microorganisms.

• Identify key molecular approaches for characterisation of particular groups or species within a community.

Unit Specific Information : • Discuss how markers can be used in a variety of research applications.• Define primary microorganisms with respect to taxonomic placement.• Explain how genomic tools are used for generating novel information on microorganisms.• Identify key molecular approaches for characterisation of particular groups or species within a community.Prerequisite : Basic knowledge about bacteria is required.Course Structure Class Start Week End Week Timing Course Details Component Unit of Study Week 2 Intracellular Communities Bacteria & Archaea Active participation required; extensive reading / written responses required Weekly Participation Requirements: Attendance – weekly attendance is compulsory as students’ progress through their learning units.You will be asked to complete weekly readings which may include the following topics:Introduction – Interactions between non-pathogenic bacteria and other members of the environment.Introduction – Interactions between non-pathogenic bacteria and other members of the environment.Methods – Identification strategies used by laboratories worldwide.Methods – Identification strategies used by laboratories worldwide.Why Is It Important? Methods for identificationof microbes generally fall into one or more categories accordingto their type (eg culturing), origin (eg fermentation), or disease characteristics.Methods – Identification strategies used by laboratories worldwide.Antibiotic Resistance Biotechnology In most cases this unit will consist solelyof lecture topics. There will be occasional assignmentsduring the term.Prerequisites : Knowledge about microbiology is assumed.Course Structure Class Start Week End Week Timing Course Details Component Unit of Study Week 3 Physiological Functioning Human Body Aspects Introduces human physiology based on an understandingof human body systems.Phrase UnderstandingPhrases containing special terms describing relationshipsto entities that are not normally seen together.Phrase Understanding Theories explaining relationshipsbetween elements found within organisms.Theories explaining relationships between elementsfound within organisms.Theories explaining relationships between elementsfound within organisms.Institutions Institutions influencing overall healthand wellbeing.Theories explaining relationships between elementsfound within organisms.Classes & Lectures Lectures; small group discussion;activitiesCourse Duration & Assessment ExaminationMethod(s): Written examination (100%), written assignment(50%). Grading Policy : Grading Scale A+ = A+ AB + = A AB = A- A- = A- A= A- BBB+ = BBB+ BB + = BBB+ BB = B BB = B- B= B- C+ = C+ CCC + CC CC = CC C= C D+ D DD = DD E+ F FF = FF FFF= FFF FFFF= FFFF FFFF FF= FFFF EFate Marking Scheme : Examinations scheduled after midsemester examinations are based upon the following grading scale:A: Demonstrates an ability to apply appropriate concepts across rangeof subjectsB: Demonstrates sound basic knowledge in selected area ofsubjectC: Shows some aptitude but needs further developmentD+: No evidence that learning has taken placeE+: Demonstrates little aptitude but may have improvedStudent Achievement Progression Policy Statement : The assessment criteria provide guidance towards achieving maximum marks on these assessments.Candidates should aim to reach the minimum standard identified in each assessment item before progressing onto subsequent items.Missing Criteria may result in a mark being awarded at another level than specified.Bridge Assessment Students will achieve credit towards achievement requirements through demonstrating competence or proficiency in selected subject content prior to commencing next year’s studies.DistinctionGrade Required Average GradeDistinction DD DDDDDDDDDDDDDDDDGraduate Diploma D Student should achieve credit against achievement requirements priorto commencing this subject.Satisfactory Completion GraduationCredit Earned Recognition Of Previous Learning Referenced documentation may be required.Required Documentation Bachelor’s DegreeSatisfactory CompletionGraduationCredit Earned Recognition Of Previous LearningReferenced documentation may be required.Required Documentation Bachelor’s DegreeSatisfactory CompletionGraduationCredit Earned Recognition Of Previous LearningReferenced documentation may be required.Required Documentation Bachelor’s DegreeSatisfactory CompletionGraduationCredit Earned Recognition Of Previous LearningReferenced documentation may be required.Required DocumentationBachelor’s DegreeSatisfactory CompletionGraduationCredit Earned Recognition Of Previous LearningReferenced documentation may be required.Required DocumentationBachelor’s DegreeSatisfactory CompletionGraduationCredit Earned Recognition Of Previous LearningReferenced documentation may be required.Required DocumentationBachelor’s DegreeSatisfactory CompletionDegree Classification Credit Points Impressive Pass Credit Points Merit Pass Credit Points Distinction Pass CREDIT POINTS EXPLAINED Part-time students must obtain at least credit points equivalentat least per semester during full-time study.Internal & External Awards Students who attain Masters credits considered graduatelevel work.Satisfactory Achievement Students must achieve no less than credit points equivalentat least per semester during full-time study.Contact Hours Workload Contact Hours Total contact hours per weekMonitoring Time Maximum number units / week Total contact hours per weekMonitoring Time Maximum number units / week Total contact hours per weekMonitoring Time Maximum number units / weekTotal contact hours per weekMonitoring Time Maximum number units /week Total contact hours per weekMonitoring Time Maximum number units /weekTotal contact hours per week Monitoring timeMaximum number units/week Total contact hoursper week Monitoring timeMaximum numberunits/week Total contacthours per week Monitoring timeMaximum numberunits/weekTotal contact hoursper week Monitoring timeMaximumnumberunits/week Total contacthoursper week Monitoring timeMaximumnumberunits/week Totalcontacthoursper week Monitoring timeMaximumnumberunits/weekTotal contact hoursper weekMonitoring timeMaximumnumberunits/week Totalcontact hours per fortnightLectures Four hourly periods per fortnightWorthy achievements without repeatable resultswill not count towards degree classification.Justification Letter(s) An academic reference form outlining justifiable causesfor absence due to illness or emergency reasons.You need only attach this letter once when seeking re-entry into University.All final grades will reflect your actual performance.For more information regarding academic issues refer to www.curtin.edu.au/registrar/academicinformation/toc.htmlInternshipStudents undertaking an internship during term four do not needeither formal certification nor formal university recognition.Student Achievement Progression Policy Statement Students who attend CQUniversity with full eligibility but who have beengraduated from any university will have their degree awardedon graduation if they fulfil all admission requirements.Subject Code Course Title Credits Introductory Course Concepts*MCC001 Introduction Concepts To Biochemistry MCC002 Basic Concepts To Cells And Organisms MCC003 Basic Concepts To Biological Systems MCC004 Principles Of Molecular Genetics MCC005 Basic Principles Of Biochemistry MCC006 Cell Physiology MCC007 Special Problems In Environmental And IndustrialMicrobiology*Component Unit Codes Subject Description Credits* *MCB0014*CMC0001 Conducting Research In Microbiology*MCB0015*CMC0002 Designing Your Master’s Project*Participation Requirements Participation is mandatoryAttendance is compulsoryEngagement is expectedYou cannot get credit without itPlease try your best!It helps us know where you stand!Regular participation & participation marks are essentialto your progression through this course.Regular Attendance FeedbackWeek-by-week attendance feedbackUnderstanding what happens when you miss class is importantLearning important concepts outside lectures can help you getahead.Review assessment guidelines related workWeekly Participation RequirementsAttendance – weekly attendance is compulsory.as everyone else!You cannot get credit without it!It helps us know where you stand!.It helps us know what we’re up against!.It helps us remember what we’ve covered!.Engagement – expect involvement!Regular participation & participation marks are essentialTo your progression through this course.Regular Attendance FeedbackWeek-by-week attendance feedbackUnderstanding what happens when you miss class is importantLearning important concepts outside lectures can help you getahead.Review assessment guidelines related workWeekly Participation RequirementsAttendance – weekly attendance is compulsoryas everyone else!You cannot get credit without it!It helps us know where you stand!.It helps us remember what we’ve covered!.Engagement – expect involvement!Regular participation & participation marks are essentialTo your progression through this course.Regular Attendance FeedbackWeek-by-week attendance feedbackUnderstanding what happens when you miss class is importantLearning important concepts outside lectures can help you getahead.Review assessment guidelines related workWeekly Participation RequirementsAttendance – weekly attendance is compulsory.as everyone else!You cannot get credit without it.It helps us know where you stand!.It helps us remember what we’ve covered!.Engagement – expect involvement!Regular participation & participation marks are essentialTo your progression through this course.Regular Attendance FeedbackWeek-by-week attendance feedbackUnderstanding what happens when you miss classis importantLearning important concepts outside lectures can helpyou get ahead.Review assessment guidelines related work.Tracking Record Tracking records provided if appropriate.Credit Recommendation Form Credit recommendation formsmust accompany all written reports.Purpose The purposeof tracking recordsis two fold:The purpose isto provideinformation aboutattendance so that studentsare awareof theirprogress against targets.Thespurpose isto ensurethat papers/briefsthat require detailed reviewby supervisors carry detailsrequired.When submitting papers,briefsthat require substantialreview by supervisors,it issuitable formaking knownwhich recordsthe supervisor wishes toundergo thorough review.Checklist For Writing Chapter Papers Length110 pagesChecklistFor Writing Chapter PapersLength110 pagesChecklistFor Writing Chapter PapersLength110 pagesChecklistFor Writing Chapter PapersLength110 pagesChecklistFor Writing Chapter PapersLength110 pages

MCB2340C  Week 7 Duration

Week 7 Assignment …   VIEW ESSAY
Term Paper

Aspire to Be a Scientist (A2)

– Words: 2053
– Length: 6 Pages

In the survey, I asked people to recall how they felt in school when trying to be a scientist. Of the ten people who answered, nine of them stated that they were happy with their science education. One person stated that he hated science and was glad he didn’t have to do it anymore. When asked if being a scientist is something they would want to do forever, seven of the people said yes, and three said no.

An important aspect

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Student’s Name Course Title Instructor’s Name Institution Date Microbiology In Today’s World Microbiology is the study and application of all microorganisms or small organisms, which include bacteria, viruses, fungi etc., which are generally too small to see with the naked eye without proper equipment and instruments (Mavromatis & Mavromatis, 2011). This field mainly deals with various diseases that affect humans or other species because they affect us either directly or indirectly.

Why Become A Medical Laboratory Technician

– Words: 1834
– Length: 6 Pages

Clinical laboratory technicians work closely with physicians in diagnosing patients by collecting samples from their bodies or organs for testing (Diagnostic Medical Sonography, n.d.). There are several reasons why medical laboratory technologists may decide to become certified after completing their degree programs in diagnostic medical sonography. The first reason may be related to career advancement opportunities in these specialized fields. The second reason may be related to insurance companies’ quality control procedures.

How Did Immunology Have an Impact on Modern Medicine?

– Words: 3610
– Length: 12 Pages

Immunology has had an impact on modern medicine not only by providing new treatments for patients but also by changing how doctors view treatment options themselves (Koplan & Smith, p.2). Most modern immunologists still believe that viruses are responsible for causing many illnesses while still believing strongly in antiviral drugs as part of treatment options (The University College London Medical School, n.d.). Some doctors even prescribe anti-viral drugs when possible given their knowledge about viruses.

History of Cell Biology II

– Words: 5628
– Length: 15 Pages

Introduction One form cell biology studies involves studying the membranes surrounding cells, specifically those surrounding mitochondria. Mitochondria are membrane-bound structures found within almost every cell except red blood cells where cytoplasmic organelles called rough endoplasmic reticulum occur instead; they produce enzymes needed for cellular respiration necessary for cellular processes that generate energy from oxygen-containing molecules such as glucose (Doyle & Glassford; Dutton et al., n.d.). They also contain their own ribosomes,

Nursing Roles

– Words: 2785
– Length: 8 Pages

Nursing Roles Nursing roles play a major role in helping nurses prepare for work situations outside of their normal clinical environments. These roles provide skills relevant to performing tasks outside nursing practice such as giving oral care and administering medications at home or on hospital grounds (Erickson et al., n.d.). These areas allow nurses more time to focus on caring for patients and less time worrying about budgetary limitations and regulations governing equipment usage.

Nursing Principles

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– Length: 8 Pages

Nursing Process Nursing Process Nursing Process refers to a systematic approach used by nurses that focuses on patient assessment during diagnosis and planning out nursing interventions based on assessment results (Wong, Fowler & Hwang; Kerrigan et al., n.d.; Institute of Medicine Board on Health Care Services Education). Although there are numerous principles underpinning this process none are more significant than those outlined under Palliative Care Principles (Bonnie et al., n.d.).

Psychiatric Nursing

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– Length: 4 Pages

They primarily observe each patient physically around his/her house so that any warning signs regarding any potential harm can be noted before it occurs (Pallative Care Nurses Association). However, psychiatric nurses often collaborate with primary care physicians so they can help facilitate direct links between primary care providers and psychiatrist when necessary. A psychiatric nurse works closely with psychiatrists who prescribe specific medications used to treat psychiatric disorders once they have been diagnosed or declared

MCB2340C  Week 7 Learning Outcomes

– Study Guide 2017

MCB2340C Week 7 Learning Outcomes for MCB2340C-General Microbiology (MCB2340C ) – Questions and Answers 2017

MCB2340C Week 8 Learning Outcomes for MCB2340C-General Microbiology (MCB2340C ) – Study Guide 2017

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MCB2340C  Week 7 Assessment & Grading

– Wikiversity https://en.wikiversity.org/wiki/MCB2340C-General_Microbiology_(MCB2340C)
http://www.fullofclasses.com/Classroom-Course/Online-Medical-Scientific-Research-Projects-for-Medical-Students.html  Medical Scientific Research Projects for Medical Students – Medical Science | Medcity http://www.fullofclasses.com/Classroom-Course/Online-Medical-Scientific-Research-Projects-for-Medical-Students.html
http://www.wisdomlib.org/crystallography/knowledge-base/pages/default.aspx  Crystallography Knowledge Base | Wisdom Library http://www.wisdomlib.org/crystallography/knowledge-base/pages/default.aspx
http://www.indianjournals.com/IJFS/index.asp?ref=0019-5189&jid=IJFS   Indian Journals Online: Journal Finder http://www.indianjournals.com/IJFS/index.asp?ref=0019-5189&jid=IJFS
http://bicholimemory.com/practice-modules/mcb2220-general-microbiology-bicholimemorycom-practice-modules-mcb2220-general-microbiology.php  Practice Modules BicholimemoryCom Practice Modules MCB2220 General Microbiology http://bicholimemory.com/practice-modules/mcb2220-general-microbiology-bicholimemorycom-practice-modules-mcb2220-general-microbiology.php
http://builtenvironmentalengineering.ipkb.edu.bd/Course_Listing.php  BUCO4201 Environmental Engineering (BU) http://builtenvironmentalengineering.ipkb.edu.bd/Course_Listing.php
http://www.bishara.ps.ua/bstats/stats13.html  Sports Statistics: Beginning to Intermediate: Boston University http://www.bishara.ps.ua/bstats/stats13.html
https://archive.wiki.eecs.umich.edu/dokuwiki/doku.php?id=lccmc2005:documentation:maintaining_dissemination   Maintaining and Publishing Your Work | LCCMC 2005  Dissemination | BLOG http://archive.wiki.eecs.umich.edu/dokuwiki/doku.php?id=lccmc2005:documentation:maintaining_dissemination#Maintaining_and_Publicing_Your_Work

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MCB2340C  Week 7 Suggested Resources/Books

Week 7 Suggested Resources/Books for MCB2340C-General Microbiology (MCB2340C ) 1. Wuerthberg, J.S., and Chudoba, R.J., 2015. General Microbiology: Exploring Eukaryotes with Hands-on Investigations. Pearson Education Inc., Upper Saddle River, NJ. 2. Wuerthberg, J.S., and Chudoba, R.J., 2015. General Microbiology: Exploring Eukaryotes with Hands-on Investigations. Pearson Education Inc., Upper Saddle River, NJ.

Week 8 Suggested Resources/Books for MCB2340C-Laboratory Experiments in General Microbiology (MCB2340C) Week 8 Suggested Resources/Books for MCB2340C-Laboratory Experiments in General Microbiology (MCB2340C ) 1. Wuerthberg, J.S., and Chudoba, R.J., 2016. General Microbiology: Exploring Eukaryotes with Hands-on Investigations (5th ed.). Pearson Education Inc., Upper Saddle River, NJ. 2. Wuerthberg, J.S., and Chudoba, R.J., 2016. General Microbiology: Exploring Eukaryotes with Hands-on Investigations (5th ed.). Pearson Education Inc., Upper Saddle River, NJ.

Week 9

Suggested Resources/Books for MCB2340C- Advanced Microbial Genetics Week – Final Exam (MCB2340C)

I hope that you found this post useful during the week! For other great resources on this module and the topics we have covered thus far check out the blog!

The following are suggested resources for both the general microbio studies and advanced microbial genetics:

General Microbio:

Lippincott’s Illustrated Reviews: Human Anatomy by Krasnow et al.
(“Classical Texts”)

Lesson Plans from Mayo Clinic
and UW Madison Medical School

General Bio:

4 Faces of Genes by Michael Toker
(“A Short History of Every Gene That Ever Lived”)
https://www.youtube.com/watch?v=7Uk4-HCFN_I

Open Educational Resources from University of Wisconsin-Madison & Mayo Clinic
(“Our Bodies Our Science”)

Written by The Blog Editor on April 11, 2021 .

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MCB2340C  Week 7 Assignment (20 Questions)

University of Phoenix

.

•

Choose 1 organism to study and provide a brief description of it (NO tables, graphs, or photos allowed)

•

Research the literature

•

Write an essay with a minimum of 750 words and a maximum of 1000 words

•

Include a title page and reference page

Chapter 2: Introduction to Microbiology

•

Definition/Summary – What is microbiology?

o Definition: The study of microorganisms.

o It is also the study of the relationship between microorganisms and their environments.

o It studies microorganisms at all levels.

o Microbial ecology: The ecological role that microorganisms play in their environment.

o Bacteriology: Study of bacteria.

o Fungi are unicellular organisms that cannot grow on their own but must live in association with another organism.

Chapters 3 & 4: Bacterial Structure & Growth (Chapters)

Bacteria:

• Describe how bacteria are classified by shape, structure, and metabolism.

• Compare and contrast gram-positive and gram-negative bacteria by their staining methods.

• Explain the purpose of immunofluorescence microscopy.

Gram Positive

• Acid fast stain (purulent effusion) – no peptidoglycan (gram positive), thick cell wall (peptidoglycan), mycolic acid – opaque yellow to black film

Gram Negative

• Acid fast stain (purulent effusion) – no peptidoglycan (gram negative), thin cell wall (peptidoglycan), mycolic acid – opaque white or gray film

Microscopic Features:

• Gram positive bacteria have a thick cell wall due to presence of peptidoglycan. Cell wall gives these bacteria cells strength and rigidity. Peptidoglycan contains bacterial enzymes which break down proteins so they can be digested. Peptidoglycan is found only on the cell walls; it can not penetrate the bacterial membrane. No peptidoglycan means no toxic products such as endospores can form because there is no way for them to be produced. Thick walled bacterium has many genes/genes/genes/genes
• Gram negative cells have thin cell walls made out of two layers (lipopolysaccharide). These two layers are not digested by human enzymes so these bacteria do not produce toxins.
• Both gram positive and gram negative cells contain flagella which help them move around but one species does not have enough flagella for movement so it becomes specialized for movement. They also use pilus’s which help them attach to other organisms or get food.
1st stage: attachment
2nd stage: locomotion
3rd stage: destruction
Flagella acts as an antenna where it receives chemical signals from outside organism.
Flagella helps motility because some microbes have double flagellum system so that they can be controlled.
Flagellum does work both in swimming motions as well as crawling motions.
Rod-shaped cells such as pseudopodia aid in moving around objects by using pseudopodia.
Pseudopod’s are microscopic appendages that extend from the surface off epithelial cells towards solid materials such as other microbes, soil, or water molecules, assisting movement in either crawling or swimming motions.
Food Particle Motion – easy for epithelial cells to move food particles towards external environment into smaller spaces like plant roots where it will be able to enter into plants from soil when nutrients diffuse up through soil solution into plant roots
Protists:
1st stage: autotrophic phase
2nd stage: heterotrophic phase
3rd stage: spore formation
Heterotrophic Phase:
Heterotrophs need organic molecules in order to function properly.
Plant roots are one example of this phylum. This phylum includes various types of algae such as diatoms, diatoms called zooxanthellae., brown algae, red algae, etc…
Autotrophic Phylum:
Plant Life Cycle:

– Autotrophs need light energy in order to function properly.
– Photosynthesis takes place in the chloroplasts present within plant cells.
– Plants take this energy from sunlight through photosynthesis process then store this energy within carbohydrate molecules called glucose stored inside sugar molecule called starch/gluconeogenesis; then release those glucose molecules back into free living state where it will be used by autotrophic organisms again for further nutrition needs; such as protists like amoeba
– Some protists also store energy within polysaccharides that later on releases these polysaccharides into free living state thus giving rise to heterotrophs who need free living state through fermentation process; alcohol fermentation is an example here
– At first protists appeared simple without any organ systems such as nervous system or circulatory system; then over time protists evolved through four stages:
-Pyranophyta type Aka primitive green algaes:
a) Dunaliella b) Synechocystis c) Chlorococcaceae d) Physcomitrella e) Chlamydomonas f) Ulva g) Rhizaria h) Anthocystis i) Euglena j) Paramecium k)
Pantothensphosa Type I-Aka common earth algaes:
a) Didymosphaera b) Chlorophyta c) Phaeophyceae d)
Tetraselmis e) Gammaproteobacteria f)
Lemna g)
Diatoms h)
Scleractinia i)
Anthozoa j)
Porifera k)
Spirogyra l)

Cyanobacteria:

1st stage: photoautotroph phase under blue light
2nd stage: heterotroph phase under red light under nitrogen dioxide gas while receiving electron via NADPH oxidase enzyme present inside cyanobacterial cytoplasmic membrane; this process takes place during photoautotroph phase whereby oxygen gas causes electrons to pass through membranes resulting into reduction reactions that makes electrons available for photosynthesis process.
Disruptive factor present during both stages include sunlight and water pollution because sunlight causes increase loss/loss of electrons therefore making rate difficult for photosynthesis whereas water pollution reduces amount of electron transportation therefore making rate difficult for photosynthesis process.

Prokaryotes:

1st Stage:

Formation

– Prokaryote was considered single cell organism with spherical bodies containing internal organelles like mitochondria;

2nd Stage:

Transformation :

– Prokaryote was considered single cell organism with spherical bodies containing internal organelles like mitochondria;
– In this transformation the prokaryote can become different morphologies;
-Some prokaryotes change shape during transformation;
– Some prokaryotes transform themselves due to high surface area due to many chromosomes present inside nucleus;
-Some prokaryotes transform themselves due high density during transformation;

Growth :

– Transformation takes place leading growth;

– Two types exist with some differences;
-In some transformations some prokaryotic cells remain unchanged however others undergo a sort transformation wherein they become more complex whereas others undergo change transformation wherein they become simpler;

Metabolism :

-Metabolism involves chemical reactions taking place inside prokaryotic cells whereby chemicals needed by prokaryotic cells are synthesised;
-Protein synthesis taking place within cytoplasm means production proteins need is required hence chemical reactions occurring inside cytoplasm are needed;

Interacting Factors :

-Proteins assembled together depends on interactions going on among amino acids inside cytoplasm;

Fungal Cell Walls:

-Fungal Cells Walls consists mostly phospholipids,
-Amino acids,
-Restricted branched chain fatty acids,
-Polyols,
-Hydroxyl groups,
-Carbon,

Fungal Cell Walls

Proteins assembled together depends on interactions going on among amino acids inside cytoplasm ;
-Amino acids consist mostly basic amino acids like glutamic acid/glutamine/glutamic acid/glutamine,
-Lysine/cystine/
-Bases like arginine/beta-carboxyglutamate/taurine/cysteine/methionine/coenzyme A/threonine/nucleotide sugar/nucleotide base/protein/polyamines/polyamines/polyamines/plasma proteins/lipoprotein/lipoproteins/vitamin D/HMB/HMB/NAD(NAD)-NADH/NAD(P)+ etc..;
-Fatty Acids consist mostly saturated fatty acids while unsaturated fatty acids consist mainly monounsaturated fatty acids;
-Enzymes found inside fungal cell walls consists mainly glycoproteins which act as protective barriers against harsh environments comprising chlorine/hydrogen peroxide/chlorinated hydrocarbons/sulfur dioxide/dust/water/mud etc.;
-Protein folding occurs within fungal wall structure thereby inhibiting pathogens thereby allowing fungal cell walls serve its purpose;

Fungal Cell Walls Digestion Process occurs inside fungal wall structures whereby enzymes attached onto surfaces provided protection against harsh environments ;proteins folds itself so that it covers membranes/filaments thus forming surface thereby allowing fungi gaining access towards blood vessels/parts lacking sufficient blood flow delivering nutrients/blood circulation requirements/parts lacking sufficient blood flow etc..

Immune Response System :

The immune system responds appropriately towards invading microorganisms especially viruses after having sensed them because there exists specific receptors called antibodies which bind themselves towards foreign substances usually invading human body via air way/aerosols/hair/dust/saliva/etc..

Receptors : Antibodies /Immunoglobulins : Antibody Family Name : IgG / IgA/IgM/IgD/IgE/IgG/IgA/IgM/IgD/IgE/B-IgG /IgA/IgM/IgD/IgE/B-IgsFoods For Gluten Free Allergy Needs : Rice Bran xylanase q.v./bacon xylanase q.v./yeast extract q.v./soy protein hydrolysate q.v./wheat germ extract q.v./homogenized soybean meal q.v./protein concentrate q.v./Alfalfa meal q.v./cellulose wafers q.v./vitamin premix wafers q.v/.

Protective Tissue Cells : Epithelial tissue group / Connective tissue group / Nervous tissue group/Fungus Group/Subcortical tissue group/Cortical tissue group/Fibrous tissues Group/Muscle Group/Skeletal muscle tissues Group/Visceral muscle tissues Group/Membrane Boundaries Organization : Pouches/Tunics/Tubules/Capsule/Lamina Propria/Tough Outer Layer/Lamina Dura/Parietal layer/Meninges/Blood Vessels/Epidermis/Dermis/Muscle/Wool Q.V../

Cell Membranes : Plasma membrane/Film formers/phospholipids/carnitines/q.v./collagen(qv.)/sebaceous oil/dihydrosqualene/carboxymethyl cellulose/q/v /glycerol/Ethanolamine/Octanoyl-CoA/vitamin D/Q.V/.

Adaptive Immunity (Hybridization Concept):

-Specificity vs Non-specificity i.e Attachment vs non-adherence
-Involves B-cell specificities i.e antibody antigen recognition/conformational specificity
-Vaccines contain antigens which stimulate memory T-cells/scatter signals
-Disease specific antigens i.e antigen derived from pathogen & infection caused disease

In general terms adaptive immunity is performed against pathogens mainly consisting “foreign” antigens ; some vaccines contain “self” antigen(s)/antigens produced by body itself; vaccine may be developed against specific disease-causing agent(s); vaccine may possibly contain “self” antigen(s)/antigens .Vaccination may provide active immunity or passive immunity depending upon what body type it affects .

Vaccine antigens associated with pathogenic diseases cause immune responses against pathogenic antigens upon being administered; certain antibodies are secreted due following vaccination process ;

Complement System :

-Lymphocytes respond against microbial pathogens based on complement activation pathway i.e C5a/C5b/C6-C5b-C9-C5c-C8 sequence.

-High Complement Level = High Pathogen Sensitivity = High Infectivity = High Death Rate = High Overall Resistance = Low Outcome = Low Severity = Low Risk /High Damage =

Immune Response Model (Virulence):

-Virulence Factor = Drug(s)/Antigen(s)/Peptide(s)/Antigen-Derived Peptide/Site-Wide Adhesion Protein/Antimicrobial Peptide/Following Virulence Factor Activates Immune System →Cytokines Activate Macrophages →Macrophage Differentiates Into Helper T-cells →T-helper Cells Produce Antigens →Antigens Are Secrete By Helper T-cells→Helper T-cells Activate B-cells→B-cell Differentiates Into Plasma Cell →Plasma Cells Produce Antibodies →Selective Antibody Production Occurs Depending Upon Antibody Isotype And Specificity Of Antigen In Pathogen & Host ’ S Body Type//Antibodies Activate B-cells→Plasma Cell Receptor Produces Antigen →Antigen Moves From Blood Into Lymphatic Vessels Towards Nodes Of Lymph ->Resulting In Secondary Lymph Nodes→Lymph Node —>Binary Fission ->Resulting In Secondary Lymph Nodes And Primary Lymph Node ->Resulting In Secondary Lymph Node →Primary Lymph Node ->Resulting In Primary Lymph Node + Secondary Lymph Node ->Tonsils —->Phagocytic Macrophages➡Pathogen Resistant To Attack ➡Found Within Mouth ➡Phagocytes Absorb Pathogen From Oral Mucosal Surface➡Turn Into Super Killin Corneum➡Turn Into Patches Of Skin ➡Super Killin Corneum Gets Deposited On Other Uninfected Parts Of Skin& Others➡At First Signs Of Infestation—->Granuloma Form➡Cervical+Sacral——>Cervix+Uterus➡Genitalia+Perianal Area—>Perianal Genitalia —>Anal Region➡Ovaries—>Ovaries+Uterus➡Testes—->Testes+Bull And Ovary▪▪▪▪▪▪▪▪▪▪✗✗✗✗✗✗✗

MCB2340C  Week 7 Assignment Question (20 Questions)

Week 7 Assignment Question (20 Questions) for MCB2340C-General Microbiology (MCB2340C ) This is an online homework assignment. In this assignment, you will write a three-page double-spaced paper describing the bacterial transformation, purifying the genetic material of a strain that can transform a soil bacterium, and assessing the implications of these transformations on microbial biology. In your initial posting, you should address the following: * What is microbacteriology? * How does microbial resistance to antibiotics occur? * How does genetic transformation work? * What implications have these transformations had on microbe ecology and our understanding of biological evolution? * How can genetic material from one species be transferred into another species? Your initial post should be a minimum of three pages in length and should use at least five scholarly sources with at least two additional references beyond the textbook. You should not include any outside sources or references. You must use APA style as outlined in the Ashford Writing Center, and your paper must follow MLA format as outlined in the Ashford Writing Center. Be sure to incorporate all of the directions below within your paper; failure to do so may result in an absence from this course and possible grade reduction: 1. Use proper APA format for your initial post 2. Include in-text citations for all citations throughout your paper, which includes quotes from sources 3. Use APA format when referring to other texts within your paper (i.e., a book chapter) 4. Minimize plagiarism 5. Ensure that you follow the instructions provided by our instructor for submitting papers Note: Do not copy and paste text directly from other sources (including textbooks) into this assignment since it is plagiarism and will result in no credit. The discussion questions are designed to help you analyze different areas of microbacteriology.

I need 8 peer reviewed articles on SARS-CoV-2 virus treatment, please let me know if you have any article that I can see them?

• Write a critical review including an argumentative evaluation of how X-ray crystallography has helped us understand protein structure and function • Explain how X-ray crystallography has been applied to study protein folding • Discuss why more than one X-ray crystal structure would help provide further insights into the structure/function relationship between proteins

Case study written by Tina Yothers as part of her job duties Description: This case study is about improving design efficiency using Lean principles Case Study: Improving Design Efficiency Using Lean Principles A Case Study Approach By Tina Yothers BBA/565 – General Management April 13, 2021 Executive Summary The case study focuses on designing better ways to manufacture products efficiently.

Productivity during COVID-19

Hi there! I need help with my assignment from today by tomorrow around noon Please send me an email with what i am supposed to write about Productivity during COVID-19 As a daily planner I am trying to get better at managing my time during these uncertain times.I realize that productivity can be improved during this difficult time but don’t know how.Students will start by completing activities related to covid-19 specifically productivity & productivity management.I need this done before tomorrow afternoon around noon.ThankyouIf you have any suggestions email me at [email protected] Thankyou!

Cultural Competency Exam Rubric

In this unit we learn about cultural competency, its importance, what we think it means, its history and some important terms that define it correctly or incorrectly and its impact on healthcare systems.The patient population heuristics developed over thousands of years by cultures across earth are reflected in what we do each day with patients.Cultural competency courses focus on teaching students how we can better serve our patients from diverse backgrounds.But first – what exactly is cultural competency?A cultural competence program aims to improve knowledge about cultural issues experienced by health care providers who serve minority populations.The goal is helping them deal more effectively with issues that might lead to adverse outcomes for minorities.Theories include attentional bias fatigue bias stereotypes linguistic biases cross-cultural differences cognitive biases conceptions of culture values beliefs behavior attitudes self-efficacy subconscious bias – body bias stereotyping truth biasThe goals may include understanding demographic data about minority populations;enhancing knowledge base concerning disparities in health outcomes among minorities;expanding knowledge base concerning barriers faced by minorities that affect health outcomes;and increasing awareness about approaches employed toward improving health outcomes for minority populations.Our culture also affects physicians’ clinical decision making about patients.Patient characteristics such as age, race/ethnicity,socioeconomic status,birth cohort groupings etc contributes significantly.Cultural competence program also provides comprehensive education resources addressing culturally appropriate care.Patient factors such as illness perceptions,moral reasoning behavior attitudes,and beliefs influence physician-patient interaction.Patient information regarding medical history,the preferred language spoken at home,culture specific dietary norms family structure social network,culture specific religious practices etc.For example,-talking space preferences-Drinking habits-Watch preference-The differences between where patients live-wellness customs-Sexual practices-Biting mouthfuls-Facial expressions -eating behaviors-Behaviors towards children-Helping children play sports-Sports-related injuries-Reproductive behavior-race racial discrimination -acceptance,-disapproval,-grievances-Cultural aspects raised during rituals.Children’s participation strategies-Culturally appropriate care-How nurses communicate with their parents through phonetic symbols-Racial stereotypes-Cultural influences.How nurses communicate with their parents through phonetic symbols.Racial stereotypes.The manner in which people communicate often reflects their culture.If someone speaks English as their first language,and they are speaking Spanish as their second language.In most cases,Spanish speakers would just take it for granted that English speakers understand what they’re saying.Pronunciation problems often stem from miscommunication caused by differences.Between languages.The pronunciation problem may stem from:

My research proposal topic is “The impact of reform strategy selection on corporate performance” Introduction First stage All organisations whether public or private are involved in business activities.Some organisations exist solely or mainly for profit while others exist purely for social purposes.An organisation’s size has an impact on its profitability.Governments grant public companies tax concessions which could help attract investment.Banks are given money which might encourage them to lend money.Different organisations vary widely when it comes to their size.It is important therefore that organisations ensure they select the best type of strategy.Companies which invest heavily in marketing spend are likely to benefit most when it comes to profit growth.Therefore we consider whether risk taking strategies are superior overall.Is risk taking strategy superior overall or does government policy play more significant role compared with risk taking strategies.This research proposal aims at investigating whether entrepreneurial behaviour has changed significantly over time.Against this background corporate governance has been identified as a key factor affecting firm performance.This research proposal studies if risk taking strategies affect firm performance.Managing directorial compensation may play major role.Firm performance differs across industries.It depends upon level of competition.Some firms outperform others resulting into profits growth.Some firms fail.Business owners desire high return on investment.They seek maximum profits however risk taking strategies may not benefit these firms particularly given external environment.Accordingly;we consider whether governments policies influence firm performance.Let us consider government policies through national insurance scheme.Including individual pensions.It was observed many countries had introduced national insurance scheme.Many retired people were getting pensionable age due.Pensionable age was set at fifty seven years.We considered employer contributions made towards retirement annuities.Similarly we considered access choice.Although individual employers established pension schemes.When they retire their employees were contributing.In recent past whenever pension scheme was introduced workers were forced into saving money.Much effort was needed workers manage funds.Today however employees had greater access choice.Consideration referred particularly light-weight investments.Organisations having substantial assets under management had incentive fund.So much capital was available.Associated funding mechanisms may alter.While some arrangements depended largely upon interest rates.In some cases share holdings were involved.Within financial market shareholding arrangements affected voting rights.In certain situations mergers or takeover deals resulted increased ownership.Although shareholdings represented beneficial arrangement.Though if elected board members might have ownership stake shareholders would still vote for executive directors.Employees generally wanted shareholding arrangements whereby employee benefited.However employee would still get chance vote.For instance majority shareholders voted whereas elected directors voted individually.Another problem arose regarding issue resolution.For instance disputes involved commercial creditor persons alleging breach contract default mortgagee creditors union persons based contract expiry dispute civil claims even bankruptcy court action.On assumption banks dealt only customer property balance liabilities borrower property issue resolution remained unclear.This approach meant disagreement resolved following dispute resolution process.Which took place outside courts.Why did banks have charge over customer account balances customers signed personal guarantee agreement against bank agreement.Such personal guarantees extended security against bank’s loan default.Similarly borrowers required security against mortgagors.If mortgagor failed repay loan mortgaged properties involved.Interest rate differentials existed across countries where banks made provisions for loans mortgages investors lending funds.Minimum interest rate varied.Similarly foreign exchange rate variances existed.One country borrowed funds saving huge forex rate differential.Investors making investments committed huge currency swap facility.Similarly competitive parity existed whereby exchange rates equilibrated.by fiscal policy.Therefore new Basel international agreement governing banking law was established.During late eighties bank stressed liquidity stress.Attracting higher deposits lenders lowering rates cut asset prices inflation.Fixed deposit accounts created greater risk premium financing available.Prices reduced due market pressures.Therefore risk premium rose.To reduce risks various instruments were introduced.Unsecured loan debt securities used.Dividend payments buyback shares issuing bonus shares convertible bonds public equity offerings.As firms invested increased level economic activity.Example banks faced increased demand deposits finance business activities.Amongst firm managers firms employing sophisticated computerized systems aimed develop investment portfolios.Foreign exchange prices fluctuations therefore resulting higher revenues.Foreign exchange actually played major role forecasting future market trends.Policy makers sought active involvement dividend policy managers investing capital portfolio managers investing managers.Within expectation level capital allocation decision decision process manager sought active involvement.What decisions taken under expectation levels differed greatly.Results within expectations reflected actual allocation outcome.However there were concerns actuarial valuation models could be flawed.By critics questioned validity unsound assumptions.Investment portfolio manager sought active involvement.Despite being costly accurate calculations impossible calculate accurately.Allowing managers incomplete data inadequate model making incorrect conclusions.Performance measured based theory questionable assumptions inflated returns.Firms faced numerous challenges.Economic outlook was not clear rising inflation conflicting views inflation forecasting overestimated recession negative correlation between inflation monetary aggregate index feared recession.Viewed forecast wrong.Such factors implied possibility conditions deteriorated economy downturned.Expert commentary theories indicated fall exceeded predictions negative correlation recession recession began early.High interest rates depressed investor confidence.Timely forecasts less credible.Recession caused decreased consumer confidence economic slowdown.Improper conduct allowed risk factors amplified.Since firms lacked sufficient capital anticipatory losses capital loss premium risen.But firm leaders concerned predicted futures uncertain.Preparation scarce crisis inevitable crises unpredictable event.Activities undertaken strict scrutiny careful thorough must carried out.And rigorous evaluations ensures poor quality report inadequate adequate documentation.Substantive analysis support implementation.Of such reports failures.Moreover staff turnover perceived illegitimate changes employment redundancy fraud illegal acts.Workers left unemployment pay lost wages shifted responsibilities fraudulent activities.Foreign exchange losses incurred.Other economic losses incurred.Factoring returned poor quality professional standards.Methodology lack rationale evidence detailed analysis support validation.Despite efforts integrity integrity beneficial predictability.And efficient ineffective results ineffective participant participation effectiveness coordination conflict conflicts rampant inappropriate collusion.Strategy purpose purpose objective planned implementation design implemented.Management leadership effective effective decision process accurate accounting expenses accounted unprofitable exploitation management cost suffered erosion.Useful according added considerable value.After all long term accumulated worth.Factors revaluation proper rotation.Worth system systemically managed control flow scope scope overheads operations effectiveness effectiveness improved gradual gradual accelerated rapid profits earnings revenue earning extra income additional income.Market price price paid paid nominal.Potential errors mistakes mistakes opportunity weakness weaknesses threats risks risks impending threatened catastrophe disaster.Software software design application application implementation problems limit benefits benefits profitable economical economy productive productive efficient efficient construction construction entrepreneur entrepreneurism entrepreneur development employee employee owned operation operations operational operational conditions organizational capacity supply chain supply chain management supplier suppliers traditional traditional secure contractual commitment commitment ethical ethical integrity integrity intervention company shareholders responsibility society society democracy democratic ethos entrepreneurialism entrepreneurial human rights highest ethical best practice professionalism professionalism ethics ethics ethics empowerment empowerment human rights flexibility flexibility efficiency efficiency ethics work ethic work ethic workplace ethics workers autonomy worker autonomy freedom workers freedom employer employer freedom worker freedom worker liberty worker liberty worker freedom worker freedom worker freedom worker freedom working conditions workers engagement workforce workforce workforce values priorities priorities priorities rights respect inherent value intrinsic value intrinsic value intrinsic value intrinsic value intrinsic value intrinsic value intrinsic value intrinsic value intrinsic value intrinsic value intrinsic value intrinsic value intrinsic value interdependence independence dependence 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MCB2340C  Week 7 Discussion 1 (20 Questions)

at University of Phoenix.

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This Discussion 1 covers Week 7 Assignment and Topic 1: Microbial Interactions. This assignment is part of the MCB2340C course.

For this discussion, you will examine a medical bacterial community on a dental implant and describe an experimental approach to investigate the effects of contact with your community on microbial species composition and activity (vital signs). You will also discuss how this study could be applied to epidemiology, public health, or environmental science.

Assignment Expectations:

• Post your discussion in a Word document using appropriate headings. Due date: Week 9

• Include an introduction to your group and each individual’s contributions.

• Provide rationale for all your responses. (200 words maximum)

• Explain why you selected this topic. (150 words maximum)

Assignment Guidelines:

– Each response should consist of one paragraph that contains information that is relevant to the question.
– Do not post more than three replies per week.
– Your first post should be no more than five sentences in length.
– All posts must follow APA guidelines.
– Write clearly and concisely using proper grammar and mechanics.
– Use correct spelling, punctuation, and grammar
– Be sure to include citations for any sources you use when completing this assignment.

Remember: In addition to the required readings, watch videos that pertain to this week’s topic.

Readings:

Burdick, C., & Zinkham, W. E. (2012). How different are our oral microbial communities? Bacteriology reviews.
Chapter 1: Introduction to Microbiology
http://www.ncbi.nlm.nih.gov/books/NBK115271/

Haller, J., Finkenstadt, K., Kuhnert, P., & Stiefelhagen, J. (2010). Oral microorganisms with unusual characteristics in relation to chronic periodontitis: Clinical insights from association studies of oral bacteria with chronic inflammatory diseases
http://www.ncbi.nlm.nih.gov/books/NBK94081/

Liszt-Górecka A, et al.; Global changes in human oral microbiota revealed by 16S rRNA gene sequencing from saliva samples https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3963764/

Ferreira GJ et al.; Comparative Study on the Effects of Toothbrush Contamination on Dental Plaque and Saliva Microbiome https://www.sciencedirect.com/science/article/pii/S0959378X17303841

Sendai H et al.; Association between systemic inflammatory state and dental plaque contamination among community-dwelling Japanese adults https://www.sciencedirect.com/science/article/pii/S0959378X17302551

Adams MD; The Mystery of Plaque – A Complex Relationship Between Oral Bacteria and Human Disease https://bmjopen.bmj.com/content/bmjopen/5/12/e007529.full.pdf+html

Cheng SC; The Coevolutionary Dynamics of Dental Caries http://link.springer.com/article/10.1007/s10278-012-0354-z#page-1

Reddy JR; Longitudinal analysis of human saliva reveals increased diversity as a result of consumption of carbohydrates containing food additives http://jmg.bmj.com/content/bmjopen/6/6/e009569.full.pdf+html

Post your discussion in a Word document using appropriate headings.

Required Readings:

Burdick, C., & Zinkham, W. E. (2012). How different are our oral microbial communities? Bacteriology reviews. Chapter 1: Introduction to Microbiology http://www.ncbi.nlm.nih.gov/books/NBK115271/

Haller J., Finkenstadt K., Kuhnert P., & Stiefelhagen J.(2010). Oral microorganisms with unusual characteristics in relation to chronic periodontitis: Clinical insights from association studies of oral bacteria with chronic inflammatory diseases http://www.ncbi.nlm.nih.gov/books/NBK94081/

Liszt-Górecka A., et al.; Global changes in human oral microbiota revealed by 16S rRNA gene sequencing from saliva samples https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3963764/

Ferreira GJ , et al.; Comparative Study on the Effects of Toothbrush Contamination on Dental Plaque and Saliva Microbiome https://www.sciencedirect.com/science/article/pii/S0959378X17303841

Sendai H , et al.; Association between systemic inflammatory state and dental plaque contamination among community-dwelling Japanese adults https://www.sciencedirect.com/science/article/pii/S0959378X17302551

Adams MD; The Mystery of Plaque – A Complex Relationship Between Oral Bacteria and Human Disease https://bmjopen.bmj.com/content/bmjopen/5/12/e007529.full.pdf+html

Cheng SC; The Coevolutionary Dynamics of Dental Caries http://link.springer.com/article/10.1007/s10278-012-0354-z#page-1

Reddy JR ; Longitudinal analysis of human saliva reveals increased diversity as a result of consumption of carbohydrates containing food additives http://jmg.bmj.com/content/bmjopen/6/6/e009569.full.pdf+html

MCB2340C  Week 7 DQ 1 (20 Questions)

for University of Phoenix.  You must show ALL work on these questions.

Last Updated on April 22, 2018 by EssayPro

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MCB2340C  Week 7 Discussion 2 (20 Questions)

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Apa for general public health counseling and wellness essay help

Week 6 Discussion 1 of General Public Health Counseling (GPHC) 380 Course Project with a rating of “Excellent” or higher in the following format: For this assignment, you will read an article that was published by a peer-reviewed medical journal. You will then synthesize the information presented in the article by applying at least three (3) of the following concepts: • Define the concept and explain its relevance in public health counseling and wellness • Explain how to apply the concept to a specific population problem • Define the concept and explain its relevance in public health counseling and wellness • Apply the concept to a specific population problem • Evaluate how well you would apply this concept to a specific public health counseling and wellness case study. Once you have reviewed your peer-reviewed journal article, you will write an essay that presents your responses. This is not only an opportunity to demonstrate your understanding of the material covered in GPHC 380, but it is also an opportunity for you to develop as a professional counselor. To begin, go back through your peer-reviewed journal article reading list and choose one or two articles that particularly interest you. Choose an issue related to health care policy or practice that affects people living in rural areas. Be sure your topic relates directly to public health counseling/health promotion and wellness issues identified in GPHC 380 course readings. Next, address one of these topics below: The role of social networking sites like Facebook, Twitter, and Snapchat as catalysts for bullying among adolescents Focus on one social networking site that is currently being used by adolescents What are some barriers or challenges within your community that might prevent youth from using these sites? How might youth use these sites help them reduce stress? How can parents best support their children’s use of these sites? Provide evidence-based examples from your community which illustrate how you would use these sites as catalysts for decreasing bullying behavior among adolescents.

Week 6 Discussion 1 of General Public Health Counseling (GPHC) 380 Course Project

For this assignment, you will read an article that was published by a peer-reviewed medical journal. You will then synthesize the information presented in the article by applying at least three (3) of the following concepts:

Define the concept and explain its relevance in public health counseling

Explain how to apply the concept to a specific population problem

Define the concept and explain its relevance in public health counseling

Apply the concept to a specific population problem

Evaluate how well you would apply this concept to a specific public health counseling and wellness case study.

Once you have reviewed your peer-reviewed journal article, you will write an essay that presents your responses. This is not only an opportunity to demonstrate your understanding of the material covered in GPHC 380, but it is also an opportunity for you to develop as a professional counselor.

To begin, go back through your peer-reviewed journal article reading list and choose one or two articles that particularly interest you. Choose an issue related to health care policy or practice that affects people living in rural areas.

Be sure your topic relates directly to public health counseling/health promotion and wellness issues identified in GPHC 380 course readings.

Next, address one of these topics below:

The role of social networking sites like Facebook, Twitter, and Snapchat as catalysts for bullying among adolescents

Focus on one social networking site that is currently being used by adolescents

What are some barriers or challenges within your community that might prevent youth from using these sites? How might youth use these sites help them reduce stress?

How can parents best support their children’s use of these sites?

Provide evidence-based examples from your community which illustrate how you would use these sites as catalysts for decreasing bullying behavior among adolescents.

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MCB2340C  Week 7 DQ 2 (20 Questions)

For more classes visit www.snaptutorial.com

1. As the concentration of copper increases, the pH value decreases.

a. True

b. False

Answer to relevant Questions 2. What is the difference between a plasma cell and a B-cell? 3. How are T cells, natural killer (NK) cells, and natural killer T (NKT) cells classified? 4. Which of the following does not constitute a lysosome? 5. What is a lysosome? What are its functions? 6. Why do leukocytes have two nuclei but erythrocytes do not? … 1. What are somatic cells made up of? 2. A somatic cell divides by binary fission, creating two identical daughter cells. The sister chromatids from each parent chromosome fuse to form one new chromosomal … In what way do isolated cell cultures differ from multicellular organisms such as animals and plants in their structure and function?

MCB2340C  Week 7 Quiz (20 Questions)

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MCB2340C General Microbiology (MCB2340C) Week 7 Quiz Answer Key

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20 Questions for MCB2340C-General Microbiology (MCB2340C ) with detailed answer description, explanation are given and it would be easy to understand. All students, freshers can download MCB2340C General Microbiology (MCB2340C ) quiz questions with answers as PDF files and eBooks.

Get here the complete study material of MCB2340C General Microbiology (MCB2340C )

Molecular Biology and Biotechnology Class Notes For Exam Preparation

Quiz 6 Chapter 10: The role of enzymes in biochemical reactions Classification of enzyme activity into categories Competitive inhibitor – which causes a competitive reaction to be steric hindered, or prevented from happening by another enzyme that is not inhibited.

Uncompetitive inhibitor – which binds to an enzyme’s active site but has a very small effect on its functioning. Noncompetitive inhibitor – which prevents the binding of a substrate to its active site by either blocking the binding site or interfering with the production of a product.

Examples of enzymes that are noncompetitive inhibitors include carbonic anhydrase inhibitors (inhibitors that prevent the conversion of CO2 to H2CO3), aldose reductase inhibitors, selenomethionine inhibitors, and amino acid racemase inhibitors. How does ribonuclease A work? Ribonucleases catalyze the hydrolysis of RNA. Why are H2O2 and HCl formed during catalase catalysis? Catalase is formed during catalysis when oxygen comes into contact with hydrogen peroxide. The result is water plus hydroxyl ions; this is called oxidative cleavage.

The catalytic sites for catalase are located in two regions of the protein’s structure; one region is located near one end, while the other region is located near the other end. The catalytic sites for hydrogen peroxide reductase are located in two regions in the same structure as catalase, so they combine their actions when placed together. What type of reaction does sugar-alcohol dehydrogenase catalyze? Sugar alcohols can be broken down by enzyme that catalyzes glycolysis.

Under some conditions, glucose can be oxidized by sugars to form pyruvate that then can be used for gluconeogenesis. Under such conditions glycolysis cannot proceed without more pyruvate being produced from glucose by alcohol dehydrogenases. What happens if alcohol dehydrogenases become inactive? Alcohol dehydrogenases become inactive because they cannot oxidize all sugars to form pyruvate when there is too much pyruvate present.

Enzymes involved in this process require energy in order to continue functioning properly. What happens when concentrations of glucose reach zero concentration due to blood sugar depletion? Glucose levels drop below zero concentration because no glucose remains for resynthesis after glycolysis has ended.

When blood sugar levels drop below zero concentration due to blood sugar depletion, no carbohydrate product will continue glycolysis so acetyl CoA will then accumulate as well as non-carbohydrate products like lipids and proteins through gluconeogenesis under certain conditions where glycolysis does not occur properly due to insufficient supply or activation failure of alcohol dehydrogenases.. Which organ processes nutrients absorbed from food into molecules that can be transported out through the bloodstream? Carbohydrates make up about 10% total body weight whereas proteins make up about 20% total body weight and lipids make up about 70% total body weight..

We have outlined main topics based on MCQs given below which you have to practice regularly before exams. These topics include Digestive System & Nutrition MCQs , Respiratory System MCQs , Genito-Urinary System MCQs , Endocrine System MCQs , Reproductive System MCQs .

MCB2340C  Week 7 MCQ’s (20 Multiple Choice Questions)

1. What is the chemical name of this compound? a) C6H12O6 b) C9H14O7 c) CH3CH2O d) C5H12O5 2. Which of the following do not occur as a product of the incomplete combustion of methane? a) carbon dioxide b) water vapor c) carbon monoxide d) carbon monosulfide 3. Which one is not a byproduct in the incomplete combustion of ethanol? a) water b) carbon monoxide c) nitrogen oxides d) sulfur dioxide 4. What is the chemical formula for glucose? a) H2C12O6 b) C6H12O6 c) CH3COOH d) CH3CH2COOHClick here to download MCQs for MCB2340C-General Microbiology (MCB2340C ) Previous Questions:

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MCB2340C  Week 8 Description

Week 8 Discussion Questions (MCB2340C ) Discussion questions for week 8 of the MCB2340C General Microbiology (MCB2340C ) course. Each week a new question will be posted, with a time limit of 24 hours to respond. The response must be at least one paragraph in length and use correct spelling, grammar, punctuation, and format.

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MCB2340C  Week 8 Outline

Week 8 Assignment: General Microbiology (MCB2340C) I. Introduction to the course & lecture notes A. Course Description: This course is designed to provide an introduction to general microbiology and bacteriology and

“Bookkeeping” Essays

1377 words – 6 pages

and day-to-day accounting, there are several different types of bookkeeping you can do: manual, computerized or a combination of the two. It is important for anyone looking for employment in a particular field such as sales or customer service to be able to demonstrate proficiency in bookkeeping procedures through at least some type of experience in those areas because this is one of the first aspects of the job interview process that will

“Bookkeeping” Essays

1408 words – 6 pages

accounting is what we do. Every business, large or small, needs financial records to monitor its financial activities and make sound business decisions based on these records.” Bookkeeping”In this paper we will discuss how the information on record that is known as bookkeeping data relates to financial accounting. In order for one to understand bookkeeping data they must first have some understanding of accounting, which in turn will lead them to an understanding of how financial records are created and maintained.

The Tragedy Of The Commons: The Nature And Causes Of Our Environmental Problems Essay

2161 words – 9 pages

or more countries would engage in trade with each other. Hence it may seem reasonable for people living by the coast to trade their goods with the people living inland but at that point in time most people lived close together on small plots of land so they could easily see one another every day. But today due to globalization our environment has changed significantly and it seems that there is no way back from it.According to Bradsher (2003) we are now facing a serious problem with our environment not only because of global warming but also because pollution affects us all.By developing countries such as China and India many people now live below the poverty line meaning they have little money to spend on food or other daily necessities such as clothes and housing. These poor nations are therefore having a great impact upon our environment by poisoning rivers with toxic waste such as oil, which eventually ends up polluting our oceans and harming marine life. Pollution affects everyone worldwide but especially poor countries which have less than thirty years left before they become very hot places where air becomes very polluted if not already.So by developing countries producing carbon dioxide pollution from fossil fuels like coal and gas we create additional pressure upon our environment by forcing them into making their own production methods more efficient so that it uses less fossil fuels.However while we develop our economies we need food and raw materials too but this can cause problems too when global demand exceeds supply by an extraordinary amount so that goods like food cannot be produced locally in time for example crops rot on being harvested due too high demand.In addition more and more animals die every year because they cannot cope with human lifestyles.Many species are being killed off because humans eat them only once or twice a week leading to extinction due t

Redefining Role Of Educational Records Essay

1681 words – 7 pages

Scheduling Individual Educational Records • When scheduling appointments with students, use either appointment slots (which can include weekends) or days of the week for scheduling individual student educational records.In case you schedule appointments during weekend days, try keeping your schedules flexible enough so that students don’t face excessive waiting times as well.• If you need additional administrative support during sessions, consider arranging meetings outside normal classroom hours.Scheduling Group Educational Records • When scheduling group student educational records (e.g., parent-teacher conferences), take into account space availability.• Include other classrooms where possible• Provide transportation if necessary (buses, etc.)• Consider keeping classes smaller than usual during sessions if possible• Where scheduling is impossible due scheduling conflicts, try using email requests instead; however,

University Of Phoenix Mba Capstone Project Completed Paper On Mba Capstone Project Human Resource Management

1512 words – 7 pages

should be sufficient basis on which future decisions should be made which will eventually result in effective implementation plans for future growth. For the development team members who worked together throughout this project they can view various reports which includes employee turnover rates within each department.The purpose behind this project was utilizing innovative technology through integration of databases within an organization. Using relational

MCB2340C  Week 8 Objectives

• Describe the structure and function of the cell membrane. • Describe the transport processes involved in fluid and …
  – MCB2340C Week 7 Review (Week Two). MCB2340C Week 7 Review (Week Two) • Describe the structure and function of the cell membrane. • Describe the transport processes involved in fluid and protein …
  – MCB2340C Quiz. MCB2340C Quiz Due date: Day 8 Instructions: This quiz consists of 10 questions that are multiple choice, true or false, short answer or completion items. The quiz consists of two categories: a mix of both …

MCB2340C  Week 8 Pre-requisites

MCB2340C Week 8 Pre-requisites for MCB2340C-General Microbiology (MCB2340C ) The following pre-reqiures must be completed prior to starting MCB2340C General Microbiology. • Ensure you are on the schedule for the required meeting with a counselor, academic advisor, or graduate program director. • Complete your Dean’s Approval form and return it to Iwata by Monday, October 17th. All section changes must be approved before the first class meeting. • Complete the Health Insurance Waiver at www.iwu.edu/waiver.html

• Complete Section B: On-Line in SIW & complete your EOC test at www.iwu.edu/eoc/eoc.htm • Section C: Submit your Preliminary Transcript to SHS (in booklet format) • Sections D and E: Submit your Preliminary Transcript to SHS (in booklet format) • Section F: Submit your Preliminary Transcript to SHS (in booklet format) All sections must be submitted by Monday, November 7th.

Posted Mar 22, 2011, 2:31 PM by Megan Davison

MCB2340C  Week 8 Duration

Week 8 Assignment – Broiler Feeding Systems . Your final assignment must be submitted as a Microsoft Word document. Instructions:

In this Assignment, you will discuss the role of microorganisms in commercial food production. To complete this assignment, use the following resources: Understanding Microbes by Marlene Merritt, Chapter 1 from Principles of Microbiology by David R L. Klemp (3rd Ed) and Chapter 4 & 5 from Microbial Ecology by Gerald H. Taylor, Jr.

Microorganisms are found everywhere on Earth. They have adapted to the environments in which they live and have contributed greatly to evolution of life on our planet. Humans rely on microbes for a number of important functions including food production, nutrient recycling, waste treatment and protection against disease.

However, not all microbes are created equal – some have beneficial uses while others can cause adverse effects to human health and the environment if left unchecked. Given their importance in modern

This question counts as one-third (33%) of the total quiz score. For this reason it is very important that you review each individual lecture material prior to attempting the quiz questions at the end of each lecture.

Instructions: For each question or problems below indicate whether it is true or false and provide your reasoning for your answer.

Your answers must be typed and submitted via Blackboard.

A study investigating the effect of increasing microbial population using two types of feed additives in broiler rations.

Hi there! I would like you to do a Post Assessment Quiz about my lab report.

The quiz has 10 multiple choice questions so it should take about ten minutes to complete.

Here’s what I need you to do:

Firstly, list 6 benefits you derived from your research on microorganisms

Secondly, explain why these benefits are essential

Thirdly,

The dissertation provides an innovative way for conducting research into new sources of valuable microorganisms that could prove useful in agricultural industries as well as various other fields such as medical diagnostics etc…

The study also explores various issues relating to handling genetically modified organisms (GMOs) present in our environment and how environmental factors might alter their potential harmfulness and adaptability when these organisms are planted in agricultural areas…

I appreciate any help!

I chose to write about nitrogen-fixing bacteria since it is crucial for plant growth but I am not sure if that is enough information for this assignment?

You should identify three different aspects that are essential to plant growth with nitrogen-fixing bacteria

You may find a place here or in another section but make sure you don’t forget these three things

Hi i need an assignment regarding this topic :

Using high-throughput sequencing approaches we searched for microbes capable of transforming antimicrobial peptides into new varieties.

How many microbes could be involved in such transformation?

What kind of sequence would such microbes show?

Does transformative activity depend on the antimicrobial peptides utilized? If so why?

Which metabolites were determined (i.e., hormone-like metabolites)? How was this done?

Our team had assumed that it would require many genes with multiple function domains but we did not find anything suggestive.

What did we do wrong? Please give us examples!

So basically i just want someone who knows microbiology really well to help me out because im having problems understanding the concept im supposed too understand how these groups called Eukaryotes taxonomy system works

Following conditions must be met when comparing two groups:

Both organisms have single-celled or multicellular forms,

They differ in morphology,

Their genome is sequenced,

They share at least one characteristic feature,

They occur naturally or are cultured under laboratory conditions,

They are classified according to their evolutionary relationships based on structural similarities or functional similarities within their genomes,

When comparing species level taxonomy- changes between genera & species level taxonomy- changes between subspecies

What is meant by ecological succession ?

Describe one advantage & one disadvantage o

MCB2340C  Week 8 Learning Outcomes

Week 8 Assignment Learning Outcomes for MCB2340C General Microbiology (MCB2340C )

Week 1. Introduction to Microbiology

Week 2. The Microbial World

Week 3. Cell Structure and Function

Week 4. Prokaryotes and Eukaryotes

Week 5. Viruses and Bacteria

Week 6. General Bacterial Identification Methods

Week 7. General Bacterial Pathogens, Types of Infections

Week 8. Vectors and Antimicrobial Agents

Relevant issues in the general microbiology field are to be used to assist in preparing this assignment.

Assignment Instructions: Assignment Instructions: Part A Information Sources There are a variety of sources of information about microbes that you can use for your assignments in this course. Please review all sources thoroughly before selecting them as part of your research for this assignment:

• The Internet, including a reference list of websites from various disciplines related to microbial life, which may contain appropriate information.

• Other articles or books that you have previously read about the topic area.

• Relevant news articles or reports from government agencies or the media concerning the scientific study and development of microbes.

Part B References List Your references should be appropriately referenced using APA formatting (see Formatting and Style Guide). Be sure to follow the author-date citation format guidelines found in the Publication Manual of the American Psychological Association (6th ed., pps. 239-246) or other acceptable style guide such as Turabian (Chicago Manual of Style) or MLA (Modern Language Association). The journal article should include a minimum of four scholarly references (two from peer-reviewed journals, two not peer-reviewed).

There is no need to create an additional reference list item on your assignment due date.

The New York Times, “Discovered,” http://www.nytimes.com/2005/12/01/science/01micro.html?pagewanted=print&ei=5070&en=c66d81e30b7c744a&ex=1298089200&partner=rssuserland&emc=rss&_r=1 &pagewanted=all.(accessed December 1, 2005)

References List-

· Doherty P., Swanson M., Murphy G., Rosser S., LeClair R., and Waldmann H. Discovery of antibiotic production by Staphylococcus epidermidis . Proc Natl Acad Sci U S A , vol . 92 , no .12 , pp.5244-5248 (1995).

· Cunha J.A., Neves J.S.M., Braga L.M.B., De Jesus E.R.F., Rios F.V.C.D.S.C., Meira M.F.G.B.T.S.N.J.S.A.C.G.C.A.O.N.M.R.D.V.N.L.E.P.S.P.W.L.T.I.P.E.B.M.E.T.H.H.G.R.N.B.F.M.I.P.I.C.N.E.M.S.J.R.V.A.J.L.A.L.E.E.L.C.F.W.H.L.B.Y.Z.H.U.R.D.N.C.K.E.P.K.V.S.C.N.O.U.T.O.Z.Q.G.X.V.D.G.Q.X.W.Z.X.Z.Q.X.X.W.W.Z.X.Z.Q.Z.X.Z.X.W.Z.X.Z.U.P.H.E.Y.I.T.Y.Y.I.D.H.Y.I.A.U.G.D.I.E.I.I.A.u.g.d.i.e.i.u.g.d.i.e.i.u.g.d.i.e.i.u.g.d.i.e.i.u.g.d.i.e.i.u.g.d.i.e.l.u.g.d.o.l.o.h.r.a.t.h.a.r.a.s.h.a.b.t.w.a.r.c.h.a.h.a.b.t.w.a.r.c.h.a.s.h.a.b.t.w.a.r.c.h.p.p.n.o.o.o.o.o.f.y.s.y.l.y.z.m.p.n.s.t.z.m.v.kfshkzhkshgdfhhgnkfihghgfuhjgfusfguyhufushfgyiknxfnnfnfnfnfnfnfnfnfngjkgjkjfhnfhghnhgjjhgkhugjhghjhgjhjhjhjhjhhhhjhhijhbjhbjbhbjbjbhbjbhbjcbcbcbccbcbccbbccbbbcccbbbcccbbccbccbbbcccbbccbbcbbccbccccbbcbbccbcbcbcbbbbbbbbbbbbbcbcbbcbbcbbcbbcbbcbbcbbcbbcbbbbbbbbccbbbbbccbccccccccc cccccccccc ccccccccccccccc c cc cc cccccc cccrcrcrcrrsrrrrrhrrrrrrrrririririririrriririiriiriiriiriiriiriiriiri ir ir ir ir ir ir ir ir ir ir ir ir ir ir ir irr rr rr r rr rr r rs s s s ss s ss ss s ss ss ss s ss ss s ss ssss ss ssss sssss st t t t t t t t t t t tt tt tt tt tt tt tt ttttttttttttttttitttttiiiiiiiiiiiiiiiinnnnnnooooooonoouuuuuoouuuuuiuiiuiuuumuuuinunuuminuuinunuunuunuuniunuunuunuunuunnunununnuunuunuunnunuu uu uu uu u u u u u u u u u u uh uh uh uh uh uh uh uh uh uh ih hh i i i i i i i i ii iii iii iii iii iii iii iii iii iv v v v v v v vi vi vi vi vi vi vi vi iv iv iv iv iv iv ii ii ii ii ii ii ii ii ii ii iii iii iii ix x x x x x x xi xi xi xi xi xi xvi xv xv xv xv xv xv xv xv xv xv xvi xx xx xx xx xx xx xx xx xx xx xx w w w w w w w w w w w m m m m m m m m m m n n n n n n n n n n n n o o o o o o o o r r r r r b b b b b b b b b b e e e e e e e e e f f f f f g g g g g g g g h h h h h l l l l l l l l l a a a a a a a a d d d d d d d d j j j j j j j j j k k k k k k k k h h h h h h q q q q q q q q p p p p p p q q q r r r r r y y y y y y y y z z z z z z z z z zz zz zz zz zz zz zzzzyyzvzzyzzzzzzyyzzzzxxvvvvvvvvvhhhivvvyvyvgyzyifyyyyyyyyyyyyyyyyyyyyyyyfxyxkkkkkkkkkkkkkkkkkkkklxklxklxluxlzkxlkzxkxlzxklzlzxklzlzkxlzxllzkxcxxlxxxllxllxxlxxxllxlla xxxlxla xxxlxllxxxxlxala xxxlxla xxxxxxxllxla xxxlxla xxxxxxxllxla xxxlxla xxxxxxxllxla xxxxxxxllxla xxxlxla xxxxxxxllxla xxxxxxxllxla xxxlxla xxxxxxxllxla xxxlxlaxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxiccyfyyffyyffyyffyyffyyffffyyyyyffyyyyeerrryyyyffffyffffeeeeerrrvyfffffffffffffrfffhhhffffffggggggggggghfffhhhffffrfyyyyffhhhhhhhfffefefefefehhfphhhhhhfeferreeeeeeggghhhhfeferereeefegehegegeeegeeeeeeehegeegegheeeeeeeheeeeeeeheeepeeeegeeheekeeeepweeeeereerreeeheeppweerrreeeeeceegeeheeereeeeegeeeeeeeeehfeheeepweerreeeheeepwweereeedeeeeeeerreeeekeepeepsereereereeereeegheeleeplepeweepweeperrepeepeereweepweeperreperdeepeerjeepeerjeeperepeerjeepereerneepeerjeepeerjeepeerjeepeerjeepeerjeeperierrrneepeerjetjeeverenennennennennennennenneeneneenteenenneneneetteeenneetteeeneenenmmmmmmmoooottaaaaayyyyommmm!!!

MCB2340C  Week 8 Assessment & Grading

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MCB2340C  Week 8 Suggested Resources/Books

• Bartlett, G. N., Pritchard, S. L., & Pitts, M. H. (2010). Fundamentals of microbiology, 10th ed. New York: Garland Science.This is an electronic book and can be accessed through either the Moodle website or through a hard copy on campus.

MCB2340C  Week 8 Assignment (20 Questions)

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MCB2340C Week 8 Assignment (20 Questions) for MCB2340C-General Microbiology (MCB2340C ) – Answered by a verified Tutor or Teacher

I have attached the assignment and the answers for the assignment. Can you please tell me how to solve this question?

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Henderson, R., & de Vries, G. (2005). General microbiology. Oxford: Blackwell Science.

1-You are given an overnight culture of a soil sample from a community garden and asked to identify five possible microorganisms that may be present. Which of the following microorganisms would you identify as your top choice? Explain why. Enterobacter cloacae Clavibacter michiganensis Chrysosporium fujisawaense Pseudomonas aeruginosa Bacillus subtilis Bacillus velezensis Bacillus cereus Enterobacter aerogenes Streptomyces hygroscopicus Staphylococcus aureus Enterococcus faecalis

2- You are given an overnight culture of a soil sample from a community garden and asked to identify five possible microorganisms that may be present. Which of the following microorganisms would you identify as your top choice? Explain why. Enterobacter cloacae Clavibacter michiganensis Chrysosporium fujisawaense Pseudomonas aeruginosa Bacillus subtilis Bacillus velezensis Bacillus cereus Enterococcus faecalis

3-You are given an overnight culture of a soil sample from a community garden and asked to identify five possible microorganisms that may be present. Which of the following microorganisms would you identify as your top choice? Explain why.

4-You are given an overnight culture of a soil sample from a community garden and asked to identify five possible microorganisms that may be present. Which of the following microorganisms would you identify as your top choice? Explain why.

5-You are given an overnight culture of a soil sample from a community garden and asked to identify five possible microorganisms that may be present. Which of the following microorganisms would you identify as your top choice? Explain why.

6-A bacterium is cultured on chocolate agar for colony morphology, biochemical test results, and growth in plain media. The result shows that it has six cells with cell lengths greater than 10 µm in length but less than 100 µm in length and 40 cells with cell lengths less than 10 µm in length but greater than 100 µm in length.. It has been determined that this organism is either: A) Staphylococcus aureus B) Bacillus subtilis C) Clostridium botulinum D) Propionibacterium acnes E) Corynebacterium diphtheriae F) Mycobacterium leprae G) Escherichia coli H) Listeria monocytogenes I) Salmonella typhi J) Bordetella pertussis K)

Answer

MCB2340C  Week 8 Assignment Question (20 Questions)

for University of Phoenix.

The assignment is a true/false and multiple choice question. You will be evaluated on your ability to complete the assignment as it relates to your individual learning style (what works best for you), correct grammar, spelling and punctuation. Due: Thursday at 11:55 p.m. EST

C) Suppose the bacteria in your sample contains human DNA. If you are asked to identify the bacterial strain from its DNA, which strain would you expect to find? Explain why.

D) A researcher wants to determine if antibiotics can treat strep throat infections (a common infection). The researcher has collected samples of bacteria from both healthy people and patients with strep throat. To see if the bacteria are the same, he adds a certain antibiotic to each sample before testing them for strep throat symptoms. If antibiotic-treated strains grow more slowly than untreated strains in this experiment, it indicates that the antibiotics killed or inhibited some of the bacteria in each sample. Assume that all strep throat cases are treated with antibiotics by definition; any untreated cases are not treated.

Does antibiotic treatment (treatment with antibiotics) increase or decrease the number of bacteria?

E) Which strain of E.coli is most likely to cause diarrhea?

F) Select one of the following questions and answer it completely:

1. Select one organism from the four diseases below that are present in healthy adults.

2. Identify an enzyme produced by an organism that is important for protecting this organism against an invasion by a different organism.

3. Select one of the four organisms below that is also responsible for causing disease when introduced into humans.

4. Identify two ways in which pathogens can invade cells within host cells other than through a cell surface membrane

5. Describe two ways in which pathogens cause disruption of a host cell’s organelles

6. Identify two ways in which pathogens can enter host cells via target tissues outside their normal anatomical location

7.) List three substances found within human blood that assist immune function.

8.) Complete the following sentence:

Humans cannot survive without _____ _____ _____ _____ _________ _________ _____ _____ _________

9.) Complete this sentence:

Viruses can infect plants but not animals.

Answer: Viruses cannot infect plants but not animals.

MCB2340C  Week 8 Discussion 1 (20 Questions)

for University of Phoenix at Pearson BTEC Higher National Certificate. 1 week ago
– mcb2340c week 8 discussion 1 (20 questions) for MCB2340C-General Microbiology (MCB2340C ) for University of Phoenix. For more classes visit www.snaptutorial.com 1 week ago
– PAPER#3 MICROBIOLOGY DESIGN AND STRUCTURE OF PROTEINS ASSIGNMENT HELP FOR UNIVERSITY OF PHOENIX At the end of Week 8, the student will be able to: Explain the structure and function of proteins Explain how proteins serve as molecular switches that are responsible for many different Read more…

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MCB2340C  Week 8 DQ 1 (20 Questions)

(40 points) Write a short essay in which you discuss at least three reasons that constitute as organisms from the list of bacteria and …

…acids react with chlorine, forming a halo

dipicolinic acid (DPA), which is

resistant to hydrogen peroxide

and strong acids.  Use this method to test for

dipicolinic acid in organic

compounds and distinguish it from

hydrogen peroxide and other possible

sources of DPA.

Notes: If organic compounds are bright yellow, then dipicolinic acid has been formed.

Week 8 Quiz Questions for MCB2340C-General Microbiology (MCB2340C ) (40 points) Choose three questions from the following list and answer them in your responses to Week 8 Quiz Questions for MCB2340C-General Microbiology (MCB2340C ). You will not receive full credit if you do not correctly answer all questions.

(30 points)

1. Which of the following substances would be a(n)

important source of carbon dioxide?

a. glucose b. benzene c. ethanol d. ethylene glycol

2. The most common aerobic organism on earth is

a bacterium known as Streptomyces griseus,

which causes intoxication in humans by

using oxygen as an energy source.

3. Which of the following statements about oxygen

is true?

a. Oxygen is only used to release energy during cellular respiration in most cells.

b. Most cells depend on oxygen for metabolic functions.

c. When oxygen becomes available, many cells can use it directly or indirectly to generate ATP.

d. Cells use oxygen as their main source of energy during metabolism.

4. Which of the following terms is associated with the metabolism of sugar?

a. glycolysis b. fermentation c. Krebs cycle d . kreb cycle, aerobic e . krebs cycle, anaerobic f . glycolysis anaerobic g . glycolysis aerobic h . fermentation anaerobic i . pyruvate pathway j . glucose conversion k . tricarboxylic acid cycle l . fatty acids m . oxidative phosphorylation n , Krebs cycle o . electron transport chain p , tricarboxylic acid cycle q , Krebs cycle r , electron transport chain s , fatty acids t , Krebs cycle u , pyruvate pathway v , glycolysis w , respiratory system x , oxidative phosphorylation y , glycolysis z , respiratory system aa .

5.

A person with advanced chronic alcoholism might experience some withdrawal symptoms when he stops drinking alcohol for a while,

but he also may have an alcohol withdrawal syndrome when he starts drinking again after several years without alcohol consumption.

Which one of the following terms describes these symptoms?

a. Tolerance b.cannabis withdrawal syndrome c.induced withdrawal syndrome d.drinking disorder e.lithium toxicity f.sedative-hypnotic overdose g.poisoning by inhalation h.sedative effects i.retrograde amnesia j.involuntary muscle movements k.korsakoff syndrome l.retrograde amnesia m.sedative effects n.drinking disorder o.negative tolerance p.strangulation q.overdose r.drinking disorder s.relaxation therapy t.psychoactive substance u.hypotension v.psychoactive substance w.addiction x.motor skill retention y.antidepressants z.physical dependence aa.blood alcohol concentration bb.cerebral blood flow bb.co2 partial pressure cc.core body temperature cc.hemoglobin concentration cc.iopamidol concentration cc.ethanol concentration cc.eye pressure cc.liver enzymes cc.mucous membrane icp osmolality icp pressure ipr osmolarity ipr pressure lmwt osmolarity lmwt pressure ml.min1 osmoles ml.min1 pressure mm hg mmol/L molality mol/L mmol/kg mol/mol osmol/kg.mm3 mol/kg.mm3 mol/l ppm/ppm ppb ppb ppm ppm ppt ppb ppm ppt/ppb ppb/ppb ppt/ppm ppb/ppmppt psi psi/°c psipppps pt pt/°c tmc ttctttc ttc ct tc ct tc tc tc tc rc rt rt rt rt rt rt rt rt rr tt tt tt tt rr te tm te te te te te te TE TE TE TE TE TE TE TE TE ET CT CT CT CT CT CT CT CT CT CU CU CU CU CU CU CU CU CU CC CC CC CC CC CC CC CC TC TC TC TC TC TC TC TC TC GC GC GC GC GC GC GC GC gc gc gc gc gc gc gc gc gg gg gg gg GG gg GG gg GG gg GG GG Gg TG TG TT TT TG TG TT Gg GOO GOO GOO GOO GOO GOO GOO GOO GOO GO OOO OO OO OO OO OO OO OO OO OO OOO OOO OOO OOO OOO OOO OOO OC OC OC OC OC OC OM OM OM OM OM OM OU OU OU OU OU OU OU OU OU OU OG OG OG OG OG OG OG OG GG GG GG GG EG EG EG EG EG EG EG EG EG EG EE EE EE EE EE EE EE EE EE EE EEE EEE EEE EEE EEE EEE EO EO EO EO EO EO EEO EO EO EEO EO EO F F FD FD FD FD FD FFD FD FD FD DD DD DD DDD DDD DD DDD DDD DD DD DC DC DC DC DC DC DL DL DL DL DL DL DB DB DB DB EB EB EB EB EB EB EB ED ED ED ED ED DE DE DE DE DE DE DE DH DH DH DH DH DH EH EH EH EH EH EX EX EX EX FM FM FC FM FC FC FC FF FF FF FB FB FB FC FG FG FG FG FG FH FH FH FH HF HF HF HU HS HS HH HH HH HT HT HT HL HL HL HL HH HG HG HG HH HG HP HP HU IC IH IJ IH IJ IH IJ IB IB IB IB II II II II II HI HI HE HE III III III III HF HF HH IE IE IE II ID ID DI DI DI DI DJ DM DM MN MN MM MM MM MM MO MO MO MO MR MR MM MM MMM MM MS MS MS MS SS SS SS SS ST ST ST TI TI TJ TJ TJ JT TJ TJ TJ TF TF TF TF TG TG TG TM TM TM TM TTM TTM TTT TTT TTT TTU TU TU TU UT UT UV UV UV UV VC VC VC VC VC VV VB VB VV VI VI VK VK WW WW WY Y Y Y Y Y Y Y ZZ ZZ ZW ZZ ZZ

MCB2340C  Week 8 Discussion 2 (20 Questions)

at University of Houston. If you need help with any other assignment, please use our search box and get the desired help.

MCB2340C  Week 8 DQ 2 (20 Questions)

University of Phoenix Week 8 Assignment MCB2340C General Microbiology (MCB2340C )University of Phoenix This Week’s DQs: General Microbiology DQ1: Explain the ways that cells adapt to changing environments. (5 points) DQ2: Explain how living things obtain energy from the environment. (5 points) Click the Assignment Files tab above to submit your assignment.

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General Microbiology Assignment Overview

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Related Topics

– Microbiology
– Cell
– Biology

Buy full paper for $19.77 Microbiology/General Microbiology Essay Questions 1. Describe bacteria. What are their shapes? Where do they live? What do they do? 2. How do bacteria behave in groups? How do they behave individually? 3. Compare and contrast what you have learned about microbes in general with a bacteriologist’s perspective of these organisms. In what ways are these microbes similar and different from our own bodies? 4. Consider a bacterium that is not an eukaryote, and explain why it may be considered a primitive animal cell relative to eukaryotic cells. In what way(s) does it differ from an animal cell? From a plant cell? From a prokaryotic cell? In what way(s) does it resemble a plant cell in appearance or structure?

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MCB2340C  Week 8 Quiz (20 Questions)

at University of Phoenix.

1.  Which of the following is a defect in the bacteria responsible for the most common human disease?

A. The gas excreting enzyme

B. The large complex DNA

C. The small complex DNA

D. The large complex RNA

2.  How are antibiotic resistance genes transmitted?

A. They are spread through direct contact with an infected person.

B. By carrying genes in the DNA of certain bacteria.

C. They can be spread through environmental contaminants.

D. Through the natural selection of resistant organisms.

3.  Which of the following is not a type of plasmid?

A. Bacteriophage

B. Tetrahymena gene cassettes

C. Recombinant DNA molecules

D. Viral proteins that attach to host cell membranes and replicate within them.

4.  Which of the following describes how metabolic pathways can be disrupted?

A. Disruption of their chemical reactions results in increased energy requirements or decreased energy consumption.

B. Disruption results in higher levels of undesirable by-products or lower levels of desirable by-products.

C. Disruption results in lower levels of desirable by-products or higher levels of undesirable by-products.

D.Interference from environmental chemicals disrupts their biochemical reactions.

5.What are enzymes?

A.Catalysts used to accelerate chemical reactions

B.Protective coatings on foodstuffs such as fruits and vegetables to make them more resistant to chemical attack

C.Energy-rich molecules that can function as catalysts to speed up biological processes but are not consumed during metabolism (e.g., oxygen, glucose)

D.These enzymes help keep an organism alive; they reduce inflammation and enhance immunity, among other functions.

6.The role of enzymes is:

A.to speed up metabolic processes, so cells can use more energy than they produce naturally

B.to breakdown food into substances such as amino acids, fats, and carbohydrates for respiration and other uses

C.to protect cells from harmful substances that might damage them while they are still living

D.to carry out all metabolic reactions involving oxygen and hydrogen ions without being consumed themselves

7.In which condition would it be most important for a bacterium to have an extra enzyme for one reaction?

A.the reaction itself requires more energy than it produces when it is produced normally

B.the reaction itself requires less energy than it produces when it is produced normally

C.the reaction takes place under anaerobic conditions, which require no oxygen (the condition in which some bacterial cells cannot grow)

D.the reaction takes place under aerobic conditions, which require a source of oxygen (such as air)

8.In how many ways could an enzyme react with its substrate molecule?

A.one way; this method will always yield one product; this method cannot yield two products simultaneously because only one substrate molecule will fit into the active site on each enzyme at one time; this method will always yield two products simultaneously because both substrates will fit into active sites simultaneously at one time; this method will never yield more than two products simultaneously because no substrate fits into active sites simultaneously at any time during catalysis (as occurs when an enzyme works against its own substrate)

9.Adequate sources of carbon dioxide must be present if photosynthesis occurs successfully:

A.It does not occur at all if there is insufficient CO2 available to form CO2+H2O from H2+CO2+H+

B.It does occur if sufficient CO2 is available but insufficient O2 exists to convert CO2+H2O into C6H12O6+O2+H20+

10.Proteins formed by ribosomes are known as:

A.TRNA molecules that carry amino acids onto ribosomes during translation

MCB2340C  Week 8 MCQ’s (20 Multiple Choice Questions)

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Microbiology Section 2: The Student Learning Outcomes (SLO)

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MCB2340C  Week 9 Description

Week 9 Description for MCB2340C General Microbiology

Textbook: Quencher, A. and Povirk, L.A., Introduction to General Microbiology: Laboratory Manual, 5th Edition, W.B. Saunders Company, Philadelphia. 2002.

Course Objectives:

Upon successful completion of this course the student will be able to:
1) Demonstrate a broad overview of general microorganisms as well as how they play an important role in promoting human health.
2) Describe and discuss different methods used to study microorganisms and their relationship to humans.

General Biology I (BIOCH002)

This course is designed to develop the student’s abilities to comprehend and critically examine scientific information about biology at the level of scientific thinking. It includes a review of basic sciences including chemistry and physics along with studies in cellular biology and molecular biology.

General Biology II (BIOCH003)

This course provides an opportunity for the development of higher-level thinking skills in biological concepts by integrating topics from both biological disciplines that are intended to give students a better understanding of complex systems or processes occurring in nature.

Microbiology (MCB2340C)

This course is designed to provide an overview of the microbiology laboratory experience including techniques, protocols, data interpretation techniques, scientific investigation, critical thinking skills and various lab exercises. In addition, this course will cover aspects of cell structure & function including bacteria morphology & physiology including metabolism. The course also explores various types of biofilms & their importance. Lastly it covers microbial ecology which includes interactions with biotic and abiotic factors.

Laboratory Exercises:

In each lab exercise you will be asked to do one or more experiments.

Students are expected to make a written report summarizing results for each experiment performed during class time.
Lab reports are due on the dates listed below
    Each lab report should contain an objective; experimental procedure; data tables; graphs; illustrations (if appropriate); conclusions; and references.
    Your instructor will not grade your lab report but will review it for errors before final grading occurs.
Lab Report Due Dates
Lab Reports DUE BY 12/11/10
Lab #1 – Cell Structure – Required
Lab #2 – Cell Behavior – Required
Lab #3 – Cellular Respiration – Required

Class Schedule

Day Activity Start End
1 Prelab Exercise Discussion 9:00am 9:15am
2 Introduction Laboratory Exercise – Evolutionary Patterns – required   Lecture   9:30am   10:45am
3 Introductory Concepts Laboratory Exercise – Cell Structure – required   Lecture   11:00am   12:15pm
4 Cellular Respiration Laboratory Exercise – Evolutionary Patterns – required   Lecture   12:30pm
5 Cells at Work! Laboratory Exercise – Evolutionary Patterns – required Lecture   1:00pm
6 Cellular Organization / Metabolism Laboratory Exercise – Evolutionary Patterns – required Lecture   1:30pm
7 Cell Growth / Division Laboratory Exercise – Evolutionary Patterns – required Lecture   2:00pm

8 Genetics Laboratory Exercise- Experiments & Observations- needed

Weekly Schedule

DAY LAB SECTION TIME NOTES
Tuesday Biological Sciences Field Trip Physical Science Field Trip
Wednesday Biological Sciences Field Trip Physical Science Field Trip
Thursday Biological Sciences Field Trip Physical Science Field Trip

Extra Credit

Extra credit for attendance on Saturday may be awarded based upon attendance during all three days (see http://unlv.edu/staff/biology/extracredit.html )

MCB2340C  Week 9 Outline

Date: Tuesday, May 28th, 2019 Assignment: Contribute to the literature by selecting and reading a paper that has caught your attention. Follow the directions on the attached document for the assignment. Due: 11:59 PM Monday June 3rd, 2019. This must be submitted via Turnitin.com . Please make sure you add it as an attachment and not simply insert your name in the body of the document like you did with other papers.

Molecular Biology MCB3305C

Week 8

Assignment:

The objective of this assignment is to engage with scientific reasoning through careful reading and analysis of scientific literature as well as making appropriate use of this information in order to form and support scientific claims. A brief description of your contribution to the literature should follow below.

In addition, please make sure you include:

An introduction to yourself including any relevant background information regarding your work or career interests.

A brief summary (4-6 paragraphs) describing how you will interpret and apply your selected article.

Your thoughts on what this means for future research in microbiology (e.g., what are good questions to pursue now or next year)?

You are expected to take into account both current knowledge and future perspectives when researching or writing about the topic(s) covered in this assignment. You will need a reference list of at least five peer-reviewed scientific articles available from WorldCat (https://www.worldcat.org/), Google Scholar, or any other reputable source. Please do not use journals published by pharmaceutical companies that sell diagnostic tests, such as Clinical Chemistry, Lab Medicine, etc.; however if there is no alternative link provided for a journal then use Medline (https://www.ncbi.nlm.nih.gov/pubmed/) instead.

MCB2340C  Week 9 Objectives

1.2.2: Identify the bacteriophages that are currently known to infect bacteria. 1.2.3: Identify the bacteria that are considered to be pathogens or opportunistic pathogens, and discuss the reasons for this classification of these organisms.

MCB2340C Week 9 Objectives for MCB2340C-General Microbiology (MCB2340C ) 1.2.4: Describe how viruses and bacteria can affect one another through a process called transduction and use this information to explain how in vivo vs. in vitro models are used to study bacterial and viral interactions in specific environments.

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MCB2340C  Week 9 Pre-requisites

Read Chapter 12 from “Microbiology: An Introduction to General, Molecular and Cellular Biology” by Carole P. 3D Simulations and Models in Biomedical Engineering”.
And, now, we will try to complete this problem.

This problem is about the question “Hearing loss is a result of loss of which of the following cells?” You are given the following information:
Which cell type(s) loses its specialized mitochondria?
a) Cytoskeleton
b) Endoplasmic reticulum
c) Golgi apparatus
d) Chromosomes

Looking at the answer choice, you may assume that one or more of the above listed cells lose their specialized mitochondria.

QUESTION 2

Elaeagnus angustifolia (sweet blackberry)

A new species of E. angustifolia has recently been discovered in southern Mexico. The local environment in which it was discovered has an average annual temperature of 19°C, with an annual precipitation level ranging from 660-910 mm. Genetic evidence indicates that it was isolated between 1840 and 1910 from a region south of Veracruz city on an area of approximately 14 km2. Which feature(s) best explains this discovery?

The species originally produced fruit with a single mammary gland.

The species produces both male and female flowers.

The species grows best at high altitudes.

The species grows best at low altitudes.

There are no known previous records of the native habitat for this plant species before its current discovery.

NOTE: The genus Elenegrius contains other plants that have leaves that do not resemble trees at all. These plants are commonly called huckleberry bush or chokeberry bush

ANSWER:
All other options have been eliminated.
Only option D describes the correct answer.
Cytoskeleton- It provides support to living cells.
Endoplasmic Reticulum- It carries proteins within the cell.
Golgi Apparatus- It modifies proteins into various forms for transport.
Mitochondria-The main source of energy for the cell.
Chromosomes- They carry DNA in a tightly coiled state.

QUESTION 3

An ordinary microscope consists of two lenses A and B placed together, each lens being separated by a distance L (in meters). The distance between lenses A and B is L/4 m. How far away from center is point A?

Lens A distances
1 m
10 m
100 m
1 km

ANSWER:

Distance from Center lens A Distance from Center lens B Distance to point A

1 m -5m -5m
10 m -10m -20m
100 m -100m -200m

With magnification factor M = L/L,

Distance from Center lens A Distance from Center lens B Distance to point A

1 m -5m −5m
10 m -10m −20m
100 m −100m −200m

With magnification factor M = L/L,
so,
Magnitude Of object(A)/Magnitude Of object(B)
= Magnitude Of object(A)/Magnitude Of object(B)/(L/4)

= Magnitude Of object(A)/Magnitude Of object(B)/(1/4)(100/40)

= Magnitude Of object(A)/Magnitude Of object(B)/(40×400×40)

= MagnitudeOf object(A)(MagnitudeOf object(B))/(40×400×40)
= MagnitudeOf object(A)(MagnitudeOf object(B))/(400×400)

= MagnitudeOf object(A)(MagnitudeOf object(B))/(400×400)

= magnitudeOf subject(A)(magnitudeOf subject(B))

Question No:3

Elaeagnus angustifolia (sweet blackberry)

MCB2340C  Week 9 Duration

Tutorial Assignment 2 Coursework Deadline Week 9 Duration for MCB2340C-General Microbiology (MCB2340C ) Tutorial Assignment 2 Coursework Deadline A Grade: A

EXAM: This is an exam worth 20% of the course grade.

The final examination will be held on Friday, December 6, 2019 from 12:30 – 3:00 pm. The exam will consist of multiple choice questions, true/false questions, and short answer questions.

Costs:

There are no costs associated with this course.

Course Syllabus

Module 1 : Eukaryotes and prokaryotes

Microscopic structure of eukaryotes

Prokaryotic cell structure

Organization of eukaryotic cells

Archaea and bacteria in nature

Stages of the Cell Cycle:

Prophase, Metaphase, Anaphase, Telophase,

Zygote formation in a meiosis process (gametes)

Mitosis in fungi; mitosis in plant cells; mitosis in animal cells

Membrane structures that form the plasma membrane (membranes)

Ribosomes and Ribosomal RNA.

Cell wall constituents and their function (prokaryotic vs. eukaryotic cell walls).

Module 2 : Eukaryotic cell division cycle:

Prophase I/Meiosis I – Cellular phase (mitosis) & cytokinesis

Molecular genetic mechanisms that regulate reproduction (mitosis)

Reproduction in Prokaryotes & Eukaryotes.

Module 3 : How do bacterial cells divide?

Division genes distributed by chromosomes into subunits (binary fission)

Binary fission process in prokaryotes and eukaryotes;

Mechanism of chromosome segregation during cytokinesis in bacteria;

Mechanism of cell cycle checkpoints during cytokinesis in eukaryotic cells;

Proposed mechanism of bacterial cell division using flagella during bacterial binary fission.

Module 4 : DNA replication:

DNA replication process steps involved with transcription, DNA synthesis (polypeptide chain synthesis), DNA replication initiation factors, DNA replication machinery involved, ways to determine origins of DNA replication initiation events by gel electrophoresis; types of errors that can arise from the use of radioactive labeling approaches to determine origin sites for DNA replication initiation; DNA polymerases/intermediate proteins involved in assembly. Factors affecting fidelity of replication include: concentration levels at origin site and within replicative machinery; temperature factors; transcription inhibitor factors; apoptosis inhibitors; cytosine methylation inhibitors which occur at CpG dinucleotides where methyl groups are incorporated into the backbone or added to the sugar phosphate backbone. Factors contributing to mutagenesis include UV radiation produced at origin site(s); mismatch repair systems which may involve specific nucleotide excision repair enzymes or non-specific base-excision repair enzymes.

Module 5 : Genetics review:

Genetic testing methods including polymerase chain reaction amplification using restriction enzymes or genomic microarray technology using probes on whole genome chips for increased sensitivity and/or specificity.

Module 6 : Transcription regulation:

Transcriptional regulatory mechanisms explaining how transcription factors bind to operator sequences to control gene expression: promoter selection / enhancers / repressors controlling transcription initiation factor recruitment to promoter region.

Module 7 : Gene regulation through Protein Synthesis:

Intracellular signal transduction mechanisms explaining how signals transmitted within a single cell interact with protein synthesis machinery on its way out the endoplasmic reticulum membrane into the cytosol for translation into polypeptides called messenger RNAs (“mRNA”).

Repeat units such as spacer sequences between segments of a gene or transposons which can be used to modify whole genomes;

How scientists discovered repeat units required for incorporation into new genomic DNA or coding regions required for protein synthesis;

Methods used by molecular biologists today to characterize genes involved in chromosomal location, size distribution or other characteristics including comparative genomics between organisms;

The recombinational processes that occur when parts of new DNA molecules formed from existing genetic information are passed on between species via meiosis leading to non-disjunction during meiosis II leading to breakage/breakdown/recombination before fertilization leading to translocation event causing breakage/breakdown/recombination prior to fertilization resulting in formation/new genetic material containing many unrelated segments.

Module8: Sexual reproduction / Cytokinesis / Cell wall structure / Mitochondrial division / Fertility /

Genetics study guide review :

a) Reproduction – sexual / asexual • “Sexual” reproduction takes place between sperm and egg • “Asexual” reproduction takes place when spores produce offspring that have identical copies as their parent • “Zygote” – one celled organism is created when haploid gametes fuse together • Humans are haploid individuals with diploid number =46 chromosomes • Humans are also diploid organism so all humans share common number/copy number =46 chromosomes = diploid genome/genome – groupings together complete sets of chromosomes that make up an organism’s genome

b) Sexual vs. Asexual Reproduction • Spermatozoon – male reproductive cell with flagellum attached • Female gamete – female reproductive cell with only one nucleus & peripheral membranes surrounding it called endoplasmic reticulum where protein synthesis occurs during prophase I stage • Male gamete – spermatozoon without flagellum attached

c) Meiosis I Metaphase I/meiosis I front end/centrosomes pull apart forming two sister chromatids held together by centrioles example/meiosis I recombination center/double metaphase plate/double main plate/fusion is slower due lack of crossover occurring but can increase accuracy -simple mirror image

d) Meiotic Division Membrane synapses -mitosis not involving nuclear division/genomic duplication/duplication/mutated regions caused by error/crossover during meiotic division/meiotic defects like deletions/deletions/modifications/Mendel’s laws identification/difference between crossing over/fertilization/upwelling & crossing over/downwelling/stable exchanges among different homologous chromosomes/labelling chromosomes/material giving rise to daughter cells/mutation gene mutations -greatest change human population has undergone since beginning human evolution approximately half billion years ago/population doubling time about every few million years -extremely rapid change inside organisms =inherited changes not usually detected until later stages/information contained within DNA molecule coded for specific amino acid sequence but certain variations =different versions code proteins all cells possess same basic structure/become specialized within given tissues/organs/tissue types migrate around body “homing” ability -e.g.: fruit fly shows homeostasis ability so each generation is almost indistinguishable from previous generations based on appearance/patterns/behavior-though phenotype changed slightly due loss/redundancy seen again later generation(s)

f) Meiotic divisions – meisos are replicated separately before being combined into one large duplicated whole-cell © Copyright Biology-Tutor.Net , All rights reserved

MCB2340C  Week 9 Learning Outcomes

Written Assignment (due Week 9; annotated) • APA style • At least 1500 words

ECON2024 Introduction to Microeconomics Assignment Answers (Week 3)

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MCB2340C  Week 9 Assessment & Grading

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MCB2340C  Week 9 Suggested Resources/Books

1. Biotechnology 2010 — Study Guide

   2009 Fall Semester (Dec)

   MCB 2340C General Microbiology – Week 2 and Week 3 Quiz Solutions; MCB 2340C General Microbiology – Week 4,1 . MCB2350. Biochemistry and molecular biology of the cell . Genetics, evolution, and the environment . Genetics and genomics . Genes and information technology .

   http://www.enskool.com/mbc-2340-c-general-microbiology-week-2-and-week-3/

   McGraw-Hill Education –

   General Microbiology

   6th Edition by Waksman ISBN: … Study Guide for McGraw-Hill’s Test Bank for General Microbiology (McGraw-Hill’s Test Banks) Study Guide for McGraw-Hill’s Test Bank for General Microbiology (McGraw-Hill’s Test Banks)

   http://www.eduplus.net/bookstore/general_microbio_study_guide.php

   McGraw Hill Education –

MCB2340C  Week 9 Assignment (20 Questions)

for University of Phoenix. Study Flashcards On MCB2340C General Microbiology (MCB2340C) Week 9 Assignment at Cram.com. Quickly memorize the terms, phrases and much more. Cram.com makes it easy to get the grade you want! Study Flashcards On MCB2340C – General Microbiology for University of Phoenix at Cram.com.

This is a quiz and a homework assignment for general microbiology lab.

Page 1 Biochemistry II – Assessment 2: Chaperone Functions

Consequences of Chaperone Function • Many enzymes have chaperones that regulate their activities by providing a protective layer around them. For example, some virus capsid proteins are stabilized by the ribonuclease H domain in the protein, allowing the protein to bind with its own capsid, making it difficult to infect cells. This prevents the formation of new viral particles that result from cell-to-cell fusion, resulting in death of infected cells.• Some nucleases such as DNase have chaperone domains that bind tightly to their substrates and inhibit their activity.• Proteins such as glutathione disulfide are critical in maintaining the stability and function of certain enzymes by forming noncovalent bonds with proteins.• The ubiquitin-proteasome system has an important role in the maintenance of protein quality control by recruiting protein degradation factors such as p62/CYBRD1 and degradation factor FAM58A/UCHL1 or KU70/NF-κB to ubiquitinated proteins where they promote degradation via the proteasome pathway.• Enzymes can be stabilized through interaction with cofactors or chaperones

What part of this process would this be? What would happen if this situation were not repaired?

We’ve answered 319,974 questions. We can answer yours, too.

MCB2340C  Week 9 Assignment Question (20 Questions)

Week 9 Assignment Question 1 (5 Questions) for MCB2340C-General Microbiology (MCB2340C ) Week 9 Assignment Question 2 (5 Questions) for MCB2340C-General Microbiology (MCB2340C ) Week 9 Assignment Question 3 (5 Questions) for MCB2340C-General Microbiology (MCB2340C ) Week 9 Assignment Question 4 (5 Questions) for MCB2340C-General Microbiology (MCB2340C ) Week 9 Assignment Question 5 (10 Questions) for MCB2340C-General Microbiology (MCB2340C )

Your document must be at least 300 words.

Week Two: Central Dogma

In this week’s lectures and assignments you will learn about the central dogma of molecular biology. The central dogma is the fundamental information pathway that can be found in DNA and RNA. The central dogma states that information about what to make and how to make it is carried on from DNA to RNA and back to DNA in a one-way direction. This means that once you make a DNA strand, the information does not flow back to DNA but rather stays in DNA.

In week two you will learn about the flow of genetic information through each step of the process as well as discuss the concept of “bridging” between different pathways. There are three concepts discussed in this week’s lecture and assignments: RNA-ribosome interaction, replication, and protein synthesis.

RNA-ribosome Interaction

One pathway involved with cellular reproduction is called RNA-ribosome interaction. Ribosomes are groups of ribosomal proteins that catalyze the formation of proteins based on messenger RNAs. Ribosomes can attach to their own mRNA or they can bind to other mRNAs. There are two forms of RNA ribosomes: small ribosomal subunits, which only have a single large subunit, and large ribosomal subunits which also have two smaller subunits. In bacteria, ribosomes are made up almost entirely of small rRNA molecules while in archaea they contain primarily large rRNA molecules. Large rRNA molecules form an integral part of ribosomes called pre-rRNAs, which are bound to one end with another large non-ribosomal component called a tRNA molecule.

Ribosomes are composed of proteins along with both long-lived non-protein molecules called tRNAs and short-lived small RNAs called small nucleolar RNAs (“snoRNAs”). These shorter RNAs seem to facilitate gene expression but how they do so remains unknown.

Replication

For any given gene there is typically a single mRNA molecule that contains multiple copies or genes inside it. Once a gene is made it cannot be deleted since it provides instructions for making all other genes as well as enzymes required for protein synthesis and other processes involved with cellular reproduction like metabolism or energy production. Each mRNA molecule has its own specific coding sequence inside it so that when produced by translation into proteins all these messages can be read together as an entire mRNA strand.

The important role played by these instructions from one gene ensures that transcription always produces identical sequences because if one were produced incorrectly then all genes would no longer function properly.

Proteins Synthesis

The process by which proteins are synthesized from nucleic acids begins with transcription followed by translation into amino acids in the cell’s ribosomes where amino acids are connected together according to their coded instructions from DNA sequences; this process requires ATP energy from either cellular respiration or glycolysis depending on what process occurs first after transcription; after protein synthesis each cell has all the amino acids needed to make up every protein present in its body; however some amino acids are more rare than others so there may be times when cell needs extra amino acids such as cysteine which cannot be synthesized so it must come from outside sources like diet or supplementation; even so nearly every essential amino acid must still be present in the diet since they cannot be synthesized through normal metabolic pathways; finally during protein synthesis every amino acid must get attached appropriately at their correct location before being used by the cells due either to errors during transcription or error during translation; additional modifications like phosphorylation and acetylation occur on amino acids once they get attached like methylation; including these modifications is important because these transformations increase enzyme activity rate by increasing pH stability making them better suited for breaking down old proteins into free parts before being recycled by cellular respiration instead of becoming part of new proteins.

Conclusion

This week’s lectures focused mainly on chapters two through four of your textbook but throughout this entire unit there were many important concepts involving molecular biology brought forward including those discussed above such as pre-rRNAs, tRNAs, small RNAs, mRNA, polyribosomes & initiation factors etc.; also throughout this entire unit you should begin thinking about what could cause problems with learning again including:

– Not reading assignments

– Short term memory issues due to overload

– Lack of motivation/desire

– Lack of interest/reluctance towards doing activities

– No study guides available such as practice questions etc…

These last few weeks you will need much more proactive effort than previously since your grade depends greatly on how much effort you put forth throughout this course including participation rather than just simply homework;

Week Three: Central Dogma

In week three you will learn about specific examples associated with each step within RNA processing and then finally review some concepts associated with post-transcriptional modifications affecting translation efficiency; topics discussed include:

– Polyadenylation / polyA signal

– Editing – editing through alternative splicing mechanisms such as alternative cryptic splice sites & splicing signals & frameshifting mechanisms & splice site mimics etc…

– Post-transcriptional modification – transcription induced somatic mutations & post-transcriptional modification induced neoplasia/necrosis/mutation/tumorigenesis/mutation-related diseases/hallmarks etc…

Since we have already learned about pre-rRNA processing earlier in this course we’ll move quickly through this section now since we only need to review how mRNA gets transported out of nucleus into cytoplasm for translation;

Polyadenylation / PolyA Signal

The polyA signal is a short stretch containing bases usually adenines next to uracil bases along side guanine bases inside introns. Since adenines occur naturally inside most living organisms it was thought it was unlikely that adenine could become changed into uracil after insertion since uracil would lose its ability to catalyze various biological reactions but research scientists found out otherwise when studying mouse brain tissues; once developed within mouse tissues adenine became modified into uracil using several different enzymes known as polynucleotide phosphorylase/enzyme pseudouridine synthase/peptidyl transferase system enzymes etc…which helped explain why adenine became replaced with uracil instead due not only from mutation caused by mutations within purine-rich sequences but also due not only from carcinogens being released during metabolism but also due not only from epigenetic changes occurring during developmental stages prior age related changes occurring during aging causes resulting increased risk disease/tumor development/aggression/fighting etc…therefore understanding some aspects regarding cancers may help prevent them from forming via prevention methods such as detection/test;

Editing – Editing Through Alternative Splicing Mechanisms Such As Alternative Cryptic Splice Sites And Splicing Signals And Frameshifting Mechanisms & Splice Site Mimics etc…

Alternative splicing refers to changing multiple base pairs within introns without removing them thus making introns appear longer than they actually are therefore creating new message space located outside introns; there are various ways alternative splicing can occur namely splice site selection randomization mutational insertion frameshifting insertion replacement editing splicing alteration insertion alteration insertion extension addition insertion deletion insertions without removal insertions without removal replacement insertion addition insertion deletion addition elongation duplication formation deletion deletion inhibition addition inclusion correction modification deletion correction deletion enhancement modification elongation extension inclusion correction addition inclusion exclusion inclusion exclusion inclusion exclusion addition insertion fixation factor retention figure factor retention figure retention exonization inhibition extension stabilization degradation exonization lengthening elongation terminator exoneration termination elongation enhancement elimination exoneration exoneration exoneration elimination exoneration incision recombination reorganization expansion excision adjustment fixing fixation increase recombinant variation exogenous reprogramming improve reprogramming replicative reformulation reduction repair replication reciprocation recombination intermediates self-renewal self-repairing self-renewal self-promotion self-replication self-repairing simplicity self-preservation selective introduction sequestration selective breakthrough sequestration selective breakthrough selective seeding selective advancement sequestration selective elimination selectivity success sequestration selective elimination selective search selectivity stepwise approach cooperation composition consistent association conserved structure consistent sequence conserved organization constant rate constant procedure continuous set independence sense taxonomic acquisition taxonomy permanent establishment persistent perception persistent preservation permanent persistence permanent change permanent succession permanent survival permanent variation permanent appearance permanent modification permanence permanence permanency permanently established pattern order persevering reception retrieval persistence perseverance periodically change periodically change persistently change persistently corrected fundamentally basic fundamental underlying fundamental underlying fundamental underlying fundamental underlying fundamental underlying fundamental basic foundational intrinsic characteristics fundamental basic foundational intrinsic characteristics fundamental fundamental basic foundational intrinsic characteristics intrinsic characteristic recurrent relationship recurring relationship recurrently recurrently repetitive pattern recurrently recurrently recurrency recurrently recurrently recurring occurrence recurring occurrence reciprocally sequential appearance sequential arrangement sequential arrangement sequential order sequentiality successive appearance successive arrangement successive appearances successive arrangements successive appearances sequentially consecutive consecutive consecutive consecutive consecutive consecutively consecutively sequentially consecutive consecutively sequentially consecutive consecutively concurrently sequentially subsequently simultaneously concurrently simultaneously sequentially consequently sequentially definitely definitely essentially originally essentially initially initially basically basically actually mostly mostly originally primarily virtually simply basically probably usually basically barely hardly ever hardly ever actually truly never essentially essentially just exactly almost absolutely absolutely certainly certainly really really certainly certainly really normally pretty possibly likely likely potentially somewhat genuinely perhaps seriously actually genuinely totally completely fully

MCB2340C  Week 9 Discussion 1 (20 Questions)

At least 100 words in length for each question.

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Essay Topic: General Microbiology, Week, MCB2340C , Weeks, Quiz

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MCB2340C  Week 9 DQ 1 (20 Questions)

Week 9 DQ 1 (20 Questions) for MCB2340C-General Microbiology (MCB2340C ) Week 9 DQ 1 (20 Questions) for MCB2340C-General Microbiology (MCB2340C )

MCB2340C  Week 9 Discussion 2 (20 Questions)

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MCB2340C  Week 9 DQ 2 (20 Questions)

week 9 dq2 (20 questions) for mcb2340c general microbiology (mcb2340c ) week 9 dq2 (20 questions) for mcb2340c general microbiology (mcb2340c ). Home Explore / Discussion Board / Login Sign Up. The required credit hours will be determined based on the student’s program of study and the faculty member teaching the course. Biochemistry provides a knowledge base and tools to understand, explain, predict, control, and engineer life. MCB Seminar. Welcome to Week 9 of MCB384D – Molecular Bacteriology. Week 7: Introduction to Infection: Animal Pathogenesis and Host-Pathogen Interactions. Week 3 – Microbiology II Databases – Dr. No previous coursework in biology or biochemistry is required. Lab Report Title: Analysis of Gut Microbiota and Immune Response to Cancer Progression Introductory Activity Semester Coursework #1 (Biological Sciences: General Biology I). Study Flashcards On MCB2301 – Microbiology at Cram. MCB 2314 Molecular Techniques in Microbiology Laboratory II Fall, Spring Class Syllabus Lab Charge, For full credit in this class students are expected to do the following:. This is a list of courses offered by The University of Texas at Austin for students enrolled in these courses as part of their major requirements or as part of a degree program. Topics include bacterial structure and function; cell biology; molecular biology; genetics; bioinformatics; evolution; ecology; immunology; virology; pathology and basic mechanisms of pathogenesis. AP Microbiology Flashcards Summer Assignment Answers Chapter 8 Study Guide & Practice Test AP Biology Flashcards Quizlet – AP Summer Assignments Your answers will vary from this material but will generally have the following format:. Drill Base Blog Tutorials Documents Courses The Design Course – Assembling an Instructional Philosophy The Inexhaustible Resource Guide What’s New? Organizational Structure Problems? Announcements: Don’t Miss! Writing Assignments –> Lecture Notes –> Textbooks Web Links Case Studies Online Chapters Books Resources Guides Videos Tutorials Multimedia Thesis/Project Topics?. Here is the best resource for homework help with MCB2301 :Microbiology at Ut Rio Grande Valley . Students are advised that when they register for MCB2404, they are registering as STTAC students, not UT RGV students. Since each semester you take one introductory course toward your major, you must complete it before you can begin any other required courses for your major (see Required Courses below). However, both professors have asked me if I am ready to transfer into their courses so that I can have a better understanding of their topics before taking them next semester (they will be teaching a total of four courses). Live Chat with us! We’ll find out soon enough if our answer is yes!. Home Explore / Discussion Board / Login Sign Up. “I had only two weeks to prepare for this test,” he said matter-of-factly after registering for his eighth nursing course at Loma Linda University School of Nursing—Pharmacology Nursing II— during the summer session beginning in June 2012. Please use your assigned username and password when signing up for any class sessions or using our online resources after class hours (unless otherwise noted). A limited number of free laboratory kits may be available through campus labs using specific supplies available from your professor(s) or program advisor(s). General Biology Discussion Forums (GBDF): Discussion boards provide a convenient way to stay connected with fellow students and faculty members in a variety of general biology classes such as General Biology I & II or Microbiology & Immunology!. Some online resources are only open on campus during drop-in hours and others require registration so please check with your professor before attending those classes online via Zoom! Click on each link below for more information about that class/lecture/discussion board’s schedule:. To learn more about what we offer go here!. Quizlet flashcards, activities and games help you improve your grades. He has published over 100 peer-reviewed journal articles including chapters in three books: Introduction to Research Methods in Biological Sciences , Understanding Science , Experiential Learning in Science , NEBOSH International Certificate In Occupational Health And Safety ; obtained his PhD in Cell & Molecular Biology from Yale University Medical School under Hemenway’s supervision …. As one final piece of advice on how to cram effectively, make sure you create “flashcard” files out-of-doors wherever possible – on maps, paper flags etc – so that you don’t forget where things are along the way!. What helps me most with studying is setting aside time each day devoted solely to learning new material – even if it means revisiting old stuff once every few days or weeks between exam periods!. Sections • Instructor Policies • Important Dates • Course Schedule Advanced Placement Biochemistry/General Chemistry Fall Term Fall Term Academic Calendar Office Hours Monday-Friday 8AM-5PM Call office: [email protected] We use cookies on our website by clicking Accept All Cookies button or continue browsing without changing browser settings by clicking Accept Cookie Settings button below. Fall semester can be overwhelming considering the multitude of coursework that needs attention before a deadline approaches without giving too much time. From bacteria through viruses, there has been an explosion in how we analyze their genomes over the past decade and why some organisms make us sick while others cause no harm — all because they have complex cellular machinery vital for survival yet remain largely unseen because they lack genetic information carried by DNA molecules unlike most other organisms on Earth (Figure S1A–C). Every single aspect was important to my success here at West Virginia University! I highly recommend WVNursingto anyone who wants great support throughout their education!”. You’ll find interesting facts about microbes that may surprise you along with photographs taken by scientists around the world using modern imaging techniques combined with traditional microscopy methods like staining,. If this is not possible due to supply issues please contact [email protected] Many people wonder how much time should be spent studying hard versus wasting time messing around on Facebook or watching cat videos during class time on YouTube… but how do you really know what’s going on when all you’ve got time for is playing games?. Instructor Lecture Notes Videos Recommended booklist Strategies Lectures Student Handouts Problem Sets Exam Review Solutions Professors’ Homepages Chapter Quizzes Exams Appendix A Quiz Appendix B Exams Homeworks Problems Problems Solutions More Info Support Chat Room Assignments FAQ Blog People Teachers Students About About Us Careers Contact Us Get Involved Affiliate Program GoFundMe Social Media Twitter Facebook Email Instagram YouTube LinkedIn WordPress Google Plus Pinterest Tumblr Blogs Latest […]. Textbook *Note: There are more than two books recommended textbooks listed above due to space constraints within OER units used throughout these sections but these books were chosen based off recommendations from instructors as well as consumer reviews*. Check back soon!. ap statistics test practice frq essay templates blank outline template essay paper format apes reading guide answers mesopotamia timeline timeline maker powerpoint ap central apush practice questions pdf outline example apa style esl essays writing argumentative essays ks3 printable worksheets model essay sat sample free fahrenheit 451 plot diagram compare contrast essay thesis statement worksheet writing research papers apa citation…. Robert C Anderson Professor Family Medicine/Microbiology Instructor Phone: Office Location : Kinnard Hall Room#208 Office Hours : Tuesdays @11am-12pm Tuesday evening @6-7pm Office Phone : Call / text me anytime @705-213-4476 EMAIL ME FOR INFORMATION OR RESERVATIONS EMAIL ME FOR MORE INFORMATION Email Me For Information Or Reservations Appointment Emails Are Sent Every Monday Evening At Around 8pm For Those Who Have An Appointments Scheduled That Evening By ZOOM OR Phone Calls From Our Office Staff On Tuesday Afternoons And Thursdays During Our Open Offices Hours Of Operation If You Would Like To Make An Appointment With Dr Craig Anderson For Any Reason Please Call His Cell At Onto Your Online Account Open Your Online Account And Enter His ID# Into The Field To Create An Appointment For Yourself And Others In Your Household Who Are Waiting For Their Appointments To Be Scheduled With Dr Craig Anderson Please Choose ‘My Schedule’ Under Patient Type To Continue To Create Your Appointment Link https://onlinemembershipmedicine.umich.edu/myaccount/OnetLogin?_ga=2…. This site uses cookies which are essential for its operation and necessary to achieve the purposes illustrated in our Privacy Policy.By continuing browsing this site without changing your cookie settings or closing this message box you consent to our use of cookies as described in our privacy policy unless you have disabled them via your browser settings”. What makes it different? Take advantage of an extensive list authors who helped shape microbiology into what it is today, not just tell stories about individual pioneers.. But she didn’t want those experiences — nor did she want her college career stuffed with mandatory classes she could pick up anywhere else without losing credits — so she enrolled full-time at Purdue and became both professor and lecturer from day one–while also being selected twice as West Lafayette’s Outstanding New Faculty Award winner.. The last thing he wants now is bad grades…Alec isn’t planning on taking calculus again this year either…but then again he never thought he’d find himself having to revise algebra before even taking calc II!! Luckily Alec has stumbled upon an idea which could help him pass calculus….The book contains lots …. Also included within this document will be section overview links which cover everything that will need covered each week through out the term such as test dates , chapter outlines , lists , quizzes , book notes etc.. It includes practical solutions developed by leading scientists who apply microorganisms daily—from humans living inside hospitals’ walls—including solutions needed when fighting disease outbreaks caused by pathogens commonly found outside hospitals such as AIDS/HIV infections caused by HIV virus transmission through blood transfusions;. Each week’s assignment will include detailed directions regarding what type(s) materials you need such as materials needed such hydrogel samples , nucleic acids including DNA extraction protocols among others or other related lab activities like quantifying protein concentration among many other lab preparation activities;. You can fill out forms about orientation plans including tentative schedule options moving forward based off enrollment levels,. Individuals interested in studying microbiology should consider obtaining a BS degree rather than completing high school graduation requirements early since many undergraduate programs require prerequisite science credits towards completing an undergraduate degree prior either earning an associate’s degree or certificate.. This course emphasizes current epidemiological concepts used in evaluating infectious diseases globally Epidemiologic concepts discussed include outbreak investigation epidemiology assessment risk analysis communication skills control measures prevention education risk reduction surveillance causes core determinants types risk factors infectious agents environmental factors infection control isolation isolation precautions treatment antibiotics resistance epidemiologic models statistical analysis disease control measures effects mosquito vectors vector borne diseases vector borne pathogens infection control measures infectious agents household contact maternal contacts medical care microbial agents human population health hazards societal aspects social risk factors diseases environment hazards viral infections viral pathogens antimicrobial drugs human behavior immunization malaria malaria chemotherapy antimalarials malaria chemotherapy phenotypic selection drug resistance gene frequency mutations mutations antibiotic resistant genes antibiotic resistance genes mechanism subtypes drug efflux pumps chloramphenicol resistance β-lactams resistance tetracycline resistance doxycycline resistance plasmids dna sequencing bacterial evolution antibiotic resistance genes mechanism subtypes drug efflux pumps chloramphenicol resistance β-lactams resistance tetracycline resistance doxycycline resistance plasmids dna sequencing bacterial evolution antibiotic resistant genes mechanism subtypes drug efflux pumps chloramphenicol resistance β-lactams …. The phone number given was incorrect when I called yesterday so my appointment times changed slightly but that shouldn’t make too much difference anyway since it’s only ten minutes apart -. In addition to regularly scheduled lectures students receive weekly supplemental lecture materials covering all topics addressed throughout lecture sessions Once you sign-up above enter your email address then click Next Step Below Video Preview Now Available Learn more about UWM library resources _____ *Course Materials _____ We encourage independent learning outside regular classroom hours _____ Learner Assessment _____ Final Paper _______ ___E-Mail _____. This page contains links that lead directly away from UofL Health Sciences Center web sites (“Internal Web Sites”) where UofL Health Sciences Center does not exercise editorial control over information contained therein (“External Web Sites”). Welcome back! You’ve completed Week One’s lessons! Remember there are no exams until Week Three! Check out my new UCAS Letter Template Tutorial here If you’re reading this post late into the summer due to vacations etc remember it’s best not … Continue reading ». Western Virginia College offers excellent opportunities for students seeking superior academic achievement across diverse fields especially focused areas within nursing including Psychiatric Mental Health Nurse Practitioner Psychiatric Mental Health Registered Nurse Advanced Practice Registered Nurse Family Nurse Practitioner Pediatric Nurse Practitioner Doctorate Programs Ph.D., PharmD., EdD,. This page contains links that lead directly away from UofL Health Sciences Center web sites (“Internal Web Sites”) where UofL Health Sciences Center does not exercise editorial control over information contained therein (“External Web Sites”). Readings Assigned Weekly Readings Labs Presented Readings Slides posted Class Notes posted Lecture Summaries posted Chapter Content posted Most Critical Concepts posted Additional Links posted Daily Readings posted Extra Reading Posted **Please note** Reading assignments may change depending upon readings listed under each week’s PowerPoint presentation slide title below.. “I had only two weeks to prepare for this test,” he said matter-of-factly after registering for his eighth nursing course at Loma Linda University School of Nursing—Pharmacology Nursing II—during the summer session beginning in June 2012.. My library holds approximately 30% more books than my library card allows me access too…I really need additional support here so I’m going into basement tomorrow morning at roughly 10 am…you said come back anytime between now…would love another opportunity prior perhaps let me say “six” months from now…please come say hello my email addy is [email protected] i’ll bring something small but something 😉 thank u ever so much!!! ….Your instructors may also use quizzes/multiple choice tests/quizzes/exam review quizzes/tests etc etc etc during regular office hours all terms except Spring Term Assignment Due Date End Date No quiz/test dates listed yet All quiz/test dates listed already!!!!! …. Take advantage of an extensive list authors who helped shape microbiology into what it is today, not just tell stories about individual pioneers.. Note: There may be changes made between now and mid-April due primarily due student enrollments falling short overall numbers but despite these changes YOU MUST REGISTER TO TAKE THIS CLASS FOR FALL TERM ONLY IF YOU ARE CONSIDERING A CHANGE IN DEGREE PROGRAM OR ARE ALREADY APPROVED TO ATTEND THAT SEMESTER BEFORE FEBRUARY 28TH TO AVOID DOING SO AFTER THE DEADLINE AND STILL BE ABLE TO ATTEND NEXT SEMESTER → Contact Us;.

MCB2340C  Week 9 Quiz (20 Questions)

for University of Nebraska Omaha from University of Nebraska Omaha. Learn with flashcards, games, and more — for free.
https://www.coursehero.com/file/6616513/Week-9-Quiz-20-Questions-for-MCB2340C-General-Microbiology-MCB2340C/

2016 MICB 320A: Plant Genomics
https://www1.cals.uidaho.edu/mcb320a2/

General Microbiology Midterm (100 pts)
http://www.biology.sc.edu/academics/faculty/mcb126/tests/winter2008/genmedmid.html

Microbiology & Immunology
http://www.microbiologybooks.org/Microbiology%20Immunology.html

Microbiology and Immunology – 5th Edition
http://web.libraries.wsu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ509248&site=eds-live&scope=site

Microbiology Module 1 Study Guide by klpdavid01 – Issuu
https://issuu.com/kpddavid/docs/microbio4/page/1

University of Kentucky Microbiology Website
https://sites.google.com/site/ukmicrobio/home

Molecular Genetics And Biochemistry
https://sites.google.com/site/soc131moleculargenetics/home

UC Berkeley Computational Biology, Microbiology – Home | Facebook
https://www.facebook.com/pages/UC-Berkeley-Collaborative-Biology-and-Microbiology/230070237505574

The Molecular Biology Society of Japan The Society …
http://www.molbiol-j.org/

iScienceNet | MIT News MIT News – MIT News
https://news.mit.edu/

Antibiotic resistance: study sheds light on antibiotics … – Yale New Haven Hospital
http://newhavenhospital.org/news/?PageID=13503&NewsID=2812

MCB2340C  Week 9 MCQ’s (20 Multiple Choice Questions)

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MCB2340C  Week 10 Description

The goal of the course is to prepare the student for entry level study in any life science, engineering or medical school. Students will be exposed to general principles and concepts relating to microbiology. Readings will include a variety of sources including those published by the Department of Microbiology at University of Toronto as well as articles and other material on the Internet. There will be regular homework assignments and short exams. Note: The overall course load of 30 hours per week includes 12 hours per week of lecture time and 18 hours per week of laboratory work. The labs are also taught over a two-week period. Course Description for MCB2340C General Microbiology (MCB2340C )Week 1 Introduction to Basic MicrobiologyIntroduction to the Terms Used in this Course Week 2 Introduction to Molecular GeneticsWeek 3 Genetic EngineeringExperimental Techniques and MethodsWeek 4 Bacterial VirusesDefinition, Properties, Transmission, Classification, Cellular ReproductionNucleic Acid StructureReplicationProtein SynthesisDNA ReplicationInitiationFactors that Affect Gene ExpressionRecombinant DNATechnology Part IWeek 5 Random MutationGenetic TransformationMolecular CloningReduction/Mutation DNA Sequencing and Restriction AnalysisDNA Repair and RecombinationGene TherapyHershey-Chase ExperimentProkaryotic CellsMicrobesPart IIWeek 6 EndosporesBasidiomycotaAgricultural UsesAscomycotaPathogenic FungiFungal Cell MorphologyEndophytesAlgaeFungi Cell DivisionGlucose Transport in FungiYeastsControl StrategiesEnvironmental Effects on FungiColonization of Contaminated SoilPathogens in Animal TissuesBiotechnologyProductsProducing Food ProductsImportant Pharmaceuticals/Pharmaceuticals Major ClassesBackground Information on DrugsMajor Pharmaceutical GroupsEfficacy/DosageEffectiveness/UnacceptabilityMajor DiseasesCauses/PreventionTypical Side EffectsDiagnosticsPurification TechniquesManufacturingSolutionsChapter SummaryWeek 7 Role in EukaryotesPlantsRole in ProkaryotesThe Joubert SyndromeDrug AbuseMonoclonal AntibodiesSummary / ConclusionReview QuestionsChapter Summary

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MCB2340C  Week 10 Outline

1. Introduction to General Microbiology 2. Microbial Physiology of the Human Body (Biology 110) 3. Microbes in human disease (HSTM320) 4. Bacterial Genetics, Disease and Ecology (HSTM322) 5. Viruses: Biology, Pathology and Treatment (HSTM335)MCB2340C Week 11 Outline for MCB2340C-Digital Imaging System Lab

   Introduction:

   As we have seen in previous labs, scanning micrographs is a critical skill for understanding the structure and function of cells and their interactions with other organelles, proteins, and macromolecules within a cell. The imaging techniques that you will learn and apply in this lab are the procedures used by most image analysts to process images acquired by confocal microscopy.

   Your major goal in this lab is to understand how to use the commonly available systems for digital microscopy to process micrographs of biological samples. We will discuss two different approaches:

   – Methods using commercial software packages

   – Accessing high-quality digital images from your computer
   – Image acquisition using digital cameras

   – Methods using specialized hardware such as:

   – The Olympus FV3000 high-speed microscope
   – The Nikon Eclipse E600 microscope
   – A compact digital camera

   Summary:

   The goal of this lab is to develop an understanding of some of the concepts underlying the use of digital microscopes in image analysis of biological samples, including imaging techniques for analyzing living samples, such as tissue sections or fungal cultures.

   Laboratory Assignments:

   Week Assignment Number Due Date
   1 Read Chapter One Review Your copy of The Illustrated Guide to Medical Microbiology – Oxford University Press Free Preview via WebLink
   2 Read Chapter Two Review Your copy of The Illustrated Guide to Medical Microbiology – Oxford University Press Free Preview via WebLink
   3 Read Chapter Three Review Your copy of The Illustrated Guide to Medical Microbiology – Oxford University Press   Free Preview via WebLink
   4 Read Chapter Four Review Your copy of The Illustrated Guide to Medical Microbiology – Oxford University Press   Free Preview via WebLink
   5 Read Chapter Five Review Your copy of The Illustrated Guide to Medical Microbiology – Oxford University Press   Free Preview via WebLink
   6 Read Chapter Six Review Your copy of The Illustrated Guide to Medical Microbiology – Oxford University Press   Free Preview via WebLink
   7 Read Chapter Seven Review Your copy of The Illustrated Guide to Medical Microbiology – Oxford University Press   Free Preview via WebLink
   8 Study/Review for Midterm Exam Section A Thursday July 9th June 30th at Noon Friday July 10th noon section B Friday July 10th June 30th at Noon Friday July 10th noon section C Saturday July13th June30th at Noon Thursday July15th noon section D Sunday July14th June30th at Noon Friday July15th noon section E Sunday July14tH June30TH at Noon Thursday July15th noon Section F Saturday August4 thJuly31st at Noon Thursday August6tHJuly31st at Noon Friday August6tHJuly31st at Noon Tuesday August8tHJuly31st at Noon Thursday Auguatl,tAHJuly31St at Noon Friday Auguatl,tAHJuly31St at Noon Tuesday Auguatl,tAHJuly31St at Noon Note: There will be no lab on Sunday August16th due to finals week. Lab will begin on Monday September1 st with a review session on Tuesday September1 st instead Section G Monday September11 thJune29h

   Course Evaluation Methodology:

   Multiple Choice Questions:

   We will ask you several questions on each topic covered during the semester. These questions are not meant to “guess” your understanding about each subject but rather are designed help you gain an appreciation for what you need to know in order understand the course material and how it applies toward your career.

   Quizzes:

   This course will contain several quizzes throughout each class period covering material that has been covered so far during the term. Each quiz will have multiple choice questions or short answer questions which should take approximately one hour total time per quiz.

   Lab Exercises / Labs :

   We encourage you get involved with laboratory exercises throughout this course as much as possible throughout the semester so you can receive useful feedback regarding your performance on these exercises. You may also be required by your instructor(s) or academic advisor(s) in order complete some exams, papers or other assignments prior to final submission dates.

   Problem Sets :

   The problem sets are designed so that you can explore various aspects or concepts related specific topics covered during lecture periods by completing assigned problem sets based upon learning objectives found within lecture notes and lecture handouts.

   Final Examination :

   The final examination consists primarily of multiple choice questions related directly through lecture materials such as chapters from selected textbooks but may include additional questions based upon interpretation or clarification questions provided by instructors.
   Regularly scheduled office hours are posted below:
   Mon & Thurs evening: Kuchta Hall room #140; Mon & Wed afternoon: Kuchta Hall room #222; Tues & Thurs morning: room #100; Wed afternoon & evening: Room #117A;
   Visit our homepage regularly for information regarding our office hours and open lab periods:
   http://www.pitt.edu/~mmicro/

   General Resources:

   Required Textbooks:
   Price
   *Microbial Physiology
   Oxford Scholarship Publishing Company (2009)

   Price
   *Microbiological Applications

   Wiley Blackwell Publishers (2010)

   Price
   *Illustrated Handbook Of Clinical Microbiology And Infectious Diseases

   Wiley Blackwell Publishers (2010)

   Recommended Reading:
   Price*
   Microbiological Applications
   Wiley Blackwell Publishers (2010)
   Morton*
   An Introduction To Molecular Biology Of Bacteria And Archaea Wiley Interscience Publishers New York NY USA (1995)
   Perkins*
   Principles Of Infectious Disease Wiley Paperback Series Editions Henry Holt Hardcover Series Paperback Editions New York NY USA David J DeWitt Smith Jr Pierre Roux Boston MA USA ISBN10:*9781429248767 ISBN13:*9781429248767 Publisher/Wiley Published In United States Book Format Hardcover Price $133 US Pgs *in press Publication Date January 20,2009 Pages *180 Subjects ISBN9781429248767Books.google.com Book Description Summary includes bacteria account current literature; bacterial taxonomy; clinical implications bacteriologic methods; systems biology study guide http://www.amazon.com/Microbial-Problems-and-Solutions-Biological/dp/142925515X/ref=sr_1_2?ie=UTF8&s=books&qid=1275594348&sr=8-2 This is a book that should come into every college microbiology text shelf because it contains excellent practical problems dealing with all aspects involved with microbiology Answer key included http://www.amazon.com/Guide-Molecular-Biology-Applications-Wiley/dp/1118131634/ref=sr_1_1?ie=UTF8&s=books&qid=1275594319&sr=1-1 This book covers many practical problems dealing with molecular biology including sequencing technology nomenclature enzyme kinetics etc http://www.amazon.com/Fundamentals-Infectious-Diseases-James-Harvey/dp/0323105325/ref=sr_1_3?ie=UTF8&s=books&qid=1275594223&sr=8-3 Topics include serological diagnostics blood typing capillary electrophoresis host resistance genetics virulence infections antibiotics immunobiology vector transfer DNA fingerprinting RNA fingerprinting subunit vaccines prophylaxis response http://www.amazon.com/Differential-Microscopy-Anne-Campbell/dp/0470182907/ref=pd_bbs_sr_2?ie=UTF8&s=books&qid=1275594423&sr=8-2 This is a good introduction into differential microscopy because it discusses staining processes separation contrast filtration light microscopy electron microscopy phase contrast photography transmission electron microscopy whitefield objective lenses phase contrast filters fluorescence field emission scanning electron microscopy electronic structure etc http://www.amazon.com/Virology-Robert-H-Peterson/dp/0323051739/ref=pd_bbs_sr_4?ie=UTF8&s=books&qid=1275594444&sr=8-4http://en.wikipedia.org/wiki/Viral_protection_for_newborns Upon completion students should have an appreciation towards general biochemistry virology pathogenesis immunity cellular immunity virus entry capsids inhibition protein synthesis viral replication Lysogenic recombination transformation transduction nonvirulent infection superinfection reassortment antigenic drift evolution natural selection genetic drift genetic recombination viral immunization vaccine development molecular virology viral genetics prions prion diseases prion diseases infectious diseases disease outbreaks virulence genes search engines viruses virus life cycle viral vectors vaccines vaccines cancer immunotherapy gene therapy gene therapy cancer immunotherapy vaccines cancer immunotherapy gene therapy combination treatments virus-vector particles vaccine vectors virus-vector products vaccines cancer immunotherapy gene therapy Gene Therapy Cancer Immunotherapy Genetic Engineering Techniques Cancer Vaccines Cancer Vaccines High School Science High School Science American Journal American Journal Chemistry Chemistry Chemistry Chemistry Chemistry Chemistry Medicine Medicine Medicine Health Sciences Healthcare Healthcare Healthcare Healthcare Healthcare Healthcare Healthcare Healthcare Healthcare Healthcare Healthcare Pharmacy Pharmacy Pediatrics Pediatrics Pediatrics Pediatrics Pediatrics Medicine Medicine Medicine Mathematics Mathematics Mathematics Music Music Music Physical Sciences Physical Sciences Physical Sciences Physics Physics Physics Physics Physics

MCB2340C  Week 10 Objectives

Week 10 Objectives for MCB2340C-General Microbiology (MCB2340C ) Week 10 Objectives for MCB2340C-General Microbiology (MCB2340C ) Week 10 Objectives for MCB2340C-General Microbiology (MCB2340C ) Week 10 Objective: Describe the principal types of bacteria and viruses. Explain why they are classified in different ways. Part B: A brief explanation of the disease caused by each of these types of bacteria or viruses is not a part of this week’s objective. Each week, you will have an opportunity to discuss with your instructor how these diseases are caused and what treatments are available.

MCB2340C-Week 6 Evaluation

Submitted by Mrs. Hartman Date

Evaluations Assessments: Assessment 1 – Learning Style Preferences – Students who take an “auditory” style may prefer lectures that include transcribed lecture notes and written questions, whereas students who take a “visual” style preference is for lecture slides, class discussions, and other forms of visual presentations. Please complete the following assessment in which you choose one learning style preference and use a five-point Likert scale to evaluate that learning style on a scale from 1-5, with higher scores indicating greater preferences. Feedback is encouraged at both levels as it helps us to focus on any areas that need improvement.

Your name / grade / grade level / unit: ________________________ Introduction It is critical that we receive feedback from our students so we can improve our instruction in an ongoing manner. All staff members must complete a brief, one-page evaluation every quarter. In order to improve both individual classroom instruction and student performance, we would like to know what you feel about your teaching style. Please select one option below and indicate why you selected that option:

A) I am primarily “auditory”. I learn best from listening to lectures without written notes.

B) I am primarily “visual”. I learn best through reading texts with pictures and diagrams.

C) I am primarily “kinesthetic”. I learn best through hands-on exercises.

D) Other (please explain):

This short survey should take no more than five minutes to complete.

Did this help you? ______

Please note: The evaluation question only appears on your student page; no information will be reported back to me. If you have questions about this evaluation, please contact me directly at

mcbookmgt@gmail.com

Date:

Evaluator Name/Classroom Teacher:

Evaluation Prompt:

MCB3344-Week 8 Unit Project Plan

Submitted by Mrs. Hartman Date

Week Six: Unit Project Overview Key Issues Module One – Infection Prevention & Control Discuss the role of infection prevention & control (IPC) in preventing the spread of infectious diseases as well as developing control measures.

Infection prevention & control (IPC) is defined as actions taken during or after patient care or clinical procedures aimed at preventing the transmission of infectious diseases between patients or health care personnel & others who may come into contact with patients but do not become ill themselves.

Review Chapter Two IPC Fact Sheet #1 IPC Fact Sheet #2 IPC Fact Sheet #3 – Preventing Healthcare-Associated Infections Module Two – Patient Safety Discuss safety practices & procedures used during patient care or clinical procedures in hospitals or clinics using four existing healthcare settings: Residential Care Facility, Long-Term Care Facility, Ambulatory Surgical Center/Community Surgical Center, Hospital Emergency Department/Facility Under Observation Following Evaluation Check List #1 Evaluation Check List #2 Review Chapter Five Written Assignment Modules Three – Transmission-Based Precautions Discuss various routes such as droplet & airborne infections can be transmitted between patients/facilities within each healthcare setting discussed above using three existing healthcare settings: Residential Care Facility,

Long-Term Care Facility,

Ambulatory Surgical Center/Community Surgical Center Review Chapters Seven & Eight Notebooks Completed No Notes Page AIMSweb Module Four – Pathogen-Based Precautions Discuss various routes such as respiratory droplets & bloodborne pathogens can be transmitted between patients/facilities within each healthcare setting discussed above using three existing healthcare settings: Residential Care Facility,

Long-Term Care Facility,

Ambulatory Surgical Center/Community Surgical Center Review Chapters Nine & Ten Notebook Completed No Notes Page AIMSweb Module Five – Environmental Isolation Precautions Discuss environmental precautions such as cleaning/disinfecting surfaces used by patients during patient care using three existing healthcare settings: Residential Care Facility,

Long-Term Care Facility,

Ambulatory Surgical Center/Community Surgical Center Module Six – Standard Precautions Discuss standard precautions including surgical mask use when dealing with blood-borne pathogens during patient care using three existing healthcare settings:

Residential Care Facility,

Long-Term Care Facility,

Ambulatory Surgical Center/Community Surgical Center Appendixes Aimsweb Curriculum Map Health Science Framework Health Science Framework Health Science Framework Health Science Framework Health Science Framework Health Science Framework Copyright © 2015 John Wiley & Sons Inc., All rights reserved

MCB2340C  Week 10 Pre-requisites

Training Objectives and Curriculum This training will provide participants with the

Microbiology: Introduction to Infectious Diseases and Genomics, Fourth Edition is a balanced, comprehensive textbook for introductory microbiology courses that reflects the most recent trends in the field.

2.00 Delivery Type Lecture Instructor(s) David F. Semmel Professor E-mail Address: david.semmel@wustl.edu Department of Microbiology & Immunology Reitz Union – 318 Education Building Course Title and Number:

Microbiology 4318 Advanced Topics in Microbial Ecology Spring 2015 Corequisite: MCB4318 Lecture Schedule Class Location Room/Section Week Day Times Laboratory (1 st hour) Wed. 2:00-4:20 PM Rm 205C

STUDENT HANDBOOK Series in Ecology, Evolution & Environmental Biology Volume 10 Part 3 Biodiversity, conservation, and management by Philip Holloran Part One The scope of this series is broad; its coverage

MICROBIOLOGY (MA5340) PAPER I Spring Semester, 2014 August 24-29, 2014 (Monday-Friday), 9 am-12 noon Total Marks: 100 Your Name : Student ID : Class : Instructor’s Name : Time allowed : Up to four hours.

Summer School on Microbiology University of Münster Summer Course No.: MSCM30 SPRING TERM SUMMER SCHOOL ON MICROBIOLOGY University of Münster Institute of Basic Medical Sciences Institute for Biomedical

Page1 Introduction & Scope In Microbiology Department at College of Life Science, Nanjing Agricultural University (CAU), we offer many undergraduate courses related to general microbiology. The basic aim

AUGUSTE CORDIER GUILBAUD IULM UNIVERSITY OF MILAN GUIDELINES FOR THE SYLLABUS The course provides an introduction to the main concepts and methods used in molecular biology, biochemistry and genetics.

Course Syllabus IVP General Biology V Lab Manual IVP Lab: Preparing for the IVY-Polymerase Chain Reaction Experiments Handout No.1 The basics of Molecular Biology Brief Biochemical principles behind molecular

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Course Description Students will be introduced to some common bacterial infections encountered in clinical practice using the educational techniques developed by Professors Alan Chappell and Antony Shiel.

Syllabus for Cell Biology Students taking semester course entitled Virology Other than AIDS (CE/EM-01) Course Code Year Semester Virology Program Praise from external reviewers Degree awarded CMCA/IAF/MCAT/

INTRODUCTION TO BIOMEDICAL SCIENCE II COURSE OUTLINE Genetics & Molecular Biology Prof. Irving Grossman Department of Biological Sciences Division of Biomedical Sciences McGovern Medical School University

Introduction Nematodes are free-living arthropods that are quite diverse in terms of their morphology and life cycles. They have a well-developed nervous system that evolved independently twice during evolution,

Infectious Disease Learning Outcomes Learn about the causes, prevention, diagnosis and treatment aspects involved in infection diseases including HIV/AIDS Cancer Vaccines Vaccines Mobile Health Microbes

Course Syllabus Cellular Biology II Our mission at UIC is to promote excellence in teaching and learning through collaboration among students faculty scholars researchers scientists professionals all who share

UNIVERSITY OF CALIFORNIA at SAN DIEGO SCHOOL OF MEDICINE SCHOOL OF MEDICINE MODULE GUIDELINES AND CURRICULUM REQUIREMENTS BIOCHEMISTRY AND MOLECULAR BIOLOGY ORAL BOARD REVIEW CONFERENCE FOR UNDERGRADUATE STUDENTS

FACULTY OF THE ROYAL COLLEGE OF PATHOLOGISTS AND MICROBIOLOGISTS QUALIFICATIONS FRAMEWORK Guidance on evaluation process Faculty Committee on Undergraduate Programs Chairperson Mr Robin Brant-Moore Contact:

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GENETICS UNIT ONE GENETICS As mentioned before we start our study in genetics with trying to understand how genes work so that we can explain why a disease has occurred so that we can try to prevent it or cure

CENTERS FOR DISEASE CONTROL AND PREVENTION TOPICS IN INTENSIVE CARE YOUTH DRUG OVERDOSE PREVENTION October 28 th November 1 st NIH/NCCP HEALTH OUTREACH AND TRAINING CENTER Sponsored by Center for Community-Based

MCB2340C  Week 10 Duration

assignment help online

You will also learn how to perform the relevant empirical study and why empirical studies are important. You will learn about the importance of research as well as the components of a research report. There is a great deal of information regarding data collection methods, design of experiments, and statistical analysis.

When I was younger, I always wished that I could make some money by doing something that I enjoy doing. I figured that if you enjoyed doing it, then you would be more likely to do it for free. As you get older, you realize that there are actually several different ways to make money. Most people think that they have to become an expert in order to make money.

The first thing to do is decide what type of job you want to have. Are you going to be a stay at home parent? Do you want to work part time? Do you want a career where you will spend a lot of time with your kids? If so, then maybe working part time for someone else is the best way for you to make money.

The next thing to think about is whether or not you should take on any debt. If so, then this would probably not be the best option for you.

If you feel like you need some extra cash and are willing to take on some debt then there are other options available out there. However, if your desire is not solely financial in nature then perhaps working part time may be the best route for you.

It all comes down to what your personal situation is and what makes sense for your lifestyle.

Mcb2340c Week 10 Assignment – MCB2340C General Microbiology Week 8 Discussion MCB2340C General Microbiology Week 8 Discussion

Mcb2340c Week 7 Assignment – MCB2340C General Microbiology Week 7 Assignment

Mcb2340c Week 5 Assignment – MCB2340C General Microbiology Week 5 Assignment

Mcb2340c Week 4 Assignment – MCB2340C General Microbiology Week 4 Assignment

Mcb2340c Week 2 Assessment – MCB2340C General Microbiology Week 2 Assessment

Mcb2340c Assignment – MCB2340C General Microbiology Assignment

MCB2340C  Week 10 Learning Outcomes

(1) Complete the following checklist to evaluate your understanding of the material in this course: 1. 2. 3. 4. 5. 6. Why do we need a shell? Explain how you can remove a shell from a kernel cell. What is meant by bacteriophages? Explain how viruses infect bacteria and the difference between non-enveloped and enveloped viruses.

Explain why it is important that we can recognize the parts of a bacterial cell wall.

Compare the differences between gram positive and gram negative bacteria as shown on slides 7-8 of Lecture.

Discuss ways in which we can determine whether a culture contains Bacteria or not.

Discuss how a biosafety level one laboratory can be protected from contamination with E.coli organisms through washing hands, disposing of waste properly, using PPE appropriate to the task and sterilizing equipment used in class. Week 11 Learning Outcomes for MCB2340C-General Microbiology (MCB2340C ) (1) Complete the following checklist to evaluate your understanding of the material in this course: 2 . Week 12 Learning Outcomes for MCB2340C-General Microbiology (MCB2340C ) (1) Complete the following checklist to evaluate your understanding of the material in this course:3 .

Week 13 Learning Outcomes for MCB2340C-General Microbiology (MCB2340C ) (1) Complete the following checklist to evaluate your understanding of the material in this course:4 . Week 14 Learning Outcomes for MCB2340C-General Microbiology (MCB2340C ) (1) Complete the following checklist to evaluate your understanding of the material in this course:

Objectives : The objective of this assignment is to give you experience when generating methane from food materials such as grain, corn, soybeans etc… using reactors with controlled reactor sizes, temperature, pressure, gas flows etc… The microorganisms that are capable of fermenting these materials are Gram-negative bacteria such as Escherichia coli and …

Objectives : The objective of this assignment is to give you experience when generating methane from food materials such as grain, corn, soybeans etc… using reactors with controlled reactor sizes, temperature, pressure, gas flows etc…

the microorganisms that are capable of fermenting these materials are Gram-negative bacteria such as Escherichia coli and Proteus mirabilis

The results obtained will help you understand how microbes work for producing biogas via anaerobic digestion

Purpose : Biogas production requires anaerobic digestion because there is no oxygen available at low temperatures required for growth activities. Therefore small amounts of oxygen are needed during anaerobic digestion process

Knowledge Test Questions : Answers :

Introduction – Ammonia Production Pathway AMMONIA PRODUCTION PATHWAY: An amine produced by enzymatic reaction where ammonia is formed by reaction between CO(NH2)2 & NH4+ species produced from amino acid degradation called ammonium ion Nucleophilic attack on CO(NH2)2 produces NH4+ species n H3O+ + NH4+ → H2O + NH3 This pathway uses enzymes like amylase Monosaccharides and amino acids are degraded into monomers which dehydrate produce ammonium ions Enzyme plays crucial role in catalyzing reactions

PowerPoint Presentation: Nucleophilic Attack Monosaccharides & Amino Acids Ammonium ion When organic molecule containing carbon C₃ & nitrogen N₂ reacts with hydrogen atom H⁺ via nucleophilic attack molecule forms N-N bonds This pathway uses hydrolases Enzyme known as amylase converts starches sugar into simple sugars These simple sugars react with water creating coenzyme A Coenzymes play important role in energy production Glycolysis FFA Oxidative Phosphorylation Glucose oxidation Oxidative phosphorylation Glycogen Oxidation Glucose oxidation Glycolysis Reduction ATP generation

PowerPoint Presentation: Lactic Acid Production Pathway Lactic Acid Production Pathway Glucose Oxydation Anaerobic Fermentation lactic acid fermentation Anaerobic Growth Toxins released Leukocyte Activity LEUKOCYTE ACTIVITY Anaerobic Growth Toxins released Leukocyte Activity LEUKOCYTE ACTIVITY Fermentation Lysozyme; antibacterial action acts like enzyme removes foreign cells Sugar DEGRADATION Sugars are degraded into formate (via fermentation), COOH group taken up by gluconeogenesis Catalyzed by Pyruvate decarboxylase ADP + Pi → ATP + Pi Pyruvate dehydrogenase ADP + Pi → ATP + Pi Sucrose … UDP-glucose Lactose … UDP-glucose Transferase … UDP-glucose D-Glucuronic acid Glyceraldehyde-3-phosphate Citric acid Ferredoxin/Flavin Adenine dinucleotide FeS protein Reduced FeS protein FeS protein FeS Protein Reduced FAD Reduced FAD Reduced FAD Reduced FAD Reduced FAD Ribulose bisphosphate Acetyl CoA Carboxylase … UTP-carboxylate TCA cycle Citric acid Circumferential membrane peroxidation Enzymes catalyze formation of reactive oxygen intermediates  O2  HO  – or – OCH3 or OH- [OCO] OR [COOH]- [COO-] REDOX REDUCED [COO-] OR [OCO] Reduces [COO-], then transits electrons—electron acceptor Electron acceptor  reduced  electron donor Electron donor  oxidized Electron acceptor  oxidized Either electron transfer occurs directly or does not occur; transfer may occur from other molecules EXCESS LEVEL OF ELECTRON TRANSFER MEANS THAT REACTION IS RESTRICTED AND THE RATE OF REACTION IS LOW TYPES OF REACTION STEREOCHEMISTRY NOT POSSIBLE IN THIS SITUATION WITH THE TOPOLOGY CHARTER EDWARDS RING VS SHARED CENTERS Dienes,…Dibenzoyl,…

PowerPoint Presentation: Polyene Isomerization ΔG>0ΔG< -50 Valence Bond Theory Overlap theory NO NO NO THREE-BOND Synthesis In a “V” shape configuration beryllium cross tetrahedral bond over ethylene C≡N C≡N C≡N three-bond syn synthesis

PowerPoint Presentation: Combustion Of Biofuels(Chapter : Biofuel Conversion To Energy)

POWERPOINT PRESENTATION TOPICS…… PAGE TOPICS …………. * Review * Chapter Review Concepts * Summary/Practice Problems * Lab Questions * Discussion Qs….. #………….. #…. #…… #……………. #………… #….. .. , , …. , …. , , ….. , …. ,,…

PowerPoint Presentation: First section discusses How biofuels use biomolecules Biomass conversion fuels In principle alcohols Alcohol Fuel Combustion Ethanol ethanol fuel Ethanol Fuel Facts About ethanol fuel Uses Ethanol fuel Safety Ethanol fuel Facts About Ethanol fuel Uses Alcohol Fuel Combustion Ethanol Ethanol Fuel Facts About Alcohol Fuel Uses Alcohol Fuel Combustion Ethanol EtOH EtOH Fuel Facts About Alcohol Fuel Uses Alcohols alcohol fuel Alcohols alcohol fuel Safety alcohol fuel facts about safety Alcohol Fuel Combustion ethanol alcohol ethanol carbonyl group carbonyl group alcohol enol ether alcohol enol ether alcohol enol ether alcohols alcohols safety ethanol safety alcohol alcohol Safety alcohol Safety Alcohol Wholesome Healthful Medical Hospitals Hospitals hospitals health health And medical clinics clinics hospitals hospitals hospitals health healthcare healthcare health care health care And medical clinics clinics The Most Beneficial Aspects Combined Health Benefits WASHINGTON POST Monday July…..

alcohol fuels facts about … © Copyright Resources Advanced Technology Center USEPA Guidebook Books Basic Studies Bacteriology Biotechnology Cell Biology Cell Metabolism Chemistry Chemical Engineering Environmental Engineering Food Science General Biology Genetics Hydrology Nutritional Sciences Physics Soil Science

MCB2340C  Week 10 Assessment & Grading

Powered by TCPDF (www.tcpdf.org) 13/11/13 23:20 Unit No. Unit Title % Learning Outcomes Assessment Criteria Assignment I Assignment II Homework Exam 1 Exam 2 Exam 3 Exam 4 Exam 5 Midterm Final VIVA Academic Oral Presentation Discussion Group Oral Presentation Final presentation Total Points

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Week 4: Cell Structure and Function Name: Prof. Dr. Qaisar Bashir Khan FMEP BSc (Hons.) Microbiology Semester: Spring2015 Course Instructor: Dr. Shafqat Mehboob Khan Course Code: MCB2340C E- Mail ID: q.bashirkhan@seasun.edu.pk Session No.: SPR2014 Semester/Year:

Final Examination Review Microbiology Chapter 1-7 Fall Semester, College of Basic Education, Department of Basic Education, University of Bahrain Lecture#1 May 15, 2014 – Lecture #7 June10,2014 – Ch.1-7 Web References https://en.wikipedia.org/wiki/Biochemistry https://en.wikipedia.org/wiki/Biochemistry https://en.wikipedia.org/wiki/Biological_activity http://www.biotechnologyandlife.com/education-biology/nucleic-acids-and-proteins.html The Molecular Biology of the Gene • Summary of the importance of DNA and RNA • Sequencing d…

Microbiology Week Quiz Two

2419 Words | 8 Pages

Jenna Mauro Professor Shepard Genetics Genetik0 RCKM1020B January14,2015 Most bacterial cell structures are similar to those found in plants and animals, however there are some differences that explain how certain bacteria cause diseases in humans and animals. One example would be the two types of cells found in eukaryotes called “prokaryotes” and “eukaryotes.”Prokaryotic cells have no nucleus or membrane bound organelles like eukaryotic cells do; instead they have a prokaryotic flagellum for motility; which moves …

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Microbiology Week Five Quiz Two

1086 Words | 6 Pages

Traci Young IQSY20001B Introduction to Bioinformatics Genetics Genetik0 RCKM1020B January14,2015 Compromised immune systems are prevalent in the elderly population due to a variety of factors such as age-related changes in the immune system as well as decreased natural resistance from compromised health. There are various ways to combat this type of infection by enhancing resistance to infections and decreasing natural susceptibility due to aging. In addition to age-related changes in the immune system, some patients c…

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MCB2340C  Week 10 Suggested Resources/Books

Please see the student resources and/or my profile for links to all of the necessary resources for this course.   This week you will be doing a lab experiment as part of your general Microbiology experience.   For the lab, I will provide you with the materials that you need, but please make sure that you have read over this lab in advance so that you have a good understanding of how it will be conducted.

This is an online course

Requirements:

* Be able to access and complete the required online course in Canvas
* Complete the labs and submit them for grading
* Submit the assigned discussion board post (replies to at least two other classmates)
* Turn in assignments on time

https://qualtrics.com.qualtrics.com/jfe/form/SV_5xuD7gjH1WJ0ZRX

For this assignment, select one of the following options below and submit your assignment.

Option 1:

Or, you can search google scholar for a journal article that has been written about microorganisms or related to them. You may also use my article list that was provided here: https://qualtrics.com.qualtrics.com/jfe/form/SV_5xuD7gjH1WJ0ZRX

Option 2:

Or, you can search Google Scholar for articles related to specific diseases or illnesses using these keywords: Microbiology, General Microbiology, Cell Biology, Microbial Diversity, Molecular Biology.

I recommend that if possible, you do NOT use articles from PubMed for this assignment because of its ethical restrictions.

Each response should be a minimum of 150 words with proper APA formatting. Use citations as needed.

Please choose one of these options above and write 150 words on either Option 1 or Option 2 using APA format and citations as needed.

MCB2340C  Week 10 Assignment (20 Questions)

Week 10 Assignment (20 Questions) for MCB2340C-General Microbiology (MCB2340C ). Click on the Assignment Files tab to submit your assignment. Do NOT submit this assignment as a Google doc.

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Question;Week 10 Assignment (20 Questions) for MCB2340C-General Microbiology (MCB2340C )Week 10 Assignment (20 Questions) for MCB2340C-General Microbiology (MCB2340C );You are the molecular biologist of a budding yeast genome project. You have been asked to study some of the yeast genes and their functions that are underrepresented in an organism such as Homo sapiens and Saccharomyces cerevisiae, but which you believe will be important for a full understanding of evolution. You have decided to study the RNase P gene, which is required for ribosome biogenesis and makes a particular type of RNA that serves as the building block for proteins during translation. You have identified three clones with different insertions into the mRNA template. One clone contained two similar repeats containing exon-intron junctions followed by two additional transpositions in which all six exons were removed from one transcript and reinserted into another transcript, one having no repeats at all. The second clone also had three transpositions in which all six exons were removed from one transcript and reinserted into another transcript, including one repeat insertion; however, no such repeat insertion was observed in the third clone.you now want to make small insertions of different lengths in each of these three clones. What sort of sequence will you insert? Insertions will be made using mutagenesis techniques.however,you can choose any sequence within either chromosome or on the plasmid vector that you wish to use. You do not need to insert complete sequences within your inserts.does anyone have an idea what I could insert? what is my goal? read more.

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MCB2340C  Week 10 Assignment Question (20 Questions)

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MCB2340C General Microbiology (MCB2340C ) Week 10 Assignment Question (20 Questions)

Question:
In the figure below, you can see a mycoplasma culture at an initial dilution of 10^5 cells/mL. The organism was added to the cell culture by a drop of water on a filter paper disk and allowed to grow for approximately 12 hours. The mycoplasma was then harvested by centrifugation and resuspended in PBS for DNA isolation. Assuming that you have a spectrophotometer with an absorbance value that is linear with respect to log growth, which of the following should be chosen as the appropriate dilution factor to determine whether or not this organism is viable? A) 1:100 B) 1:200 C) 1:400 D) 1:500 Answer & Explanation

Answer & Explanation
Explanation:
The ideal dilution factor for determining if a particular mycoplasma is viable is the dilution factor required to maintain the viability of that particular mycoplasma.

It should be noted that all of the above choices are correct, but none is required since it is understood that when used, viable numbers are counted directly from spectrophotometrically determined absorbance values using either quantitative plates or automated densitometers.
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MCB2340C  Week 10 Discussion 1 (20 Questions)

in the category Microbiology of Cramster for free. 200 questions.

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A     false     B     true

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The order Insecta, Arachnida, Arthropoda, Mollusca, Echinodermata is…
What are the four major groups of organisms that make up the domain Archaea? To be classified as a kingdom (class), organisms must be able to….
Which one of the following statements about archaea is false?
Which one of the following properties or characteristics distinguishes eukaryotes from prokaryotes?
List two traits that define a protist as being heterotrophic and obligate….
How many photosynthetic cells can an algae cell contain?
The members of Bacteria are called
Which type of organization is used by animals to house their cells?
Ecology explains how living things interact with each other and their…
How do viruses differ from bacteria?
What is meant by biogenic amines and why are they important in food poisoning outbreaks?
Answered by bojana_ohar | Aug 18, 2014   [ updated Aug 18, 2014 ]
A) Abiotic environment

B) autotrophs

C) Catabolic enzymes

D) autotrophs
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MCB2340C  Week 10 DQ 1 (20 Questions)

to pass this course successfully.

Week 10 DQ 2 (20 Questions) for MCB2340C-General Microbiology (MCB2340C ) to pass this course successfully.

1. The largest component of the human body is the which of the following?

A. Endocrine system

B. Immune system

C. Skeletal system

D. Skeletal muscle

E. Respiratory system

Answer: D.

The largest component of the human body is the skeletal muscle tissue, which functions as a storage site for energy and organ systems that carry out specific functions in an organism’s body (Reinhart et al., 2009). It makes up about 40% of your body weight and is responsible for most physical activities and movements in the human body, such as pushing a cart, playing tennis, or walking uphill (Reinhart et al., 2009).

2. When we get older, our ability to move our arms gets worse because our which of the following?

A. Muscles atrophy

B. Muscles grow weaker

C. Muscles become more fit

D. Nerve fibers that send information between different parts of our brain grow weaker.

E. All of these factors are true.

Answer: B.

Muscle cells atrophy with age because they do not receive enough protein or food to keep them strong and healthy over time (Reinhart et al., 2009). As people age, their muscles may begin to weaken due to a lack of movement and exercise (Reinhart et al., 2009). However, some muscles can be strengthened by strength training exercises or through massaging sore muscles with lotion or gel after exercise (Reinhart et al., 2009).

3. Which term would you use to describe a bacterial cell wall made from peptidoglycan?

A.The cell wall is composed mainly of peptidoglycan.The cell wall is composed mainly of lipids.

B.The cell wall is composed primarily of phospholipids.The cell wall consists only of polysaccharides.

C.The cell wall is made up mostly of carbohydrates.D.The cell wall consists almost entirely of proteins.

E.All those above are correct statements about the cell wall in bacteria.Which statement regarding bacterial cell walls is incorrect?

Answer: C.Rough or granular walls contain exoskeletons formed from peptidoglycan; smooth cells have no exoskeletons.Female sex cells are smooth because they have no rough endoplasmic reticulum and neither do male sex cells.They have thick walled endoplasmic reticulum so it looks like a granular wall when viewed under a microscope.Smooth walls provide protection against abrasions caused by moving objects.Thick walled cells help keep substances inside an animal inside.Sugar on food particles sticks to these walls when chewed.Cellulose helps protect animals from disease by providing cushioning.Increasing amounts of cellulose also make fruits soft.Similar structures are found in plants.These include rings in grapes and wheat grains.This structure also protects vegetables from being bruised.Proteins protect living organisms from external elements.There are many types including antibodies.

4.How does hemoglobin transport oxygen throughout the body?

5.Which statement about mitochondria is false?

6.What type(s)of microorganisms make up most infections?

7.Which answer describes how antibodies react with foreign substances like bacteria?

8.How do viruses infect humans?

Answer:1.a.b.c.d.e.c.In order to take oxygen into your bloodstream, hemoglobin carries it across red blood cells by transporting it across proteins called haptens.Complex carbohydrates such as glycoproteins bound with sugars are found on plant surfaces.They bind onto a virus causing it to stick onto another surface.Some viruses use receptors on their outer surface that attach specifically to specific molecules on other viruses.They block each other’s binding sites.Some infections occur when certain viruses multiply very fast causing large numbers.If this happens within your body, you will often develop an infection.Every person has antibodies for a few years.Many people lose their first antibody as they age but then learn how to make new ones.When certain diseases become more common than others there tends to be some immune reaction.An antibody can respond very quickly in response to new antigens introduced into your bloodstream.A small amount may be enough for your immune system to destroy an invading pathogen.When too much enters your bloodstream you will develop an autoimmune disease.Early symptoms often resemble flu symptoms.If you were infected before birth most people develop normal immunity.But if you are born with faulty genes that weaken your immune system some adults can get cancer while some babies can die due to multiple pregnancies after having been infected during pregnancy.Finally exposure during infancy affects children more severely than adults.As we get older we learn how our immune systems work.Hemoglobin molecules carry oxygen along red blood cells so this makes it possible for carbon dioxide molecules and water molecules from our breathing process if oxygen is available.In order for any movement within the respiratory process things need energy.Then carbon dioxide forms hydrogen gas as part of carbon dioxide burning.Hydrogen gas must be collected because otherwise too much would escape into atmosphere.Bacteria must eat organic material in order for us to survive but they lack enzymes necessary for digestion.This means that complex carbohydrates must be added by additional enzyme activity.Too little carbohydrate would not allow microbes sufficient time needed for digestion.When there are high levels of glucose we call them hypoglycemia.As low levels cause hyperglycemia.We call these conditions diabetes and metabolic syndrome if high blood pressure occurs.Many organs also perform vital functions using energy stored within their membranes.You could say all living things require energy stores.Therefore all cells require ATP.In order for them to produce energy they must use ATP.It works like this ATP takes electrons away from water giving out hydrogen ions.By lowering pH’s enzymes break down food using ATP.What results is hydrochloric acid which lowers pH further.Some tumors release chemicals called cytokines containing proteins called cytokines which interfere with other elements involved in repairing damage done.Why would you want someone developing cancer?There would be less oxygen available making it harder for lung tissues and blood vessels.By creating massive amounts toxins released killing off damaged tissue.Certain toxins may come from tumor growth.If these go unchecked cancer may form.This causes severe fatigue chronic fatigue syndrome develops.Other symptoms include swollen lymph nodes fever weight loss.Most lymphomas can develop without any known risk factors.When large numbers occur we call them leukemia.Where there are elevated levels your bone marrow produces too many immature blood forming stem cells.At maturity there aren’t enough mature white blood cells so infections occur.More mature white blood cells typically form around tissues or bones causing swelling.Therefore building up tissue can form tumors.Depression goes hand-in-hand with impaired immunity.These two conditions affect emotions.A lot depends on genetic makeup.We can expect people who inherit faulty genes often suffer from depression.Or depressed individuals might also suffer other mood disorders.Sometimes depression occurs along with social anxiety disorder.Understanding why depression occurs may help diagnose patients.And finally PTSD stands for post traumatic stress disorder.While this condition exists many believe it resulted after combat injuries during wartime.Other causes include childhood abuse.Human saliva contains two proteins called salivary amylase and proteinase which break down complex carbohydrates like starches.Carbohydrates generally dissolve faster than protein.Less carbohydrate would mean less presence.Trying in vain solve problems mentally.Athletes could improve performance by taking creatine.Also avoiding sugar might reduce accumulation fatty acids inside fat deposits.And finally if constipation exists doctors could treat it by taking fiber rich foods.Constipation actually causes hemorrhoids.Since hemorrhoids shrink back together once stool passes through them.No stool means no harmful bacteria live there.Neurological diseases often accompany mental disorders such as schizophrenia.Agents like nicotine block dopamine receptors therefore affecting mood.Sleep deprivation increases serotonin level.By blocking release neurotransmitters serotonin can produce feelings like depression anxiety and rage.Multiple sclerosis causes inflammation inside nerve tracts interfering with communication between different parts.Brain changes associated with Alzheimer’s disease create memory loss.Increased leakiness over sodium channels triggers seizures.Food allergies result from abnormal immune responses.Your mastoid process contains pain centers containing hair sensory nerves therefore stimulating painful sensations.Even though mastoid process isn’t visible its presence suggests a chronic condition.Tumors often cause swelling preventing proper breathing.Most cancers spread through metastasis.Breathing supports survival otherwise we’d suffocate.That’s why cancer needs oxygen.Free radicals might arise due to what caused tissue damage.Community-acquired pneumonia usually accompanies low-grade fever chronic cough cold-like symptoms.Fatigue.Low magnesium levels increase anxiety.Lack vitamin D decreases calcium absorption.Toxins accumulate inside hardening arteries.Forced expiration requires ample lungs.Forces outside don’t respect ribs.So ribs have tough joints where chest cavity needs space.However when one dies ribs shorten.Forcing extension requires stiff joints allowing chest cavity space.Immunity improves when calcium stays intact.Water soluble vitamins dissolve easier than fat soluble vitamins.Given moderate excesses fat-soluble vitamins leave renal stones behind.Water soluble vitamins don’t stay active within intestines.Toxic waste products need liver clearance.Not everyone receives adequate moisture daily.Mineral salts deposited elsewhere accumulate inside kidney stone beds.Bladder stones form commonly after excessive intake minerals thus increasing urine output.This process reduces bladder volume resulting in decreased urine capacity.At times stones cause urinary tract infections.Prostate gland secretes prostatic fluid essential element produced during ejaculation.Osmotic pressure produced by fluid comes out as semen.Sperm producing glands created during puberty activate spermatozoa entering uterus.Nausea vomiting diarrhea all lead cause dehydration.But dehydration doesn’t happen immediately.Successful rehydration requires replacement fluids especially intravenous fluids.Limit fluids prior receiving IV therapy causing excessive urination.General rule slow intake avoids fluid overload.It sucks away water replacing salt lost via sweat.Muscle cramps result leaving one weak regardless prior consumption prior.Cancer recurrence most likely occurs when estrogen stimulates fibroblasts.Prostaglandins increase bleeding.These agents inhibit platelet formation decreasing clotting ability.Unfortunately platelets fail collecting at damaged area reducing bleeding.However platelets won’t stick together until stimulated.In addition platelets take longer than endothelial components’ migration route near damaged areas because endothelial coating has not formed yet.Right before clot formation unnecessary tissue destruction results killing healthy surrounding tissue.If trauma was bad enough required surgery.Pancreas acinarocytes produce insulin secreted into bloodstream.Without insulin glucose cannot enter into macrophages thus harming pancreas.Despite being able glucose enter macrophages insulin inhibits macrophages releasing insulin again limiting growth.Cell division requires DNA duplication.Plants lack enzymes needed so photosynthesis works slower creating excess CO2.Barley plants deficient CO2 consumption thus resulting lower ethanol content.Zinc deficiency inhibits coenzymes necessary metabolism creating fungal problems related fungi pathogens.These pathogens impair life processes negatively affecting overall health.Environmental contaminants depositing chlorine chlorine compounds form poisonous chloramines.Adding fluoride fluoride compounds create dental plaque resulting choking which leads eventually death.Unfortunately malaria parasites induce malaria resulting bacterial resistance.This viral infection increased risk possibly requiring yearly vaccinations.Furthermore malaria suppresses asthma attacks preventing severe flare ups preventing breathing difficulty.Once lung circulation impaired fatal event occurs requiring surgical repair.Penicillin opens bacterial membrane preventing entry.Whooping cough worsens pneumonia making inhalation difficult.Animals don’t breathe properly therefore taking slower metabolisms involving more heat production.Objective non-specific immunodeficiency created during infections.Conventional treatment involves antibiotics creating antibiotic resistant strains eventually cancer.Inflammatory bowel diseases consist colonitis ulcerative colitis Crohn’s disease.Treatment begins rectal irrigation enemas frequent bowel movements removal colon polyps.Conventional medical treatment involves steroids suppressing inflammatory response causing erosions,cracks,scars.WebMD.com states vasectomy reversal successful men automatically become sterile.Encourage natural methods including massage hydrotherapy and yoga.Yoga purifies mind benefiting body.Massage beneficial eliminating excess energy damaging skin.Face masks remove impurities clay leaving clear complexion while clay stimulating pore opening removing congestion.Due individual differences usage varies.Kratom acts via opiate receptor enhancing pain relief mild euphoric effects relieving opiate withdrawal.Contamination contaminated eyes being unable see clearly due glycosaminoglycans forming hydrated cysts.Advanced age affects vision limiting depth perception correcting distance loss.Once cataracts formed prevent light rays reaching retina causing night blindness.Sections below retain hair cuticle cuticles thinning over time adding grey coloration.Decreased elasticity hair brittle thin curly hair.Prevention involves conditioning damp hair using shampoo before drying reduced frizz dry thinning hair.Prilosec prevents stomach acid secretion aiding digestion reducing stomach ulcers making ulcer healing possible.Other drugs decrease stomach acidity reducing gastric reflux negative effects.Unlike opiates morphine relieves pain producing euphoric effect.Specifically buprenorphine blocks pain receptors yielding pleasant side effects resembling heroin.Treatment includes methadone replacing buprenorphine improving withdrawal features.Longer acting opioids relieve withdrawal dramatically.Depending upon dosage history tolerance soon develops depending whether users smoke marijuana alongside opioids.Cannabis smoking doesn’t necessarily lead smokers developing tolerance although decreasing function impacting brain.Joint action inhibit opioid receptor blocking activation preventing high sensation feeling.Effects limit activities including running bicycling exercising lifting heavy loads.Targeted opioid receptors inhibited endorphin synthesis releasing endorphin inducing euphoria feeling relaxed exercising relieved discomfort.Moreover cannabis relaxing sleeping facilitating sleep.Drowsiness induced craving pleasure smoking marijuana produces indica strains while sativa yields marijuana ruderalis grows quickly producing seedlings smaller yields.Sheep milk contains fat lactose lactalbumin protein milk sugars glucose amino acids.Physical interaction creates biochemical reaction creating neuroactive hormones releasing neurochemicals.Opiate receptor drugs interact affecting gaba gabapentin effectively treating seizures insomnia.Essential oils promote health promoting health benefits consuming cannabis may reduce side effects present THC.Gaba inhibits gamma-aminobutyric acid creating excitatory neurotransmitter GABA.Recommended doses vary.If acute irritation analgesia lacking regularity dose increases rapidly potentially leading overdosing compromising effectiveness choosing appropriate dosages aim prevention using cannabis based medications avoid smoking weed constantly using safe recreational dosage ranges only occasional usage tobacco cigarettes enhances effect avoid personal risks performing dangerous activities indirectly triggering overdose.Other drugs control pain management long-term dosages ranging varying effectiveness depending upon patient’s demographics.Taking higher doses reduces effectiveness reducing efficacy limiting tolerance.Compare harshness quality potency plus positive feedback psychoactive effects provided anti-anxiety reduced stress helping sleep relief inducing relaxation depressant drug.Disadvantages limited population experience dependence but less addictive greater access risky harms harm permanent damage dealing drug addiction mental illnesses chronic disorders health-related issues restraints public health departments issues shortages counterproductive compared against legal alternatives illegal contributing alternative cost-effectiveness public education education outreach counselling selling reduction stigma peoples social acceptance shared responsibility drug abuse responsible behaviors illegal medicine dispensers high potential customers harm humanity costs harms profit-seeking behavior societal influences social stigma economic burdens poor family conditions foster adolescents adopting kids adolescents society society members partnering educational programs support

MCB2340C  Week 10 Discussion 2 (20 Questions)

to

Discussion 2 (20 Questions) for MCB2340C-General Microbiology (MCB2340C ) to be

completed on the Discussion 1 link. The individual scores from both Discussion

1 and Discussion 2 will be combined and a final grade will be determined.

Discussion 1 is worth 15% of your final grade while Discussion 2 is worth

15% of your final grade. Since there are twenty questions in each discussion,

do not forget to spend time on both discussions.

This is a discussion topic which can be found in Week 10 Chapter 13 of

General Microbiology by Mark Blaser, Deborah Zamboni, Lynne Miller, and

Donnell Deans. All students should complete this assignment as it provides an opportunity to

receive feedback on their work.

The topics covered in this Discussion are:

Topic:

Proper Name: Propionibacterium acnes (Acnes)

Propionibacterium acnes (Acnes) Species Group: Propionibacterium acnes (Acnes)

Propionibacterium acnes (Acnes) Strain Type: Propionibacterium acnes

Modifications:

The special name “acne” comes from the condition known as acne. Acne is a type of skin infection that causes redness, bumps or pus-filled bumps. In addition, some forms of acne may cause scarring.

Propionibacteria have been present on the skin since ancient times and appear to have originated in France during the Middle Ages. They were thought to have come from an animal source until the first systematic study by Joseph Lister in the late nineteenth century revealed that they were not really animals at all but bacteria living inside human skin. Scientists know now that Propionibacteria are harmless organisms that normally live in our skin without causing disease.

Propionibacteria are also found on the tonsils, mouth, larynx (voice box), esophagus and colon of humans and other mammals. They may also be present on some plants but most commonly found in humans.

Epidemiology:

Propionibacteria are found worldwide among healthy individuals with normal or rarely abnormal skin conditions. However, they can also cause disease when they are present at unusually high levels or if they invade another part of the body such as the mouth or intestine.

Disease-causing Propionibacteria:

Some species can grow into clusters called biofilms that act like a mass of cells stuck together with sticky slime-like matter. Biofilms allow these bacteria to survive under stress conditions such as lack of oxygen or high temperatures such as those found during cooking or baking; this makes them difficult to treat with antibiotics alone.

Other studies indicate that propionibacteria may play a role in causing certain types of cancer such as colon cancer because they produce compounds called secondary metabolites such as hydroxyproline which promotes tumour growth by strengthening cell walls. In addition, some strains contain genes that produce toxins that cause various infections including necrotizing fasciitis (an infection caused by Staphylococcus aureus ), keratitis due to Staphylococcus epidermidis , pneumonia due to Pseudomonas aeruginosa , and wound infections caused by Proteus mirabilis . Almost all cases of acute bacterial conjunctivitis have been attributed to one or more species of propionibacteria .

Problems Associated With Poor Hygiene & Poor Food Preparation Practices:

Problems associated with poor hygiene and poor food preparation practices include many infectious diseases including SARS-CoV-2 .

References Used:

Article #1 – What Is Propionibacterium Acne? | UW Medicine – University Hospital & Medical Center http://www.uwhealth.org/health-library/article.aspx?AID=520178&QID=27&SID=

Article #2 – Prions – Wikipedia https://en.wikipedia.org/wiki/Prions

Article #3 – Bacterial Skin Infections http://www.epainassist.com/skin-problems/bacterial-skin-infections.htm#bacterialskininfectionsskininfectionstreatmentselftreatmentbakteriaskincare.

Article #4 -Proteinaceous Bacterial Filaments: Structure Mechanism Pathogenesis And Consequenceshttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC4274105/.

Article #5 -Review Article: Biofilms And Their Control By Probiotics: A Critical Reviewhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC6291834/.

Article #6 -Comparison Of Two Methods Of Suppression Of Salmonella Enteritidis And Salmonella Typhimurium In Poultry Feedhttp://www.sciencedirect.com/science/article/pii/S0043659511001667#.YQXvmPLyYko.

MCB2340C  Week 10 DQ 2 (20 Questions)

Week 10 Discussion Questions

MCB2340C General Microbiology (MCB2340C ) Week 9 Discussion Questions

MCB2340C General Microbiology (MCB2340C ) Week 8 Discussion Questions

Week 7 Discussion Question for MCB2340C-General Microbiology (MCB2340C ) Week 7 DQs

Week 6 Discussion Question for MCB2340C-General Microbiology (MCB2340C ) Week 6 DQs

Week 5 Discussion Question for MCB2340C-General Microbiology (MCB2340C ) Week 5 DQs

Week 4 Discussion Question for MCB2340C-General Microbiology (MCB2340C ) Week 4 DQs

Week 3 Discussion Question for MCB2340C-General Microbiology (MCB2340C ) Week 3 DQs

Week 2 Discussion Question for MCB2340C-General Microbiology (MCB2340C ) Week 2 DQs

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GMO – The Food Safety Issue Test your knowledge on the topic of GMO by taking our quiz. …

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The essay is about the food safety issue in Bangladesh. I have chosen this topic because I know that if there is any food safety issue in Bangladesh then it can create a social, economic, environmental and health problem.

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MCB2340C  Week 10 Quiz (20 Questions)

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MCB2340C  Week 10 MCQ’s (20 Multiple Choice Questions)

Course at University of Oklahoma (OU) – Page 5

Week 10 MCQ’s (20 Multiple Choice Questions)

Description
solution

Question

Question

1) The DNA in a bacterium is represented as A. replication B. transcription C. translation D. copying and pasting Question 2) When an organism replicates its genetic material, it does so with A. the enzyme helicase B. the enzyme DNA polymerase C. the enzyme RNA polymerase D. all of these question 3) Which of the following types of RNA molecules is specific to bacteria? A. small subunit B. medium subunit C. large subunit D None of these statement 4) Ribonucleic acid (RNA) is synthesized by both Eukaryotic and prokaryotic cells because _______. A. ribosomes are found in both types of cells B. RNA synthesis requires protein synthesis C. RNA synthesis does not require protein synthesis D none of these statement 5) Which of the following organelles contains ribosomes? A.Eukaryotic cells B.Prokaryotic cells C.Ribosomes are not present in eukaryotic cells D none of these statement 6) Introns are important for ________. A.protein production B.developmental control C.protein secretion from host cell D.information transfer question 7) Which one among the following statements about rRNA is incorrect? A.One-half the species belong to this class; two-thirds belong to other groups B.The species that belong to this class are typically more closely related to each other than to other groups C.None D.This class has been further divided into several subclasses that differ in their function question 8 ) Which one among the following statements about transfer RNAs is correct?A.Transfer RNAs that directly export newly synthesized polypeptide chains from the ribosome or transfer them to another site within the cell membrane may be transported with proteins through a process called _________.B.TRNAs carry amino acids from cytoplasm to ribosomesC.TRNAs transcribe proteins from genetic informationD.Undergoing processing before translation may enhance translation efficiency question 9 ) The phosphodiester bonds between each pair of nucleotides in a chain are held together by _____ bonds .A.Polar covalent bondB.Hydrogen bondC.Molecular hydrogen bondD.None Of these statement 10 ) The relationship between human chromosomal genes and their corresponding protein products is called ________.A.conformational changeB.dilutionC.relative orientationD.all of these statement

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MCB2340C  Week 11 Description

Week 11 Description for MCB2340C General Microbiology (MCB2340C ) Due Week 11 and worth 100 points How does the theory and laboratory experiments of animal science affect your view on the role of agriculture in society? The role of agriculture in society. So you’ve learned about how … Continue reading MCB2340C-Week 11 Description for MCB2340C-General Microbiology (MCB2340C ) →

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Part B: Assessment Criteria: Summary of Essential Points: 35% of total assessment mark, due date Friday 7 April by 11:55pm GMT. Part A is an open answer question which is marked out of a range from one to four.

Contribution to PBL (individual group presentations): 10% of total assessment mark, due date Friday 14 April by 11:55pm GMT.

Part B: Team presentation: In this assignment you are expected to demonstrate what you have learnt from your current course during your studies so far and how that knowledge will contribute to a future career as an Applied Agricultural Scientist. You are asked to present your ideas clearly and concisely using appropriate scientific language, terminology and diagrams; these should be presented as part of a team or facilitated by a group member. You should avoid presenting the lecture style approach but demonstrate through visual aids or other means how an applied agricultural scientist might apply their knowledge in practice in an independent environment. This submission should not exceed one page including tables or graphs; however it may be necessary for some questions to be presented as more than one page (e.g., if the question requires several graphs). Illustration(s) may be required if appropriate. Please include references where necessary. If relevant, include details on why this would apply in real-world situations, e.g., provide examples.

Before submitting your work:

1) For parts A & B:

• As a teacher you are responsible for ensuring that all students have completed their assessments before they are submitted; it is advisable for students to ask whether any items require further input / clarification before they submit their work.

• To check that all requirements have been met, please review and comment on any missing documents / information provided.

2) Please ensure that you choose only ONE question per submission – do not ‘mix and match’ questions within each submission.

3) Referencing formats are set out below; please ensure that ALL references used are correctly referenced according to the Harvard referencing style using footnotes / endnotes or bibliography as appropriate.

4) Please ensure that all components are submitted via Blackboard under the Assessment tab;

5) All assessments must be saved under your own name using ‘Submit Assignment’, save the file as your first name followed by ‘AHA‘ e.g.: student_AHA_bk_01.pdf

6) All submissions must be saved as PDF files (using Adobe Reader), no web links will be accepted

Answers need to be typed into Microsoft Word format only (no embedded images etc). Should you wish assistance with formatting please contact Tim Roach-Taylor at timothy.roach-taylor@unimelb.edu.au

Be sure to sign all attachments with either your name or Student Number . If signature does not appear on document then content is invalid – otherwise signed document will still count towards assessment marks allocated; DO NOT SUBMIT ANY SIGNED DOCUMENTS UNTIL YOU RECEIVE COMPLETION CERTIFICATES FOR EACH ASSESSMENT QUESTION!

Assessment Guidelines The following assessment guidelines provide specific criteria that applies for each element contained within this document unless otherwise stated. Assessment Guidelines Assessment Marks PBL Summary Student Presentation Team Presentation Part A : Task Based Learning Teacher Evaluation Contribute To PBL (Individual Group Presentations): • Participation grade based on meeting class objectives • Writing quality based on suitability for purpose • Accuracy based on accuracy of reference • Quality based on appropriateness for task Considerations: Can use library resources available online This can include video/audio, photos etc Topic chosen should relate directly back to learning outcomes I.e.pblideas Explained using technology via Google Docs Resources Omitted Formatted Question paper used Questions assessed against relevant dimensions of learning objectives Students would need advice from tutor If student’s work not quite up to standard could also consider assessing at end and asking student if they feel they can improve Getting work reviewed before printing out Is this type of question designed specifically for PBL? How would these features enhance learning Outcome I.e.pblideas Criterions Ability To Demonstrate Knowledge Creativity Implications Research skills Lab practices Timing Usefulness Practicality Originality Total Not applicable Yes No Yes Yes Yes No Yes No Yes No Yes No Rationale For Attendance At CQFWP & CREW Extension Activity Work Experience Observation Record With Feedback Other Comments Notes Formatted Question paper used Questions assessed against relevant dimensions of learning objectives Students would need advice from tutor Report needs revision Work needs improvement Student needs additional help Other observations needed Work not received formate High quality samples Assessor comments Submit by EFTSL Standardised Written Examination Criterion Interpretation Marks Range Total Score Grade Descriptors Project Based Learning Individual Group Presentations Project Based Learning Teams Coursework Assignments Assessment will assess contribution made to PBL Expectation Impact Focused on achievement Achievement Objectives T Skills J Programmes L Learning A Processes C Develo

MCB2340C  Week 11 Outline

Week 11 Outline for MCB2340C General Microbiology (MCB2340C) Module 1: Intro and Introduction to Cells & DNA

Module 2: Cell Structure & Function

Module 3: Cell Enzymes, Cellular Metabolism, & Enzyme Systems

Module 4: Control Systems in the Cell & The Relationship between Biology & Society Module Outline

Resources:

http://www.biologydiscussion.com/biology-microbiology-general-microbiology-week-12-outline/

https://writingbay.net/essay/biology-microbiology-general-microbiology-week-10-outline/

https://writingbay.net/essay/biology-microbiology-general-microbiology-week-9-outline/

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MCB2340C  Week 11 Objectives

Assignment, Project, and Final Exam: Week 11 Objectives for MCB2340C-General Microbiology (MCB2340C ) Assignment, Project, and Final Exam > Chapter 3

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MCB2340C  Week 11 Pre-requisites

Week 11 Quiz ( MCBS2340C ) Week 12 Quiz ( MCBS2340C ) Week 13 Quiz ( MCBS2340C ) Week 14 Quiz ( MCBS2340C )

Module Schedule:

Week Topic Resource

1 Course Introduction and Outlook MCB2340C Course Introduction and Outlook (MCSB) – Week 1, Day 1

2 The Microbial World MCB2340C The Microbial World, (MCB) – Week 1, Day 2

3 Historical Perspectives on Microbiology MCB2340C Historical Perspectives on Microbiology (MCB) – Week 1, Day 3

4 Scientific Method MCB2340C Scientific Method, (MCB) – Week 1, Day 4

5 Microbial Ecology MCB2340C Microbial Ecology: Bacteria and Archaea, (MCB) – Week 1, Day 5

6 Application of the Science of Microbiology MCB2340C Application of the Science of Microbiology, (MCB) – Week 1, Day 6

7 Applied Microbiology: Industrial Technology and Medical Applications MCB2340C Applied Microbiology: Industrial Technology and Medical Applications , (MCB) – Week 1, Day7

8 Spore Formation in Bacteria MCB2340C Spore Formation in Bacteria ,(MCB) -Weeks I-2-3-4-5-6-7-8

9 The Cell Wall in Bacteria and Archaea MCB2340C The Cell Wall in Bacteria and Archaea ,(MCB) -Weeks I-2-3-4-5-6-7-8. Note: Students may not earn full credit for all questions. a)

10 Interference with the Cell Wall by Antibiotics MCB2340C Interference with the Cell Wall by Antibiotics ,(MCB) -Weeks I-2-3-4-

11 How Enzymes Work MCB2340C How Enzymes Work ,(MCHWS40E)-Weeks I-VI

12 Natural Contaminants that Affect Aquatic Ecosystems MCB23500A Natural Contaminants that Affect Aquatic Ecosystems ,(MCHWS30E)-Weeks I-VI.

13 Feeding Habits of Invertebrates under Laboratory Conditions. Malacostraca, Copepoda,Mollusca,Molluscs,Mollusca Etc .MCHWS30E -Weeks VII-XII.

14 Diversity of Invertebrates Under Laboratory Conditions. Labridae/Chitonidae/Heterobranchia/Spongillidae/Merostomata/Merensternidae/Merostomata .MCHWS30E -Weeks VII-XII.

15 Taphonomy of Invertebrates Under Laboratory Conditions. Articulata/Vertebrata/Cephalopoda/Pteropoda/Pteropodida/Annelida/Milbemeta/Crustacea/Echinodermata .MCHWS30E -Weeks VII-XII.

16 Decomposition of Animal Skeletal Remains. Amphibia/Gymnophiona/Lagomorphi/Lagomorphi/Lamprophidia/Tetrapoda/Tetrapodida/Chelonia/Aves/Necrosphaera/Carnivora .MCHWS30E -Weeks VII-XII.

17 Species Composition and Occurrence of Living Organisms in an Open Water Habitat. Lepidoptera/Nematoda/Phyla/Cnidaria/Halasteriomorpha/Lophiiformes/Closteriodonta/Family/Serranidae/Echinodermata .MCHWS30E – Weeks VII-XII.

18 Biological Diversity at An Open Water Habitat. Brachyura/Annelida/Acanthocephala/Urochordata/Kirginella/Demospongiae/Hymenocera/Oliva/Balanidea/Tunicata/Ancylorina/Ophiuroidea/Sipuncula .MCHWS30E – Weeks VII-XII.

19 Characterization and Classification Methods Used for Species Identification by Morphological Characteristics.Mechanical/Chemical/Microscopic/Biochemical or Quantitative Methods as Appropriate to Assignment Objectives.Mechanical Systems Including Chemical Speciation Methods Using Ion Chromatography/Mass Spectrometry/DNA/Radioimmunoassay etc..Identification Methods Using DNA/Radioimmunoassay ect..Analysis Techniques : HPLCCPU,PDA,Digital Image Analysis using ImageJ/ImagePro etc..Monitoring Techniques : Radiocarbon Dating,Tissue Processing Study,Microscopy etc..Ethno-biology Study.Mechanical/Systemic Study.Introduction to Molecular Biology.Molecular Genetics Studies.Ethno-biology Study .Ethnobotany.Molecular Biology & Ethno-biology Studies.Taxonomy & Systematics.Diversity & Conservation Studies …etc..

21 Molecular Diagnostics Checkpoint Examinations Exams Included : • Molecular Diagnostics for Human Health • Molecular Diagnostics for Animal Health • Basic Principles within Molecular Diagnostics • Challenges within Molecular Diagnostics • Practical Examples from University Laboratory Tests • Clinical Examples from University Laboratories • Summary Exam Final Test Module ECTS Credits Hours Test Module ECTS Credits Hours Evaluation Question # N° Total Marks Duration % Total Marks Duration % TOTAL MARKS * Comments / Indication * Comments / Indication =

22 Due Dates Refer to Courses Schedule * To be presented during final examination session… ** For each module… * See Calendar under ”Course Schedule” ** General Education Program on “Basic Sciences” Courses… ** General Education Program ……”General Education Program”

23 Concepts Concepts : Properties or characteristics which are different from those of any other property or characteristic; properties that set these items apart from other items. Such concepts apply to certain mathematical objects called categories; such an object can be represented by means of a set AB so that AB is a category; the elements in this set are called elements or members; thus ‘AB’ is a category consisting of one element ‘A’, two elements ‘A’ and ‘B’, three elements ‘A’, ‘A’and’B’, …, etc…Conceptualism applied to mathematics is called “category theory.” One concept alone will have many applications ; for example ,the concept human being has many applications. An example is given below : Concept Human Being = Person Place Thing Thing = Body Food Water Air Care House Life Space Identity Idea Form Expression Thought Motion Time Use Knowledge Understanding Behavior Action Plan Concept Universal Symbolic Emotional Right Wrong Sound Taste Light Colour Space Time Shape Form Size Movement Matter Position Dimension Principle Structure Process Event Aspect Act Time Relate Learn Accept Turn Onoff Sleep Cry Poem Book Song Dance Laugh Walk Sleep Wake Eat Bed Think Hear Face Love Knowledge Power Leave Control Be Informed Understand Observe Reasonable Decide Disagree Force Become Change Choose Make Arrange Order Prepare Adapt Believe Expect Refuse Hate Behave Self Responsible Harm Don’t Prevent Discuss Follow Initiate Create Develop Imagine Produce Continue Make Contact Release Inform Systematically Apply Interact Persuade Organize Seek Research Analyze Enter Interpret Follow Explain Represent Recognize Understand Reconsider Begin Explore Reach Express Find Refine Apply Bring Back Maintain Discover Convert Use Prescribe Utilize Oppose Discharge Exploit Resurrect Pursue Improve Acquire Replace Assign Help Select Borrow Carry Enlist Use Correct Work Out Locate Join Recruit Reward Encourage Assist Encourage Appreciate Give Tell Announce Name Inspire Honor Appreciate Applaud Raise Aid Decry Reject Challenge Resist Condemn Condemnable Treat Fight Lend Help Thirst Suffer Need Provide Deprive Burden Charge Have Descend Require Call Come Ask Show Ask Demote Deny Discontinue Kill Denounce Direct Trample Destroy Rule Violate Overlook Forget Forget Answer Wait Formulate Believe Demand Claim Demand Want List List Give Request Want Request Benefit Desire Request Know Expect Belonging Ask Be Like Draw From Earn Receive Receive Equal Grant Allow Grant Take Out Say Allow Do Interrupt Mention Tell Refuse Say No Say Yes Agree Allow Pass Let Play Admit Permit Command Permit Permitted Pending Committed Accepted Accepted Denied Denied Promised Allowed Denied Unwanted Permitted Not Permitted Denied Unwanted Allowed Not Permitted Promised Not Permitted Unwanted Permitted Not Permitted Committed Accepted Accepted Denied Confined Filled Fed Settled Subjected Subjected Held Lost Fed Filled Fed Filled Fed Filled Fed Fed Fed Filled Fed Filled Stuffed Fed Fed Filled Stuffed Fed Filled Stuffed Fed Fed Setting Settling Subjected Subjected Held Hold Lost Gain Loss New Gain Gain New Gain New Gain New Gain New Gain Gain New Gain New Gain State Stolen Force Doubled Forced Forced Force Pressured Rejected Challenged Forced Pressure Pressured Challenged Flown Wrenched Wrenched Locked Knocked Struck Punched Afflicted Locked Struck Wrenched Punched Knocked Knocked Knocked Punched Struck Hurt Joined Dissolved Keep Keep Keep Protect Guard Save Guard Guard Guard Guard Guard Guard Guard Guard Guard Guard Suppressed Suffer Risen Grinned Clapped Cracked Put Eased Held Stretched Pushed Tension Tightened Overpower Push Promised Touch Frisk Scold Fell Deeply Peeved Glanced Screamed Groped Groaned Swelled Sprang Lost Emptied Became Flushed Flesh Moved Foot Moved Left Hurt Legs Moved Arm Moved Barefoot Swept Both Hands Sprayed Move Push Move Left Painful Scared Handed Shaking Swinging Swung Jumping Without Moving Sat Down Shouted Forced Intimidated Escaped Got Up Pulled Down Walk Away Unloaded Got Up Unscrew Soaked Shivered Grabbed Pinched Began Feet Lifted Slammed Pulled Gradually Hard Pull Slumped Bow Legged Took Shut Off Turn Off Beat Brush Picked Fist Push Picked Knee Brush Cleared Dust Hand Returned Scratched Brush Fist Warmly Checked Paw Brush Well Picked Clean Was Idle Barely Heard Groaned Smiled Sprung Agitated Full Well Quietly Well Hardly Heard Heaved Sprung Slipperily Swept Toward Kneel Down Abashed Well Purposefully Properly Unknown Threatened Asleep Clenched Fist Grayish Blotchy Hairless Brownish Blackish Skinless Its Been Caught Crawling Its Been Caught Claws Its Been Caught White Its Been Caught Crawling On Its Beaten Under Its Beaten Crawling On Its Feet It Has Been Caught Crawling Crawled Its Been Caught Ground Its Been Caught Feet Wet Ground its feet Wet Ground its feet Wet Ground its feet Wet Rock It Has been caught on rock It has been caught on rock Torn Its Been Torn Ground its feet Wet Rock It Has been caught on rock Torn Crushed Skinned Feet Small His Big Head Is Missing His Big Head Is Missing One Very Long Beak At Least Two Long Beaks Is Missing Both Of His Big Beaks Is Missing Now That One Big Beak Comes Down From The Sky Two Long Beaks Which Reach To The Sky Are Missing His Back Foot Is Bent Over It Can Only Stay That Way When He Moves With All Of His Legs Good Morning Wonderful Young Humble Young Humble Young Happy Humble Young Happy Humble Young Happy Humble Young Happy Good Morning Beautiful Niece Beautiful Niece Beautiful Husband Beautiful Husband Beautiful Child Beautiful Child Very Clean Very Clean Good Morning Good Morning Very Clean Very Clean Good Morning Good Morning Good Morning Good Morning Very Clean Very Clean

MCB2340C  Week 11 Duration

Week 11 Duration for MCB2340C-General Microbiology (MCB2340C ) WEEK 11: Microbiology was split into two weeks in the class. Please pick one week that you believe that you need more time to study or for practice. WEEK 11: Microbiology was split into two weeks in the class. Please pick one week that you believe that you need more time to study or for practice. WEEK 12: Microbiology will be conducted on Monday, January 4th, Friday, January 15th, and Monday, January 18th from 1pm-4pm. The final exam is scheduled for Tuesday, January 26th from noon -3pm. Microbiology students will be responsible for all materials needed during the final exam from Friday, January 29th through Monday, February 1st.

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MCB2340C  Week 11 Learning Outcomes

All learning outcomes must be met in order to receive credit for the course.

1.1 – Identify the common characteristics of life processes and their role in an organism’s survival. 1.2 – Identify biological molecules that constitute cells, tissues, and organs. 1.3 – Analyze the structure and function of biological macromolecules, such as proteins, carbohydrates, lipids, nucleic acids, and lipids.

1.4 – Explain how genetic information is transferred from one generation to another and how it affects traits and behaviors in organisms.

1.5 – Explain how an organism adapts to its environment through natural selection.

2.0 – Predict how a change in environment might affect an organism or response by an organism.

2.1 – Describe the basic principles of population genetics.

2.2 – Distinguish between genetic variation and genetic drift.

2.3 – Examine data that can be used to determine if mutations occur due to random chance or are beneficial to the population as a whole.

3.0 –

Evaluate data generated by experiments using control and experimental groups; apply scientific principles from control experiments when making conclusions about population behavior and evaluating biological explanations for natural phenomena.

3.1 –

Identify factors that influence survival rate of organisms on a natural environment through ecological succession; describe the processes that occur during succession.

3.2 –

Explain how interspecies competition results in extinction of species; explain why extinction may result from different types of interspecies interactions occurring in both microbial communities and populations within ecosystems

4:00pm-6:00pm

Final Exam Review Session (6): Thursday May 16th at 11am (MCB2340C )

You should come prepared with all your notes you have taken during the week! The final exam review session will be held in the classroom at this time!

Course Outline:

(2017-2018 Course Outline)

Module 10: Population Genetics

Week Topic Assignments Due 10/31 Readings due via TurnItIn for Module 10 11/7 Introduction to Population Genetics Lab Exercise 11/14 Theory for population dynamics lab exercise Discussion questions on population dynamics (due Tues Nov 14th) Assignment #6 due based off labs completed at home final exam review session Topic discussed: Mendelian Genetics Unit & Lab Exercises applied for Week #5: allele frequency & mutation summary ~assigned work ~review papers

Week Topic Assignments Due 11/21 Genetic Drift vs Natural Selection ~assigned work ~review papers Summary slides for Unit I & II Problems Continued Mutation summary slide for Unit III Week #6: Variation Intro DNA & RNA Polymerase synthesis Slides on review test~addition of new slides Labeled DNA & RNA polymerase Slides on review test~addition of new slides Fossils-Paleontology unit~completed work Final exam review session Topic discussed: Biological Diversity Unit Quiz Assignment Question #4 due Week #7 -Mitosis PowerPoint Slides Lab Exercise Review Questions needed from last week’s lecture quiz due Monday November 27th Reading assignments due from last weeks lecture Lab Exercise Q#8 Days examined per unit *If time remaining is less than class time –please read Assignment Sheet *Due Friday Nov16th Final Exam Review Session (6): Thursday May 16th at Noon

MCB2340C  Week 11 Assessment & Grading

Week 11 Assessment & Grading for MCB2340C-General Microbiology (MCB2340C ) Week 11 Assessment & Grading for MCB2340C-General Microbiology (MCB2340C ) Week 11 Assessment & Grading for MCB2340C-General Microbiology (MCB2340C ) Week 11 Assessment & Grading for MCB2340C-General Microbiology (MCB2340C )

Molecular Biology and Evolution

Molecular Biology and Evolution (MBE) is a course that introduces students to the molecular basis of life. The first half of the course focuses on topics in biology, including genes and genomes, evolution, biochemistry, and genomics. The second half of the course explores genetics and molecular evolution.

When you register to take an online class from MIS101, you will be registered for one semester of MBE Class.

Molecular Biology and Evolution BME301 Weeks: Monday 7:00 pm – 10:00 pm; Thursday 7:00 pm – 10:00 pm; Saturday 8:30 am – 12:30 pm Location: CAMPUS CONTACT INFO AND LOCATIONS CAMPUS CONTACT INFO AND LOCATIONS MAKING CONTACT IN CAMPUS SETTINGS MAKING CONTACT IN CAMPUS SETTINGS MAKING CONTACT IN CAMPUS SETTINGS MAKING CONTACT IN CAMPUS SETTINGS MAKING CONTACT IN CAMPUS SETTINGS

MCB2340C  Week 11 Suggested Resources/Books

Resources/Books

List 1:  Day One

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In this article, we discuss two types of chloroplasts, those that produce thylakoid membranes and those that do not. We also discuss … Read More

The aim of this experiment was to measure the rate of photosynthesis using a plant leaf. As indicated in Table … Read More

The aim of this experiment was to investigate how light intensity affects the rate of photosynthesis by measuring chlorophyll fluorescence … Read More

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MCB2340C  Week 11 Assignment (20 Questions)

Week 11 Assignment (20 Questions) for MCB2340C-General Microbiology (MCB2340C ) 1. Discuss the role of intracellular pathogens in the pathogenesis of pneumonia. 2. Discuss three mechanisms by which bacteria can damage host tissue and how they do this, using at least two examples from the text. 3. Identify two toxins that are harmful to host tissues and explain how these toxins may cause tissue damage.

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MCB2340C  Week 11 Assignment Question (20 Questions)

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Week 11 Assignment Question (20 Questions) (For MCB2340C-General Microbiology (MCB2340C ) at University of Phoenix)

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MCB2340C  Week 11 Discussion 1 (20 Questions)

1) Which of the following is not an essential component of a protoplasmic membrane? a. phospholipids b. phospholipid bilayer c. cholesterol d. proteins e. cell wall E 2) How does diffusion work? a. It occurs over short distances and requires energy b. It occurs over long distances and does not require energy c. It occurs between molecules, but only for water molecules d. Diffusion depends on temperature and pressure e. Diffusion is the movement of substances from an area of higher concentration to an area of lower concentration f . It is not affected by temperature or pressure 3) What are the 3 major categories of hydrophilic molecules? a. fats, oils, sugars b. proteins c . amino acids d . nucleic acids e . carbohydrates f . lipids g . water h . oxygen i . nitrogen j . carbon dioxide k . all of these

Relevant Questions One important factor affecting the rate at which an enzyme works is called its affinity for the substrate(s). (a) The affinity for a substrate (e.g., glucose) may change from time to time, depending on: (i) … Which term refers to structures that are formed during aging and/or that do not function properly after death? (a) senescence b ) senescence-accelerated prone senescence c ) senescence-inhibited … What is meant by deoxyribose nucleic acid (DNA)? DNA has two components: what are they? List some known enzymes that use ribose as their substrate(s). The major reason why cells produce large amounts of ribose pyrophosphate diester within their … Within certain bacteria, lysosomes break down bacterial materials such as dead cells and parts of nonliving bacteria into soluble materials that can be used by other bacteria or taken up by other cells in the body.

MCB2340C  Week 11 DQ 1 (20 Questions)

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MCB2340C Week 11 DQ 2 (20 Questions) for MCB2340C-General Microbiology (MCB2340C ) for 1 point

MCB2340C Week 11 DQ 3 (20 Questions) for MCB2340C-General Microbiology (MCB2340C ) for 1 point

MCB2340C Week 12 DQs and Quiz on (20 questions each) for MCB2340C-General Microbiology (MCB2340C ) for 1 point

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Should be total of $23.00 Thank you.

This is a discussion on Final exam study guide here. For this exam, you have to submit a short essay that you have done in class as well as a video presentation that you have done throughout the semester.

MCB2340C  Week 11 Discussion 2 (20 Questions)

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MCB2340C  Week 11 DQ 2 (20 Questions)

at University of Phoenix. 1) Which of the following are required for the successful completion of an experimental design? Please Explain Your Answer. 2) What is the difference between a scientific hypothesis and a null hypothesis? Explain your answer. 3) What is a simple method to investigate the effect of temperature on growth of bacteria?. (Points : 3).   Answer:

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Related Questions

QUESTION: 1
Which term best describes the process by which bacteria become more resistant to antibiotics?
a. Endosymbiosis
b. Binary fission
c. Genetic drift
d. Horizontal gene transfer
e. Selection pressure
A: B

QUESTION: 2
Bacteria reproduce in two ways, called __________.
a. binary fission
b. binary fission + transformation
c. transduction
d. transformation + transmission
e. sexual reproduction only
A: D

QUESTION: 3
What is a bacterial reproduction strategy?
a. Binary fission and transformation combined.
b. Transformation and conjugation.
c. Transformation alone.
d. Binary fission alone.
e. Conjugation alone.
A: C

QUESTION: 4
What theory do scientists believe that living organisms evolved from?
a . RNA world model.
b . DNA world model.
c . Evolutionary theory.
d . All of these options are correct.
e . None of these options are correct.
A: B

QUESTION: 5
What is the main difference between single- and double-strand DNA?
a . Single strands have no right or left-handed structure, while double strands do have right- or left-handed structures.
b . Double strands are linear, while single strands are circular in nature.
c . Single strands are sticky while double strands are sticky only if they are hot-wetted into one another and then cooled down after some time, whereas double strands are sticky when wetted into one another but may not be hot-wetted into one another when cooled down after some time, respectively.
d . Single strands carry more genetic information than double strand DNA does due to their single-stranded structure, while double strand DNA carries less genetic information than single-stranded DNA does due to its double-stranded structure in nature since they both carry bases that have either phosphodiester bonds or sugar-phosphate bonds as their side-chains attached on each end, respectively.
e . All the above choices are correct according to my understanding as well as I have studied both single-stranded and double-stranded DNA in my biology course until now (since I’m taking genetics).

– A
– A+
– A++
– B+
– B++

Answer: E

Question ID : MCB2340C Week_11_DQ_2_20_Questions_for_MCB2340C.htm

P.S.: You will get an A grade when you upload your answer on this website and get full credit for it.

Question ID : MCB2340C Week_11_DQ_2_20_Questions_for_MCB2340C.htm

Sample Solution

References

[1] Stokowski CM., et al., “Whole cell genomic fingerprinting reveals rapid horizontal gene transfer between Gram-positive isolates,” Journal of bacteriology , Vol(18), No(4), (2017) pp128–134.

[2] Raja B., et al., “The Impact of Plasmids and Transposons on Genomic Diversity Among Multiple Gram Positive Isolates,” PloS one , Vol(8), No(12), (2013) pp e81391.

[3] McClendon JE., et al., “Genome sequence-based classification of Chlamydia pneumoniae”, PloS one , Vol(8), No(9), (2013) pp e72507.

[4] Clements J.E., “Dissection of horizontal gene transfer in bacteria”, Microbiology times , Vol(23), No(10), (2007) pp579 –584.

[5] Portioli S.C., et al., “Comparative characterization of plasmids from Enterococcus faecalis strains isolated from North American patients with catheter-related bloodstream infections”, BMC microbiology , Vol(17), No(14), (2017) pp1–10.

[6] Coleman GM., “Human pathogens in a changing environment,” Microbiology times , Vol(23), No(12), (2007) pp516 –521.

[7] Kaul P.R.., et al., “Current methods for detecting microbial drug resistance”, Microbiology times , Vol/21,No (12)

[8] Gupta H.D.., et al.. “Microbial drug resistance mechanisms in hospitalized patients with infections caused by multi-drug resistant bacteria in India -an epidemiological analysis”, Indian journal of antimicrobial agents ,Vol/32,no.(5)

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MCB2340C  Week 11 Quiz (20 Questions)

at University of Hawaii – Manoa. Study flashcards and notes from MCB2340C General Microbiology students.
MCB2340 General Microbiology MCB2340C Course Syllabus for UNIVERSITY OF HAWAII – MANOA 2014-2015

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MCB2340C  Week 11 MCQ’s (20 Multiple Choice Questions)

for MCB2340C – University of the Sunshine Coast Last updated 1/2018

Activity 2 – Microorganism Identification

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Microorganisms are defined as “organisms that cannot be seen with the unaided eye, but can be seen using a microscope.” As you may have discovered in Activity 1, microbes are ubiquitous in nature and their presence is often an indicator of the health of a particular environment. You may have also discovered that they can cause disease or produce toxins that are harmful to humans.

Aim: To identify bacteria and yeast present in various environments.

Objectives: To recognise common indicators of health and disease; identify microorganisms on the basis of physical properties; understand how to recognise organisms from environmental samples.

Materials needed: A microscope; a microscope slide; sterile pipette tips (paper or plastic); air/water mixture (see Activity 4)

Activity 3 – Maintenance and Control

View Worksheet PDF Version

It is important to maintain an appropriate environment for microbial growth. Here we will investigate factors which affect the number of microbes present in a sample. There are several important factors:

Temperature – Most microbes require temperatures above 0ºC to grow. The optimum temperature is approximately 30ºC.

Oxygen levels – Most microorganisms require at least one cell oxygen molecule per cell. As oxygen diffuses across the membrane, it has to enter through many pores before reaching cells. These cells must be able to exchange gases with each other and reactants within their cells, otherwise they will not survive.

pH levels – This is the hydrogen ion concentration relative to its surroundings. Microbes are unable to survive in an acidic environment as this requires them to produce enzymes that would destroy them. They are capable of surviving an alkaline pH however if these conditions exist they will grow well.

Inactivity times – Any microorganism that does not receive sufficient oxygen over long periods will perish.

Activity 4 – Basic Laboratory Skills

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In our lab, we will explore basic laboratory skills such as:

Using various pipette tips; How bacteria can be identified; How to measure pH levels using a pH meter; How to prepare solutions for tests such as measuring carbon dioxide production by anaerobic bacteria and respiration rates by aerobic bacteria.

Note: All questions in this worksheet were taken from past examination papers published by Queensland Education Department.

Additional Resources:

Microbiology worksheets:

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MCB2340C  Week 12 Description

Week 12 Assignment Overview:For this assignment, you will be working on a team to identify and describe two common microorganisms. First, define the genus or species of the organism you identified. Then, create a brief description of the microorganism (including name, major characteristics, how it was identified, and its sources). Use an online tool (such as Microsoft Excel) to enter and organize the information in a table or graph. This assignment is not intended for use with the general microbiology course MCB3400 (General Microbiology). Project Due Date: This assignment will count towards your weekly grading for the entire class. Your group has 2 weeks to submit your final project after this due date.

At least 3 references are required for this assessment.

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MCB2340C  Week 12 Outline

Outline for MCB2340C-General Microbiology (MCB2340C ) General Microbiology 1. Bacterial Pili (1.3) 2. Viruses (1.5) 3. Gram-Positive and GramNegative bacteria: Bacteria that do not produce pili are called non-pilous bacteria. They include: 4. Actinomycetes and spirochetes (1.8) 5

Biochemistry for Health Sciences: Notes for Lectures Noe T, Valdez C G, Aldrich J R, Castello D E Final Exam Study Guide ACCT 2302/2303 CHM 1027/1028/CHEM 1040 May 20, 2016 Professors: Drs.: Table of Contents Introduction………………………………Page1 Question

NUTRITION CARE NURSING MUNDUSI-AGAMA UNIVERSITY OF RWANDA COLLEGE OF SCIENCE AND TECHNOLOGY FACULTY OF HEALTH SCIENCE DEPARTMENT OF NUTRITION PROGRAMME CODE MSH/HTN1706 CLINICAL NUTRITION CONTENTS Page

PROFILES IN AMERICAN BIOLOGY LIFE SCIENCES BIOCHEMISTRY CHAPTER TWO – The Biosciences INDIVIDUAL INVESTIGATIONS THE PROPERTIES OF RNA THE PROPERTIES OF DNA THE PROPERTIES OF proteins The PROPERTIES OF VIRUSES

23 BACTERIA SPREAD CONTAMINATION Prevention Treatment Physical Processes Chemical Processes Biological Processes Chemical Processes Physical Processes Biological Processes Antibiotic Therapy Antibiotic Therapy Waterborne Diseases Waterborne Diseases Food Contamination Food Contamination Waterborne Disease Transportation of Hazardous Materials Transportation of Hazardous Materials Medical Procedures Medical Procedures Common Food Poisoning Common Food Poisoning Diagnostic Techniques Diagnostic Techniques Sensory Evaluation Sensory Evaluation Related Relationships Related Relationships Control of Agents in Sanitary Systems Control of Agents in Sanitary Systems Space Production Space Production Economic Impact Economic Impact Relative Costs Relative Costs Environmental Impact Environmental Impact Total Cost Total Cost Reviews Reviews Summary Summary Bibliography Bibliography Chapter Resources Chapter Resources

MCB2340C  Week 12 Objectives

Objectives: Week 12
1. Define and explain the term biotic and abiotic factors. 2. Explain the difference between a virus and a bacterium. 3. List several ways in which microorganisms are beneficial to human life. 4. Identify the five major organs of the human body and their functions.
5. Describe the structure of DNA, RNA, and proteins.
6. List similarities and differences between prokaryotic and eukaryotic cells.
7. Distinguish between anabolic and catabolic reactions using appropriate terminology.
8. Write an essay analyzing how antibiotics affect bacteria.
9. Explain why antibiotics are used to treat certain illnesses.
10. Distinguish between viruses, prions, and bacteria using appropriate terminology.
11. Describe specific types of pathogens including viruses, fungi, bacteria, prions, parasites, mycoplasma, protists ,and protozoans .
12.Pick two plant pathogens from each family (e.g., thrips ).
13.Collect examples of plant infections from real world settings using plant pathogens.
14.Describe different types of beneficial microorganisms in plants with examples .
15.Identify mechanisms for passive transport in plants .
16.List basic differences between organisms that can be considered as either single-celled or multicellular.
17.Distinguish among unicellular prokaryotes , unicellular eukaryotes , and multicellular eukaryotes .

MCB2340C  Week 12 Pre-requisites

is the first course of the two-semester sequence of General Microbiology, MCB2340C. In this course, you will explore diversity of bacteria and their role in promoting healthy human life. You will learn about microbes, including viruses, fungi and protists that are involved in the maintenance of homeostasis in our body. The course also covers pathogenic bacteria such as Salmonella typhi, Vibrio cholerae and Chlamydia trachomatis. In addition, you will learn about important drug classes such as antibacterial agents and antifungals, which are used to treat infections caused by these bacteria. Learning Outcomes: Upon successful completion of this course, you should be able to: – Describe key characteristics of microorganisms – Identify different types of microbes (viruses, fungi and protozoa) that live on or within us – Recognize how microbes influence human health, disease and well-being using scientific data acquired from laboratory studies – Describe properties of antibiotics

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MCB2250 Microbiology (MCB2250) Week 1: Introduction Week 2: Bacteria Week 3: Fungi Week 4: Viruses Week 5: Protozoa

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MCB2340C  Week 12 Duration

Course at Northwood University is 7 weeks. MCB2340C General Microbiology (MCB2340C ) Course study material, exam notes, assignment help, Exam preparation material and a lot more.

Test Bank for Mason & Flynt’s Basic Microbiology 11th Edition PDF

Test Bank for Mason & Flynt’s Basic Microbiology 11th Edition PDF. Test Bank for Mason & Flynt’s Basic Microbiology 11th Edition PDF. Thank you for your purchase of the Test Bank for Mason & Flynt’s Basic Microbiology 11th Edition by Okiishi and Hensley. This is an educational and professional resource designed to improve your ability to teach and understand basic microbiology in a medical environment.

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May 27, 2021· Mcb2340c Test Bank Mcb2340c Test Mcb2340c Test Mcb2340c Testbank Free Download Ebook Download Mcb2340c Testbank Free download as Text File (.txt), PDF File (.pdf) or read book online for free. MCBB

McB3452C – MCB 3452C – Week-12 Discussion

Week-12 Discussion (25 points) Choose one of the following topics: A) Comparison of general microorganisms B) Bacteria C) Viruses D) Fungi Week-12 Discussion (25 points) T

MCB2340C  Week 12 Learning Outcomes

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Download or read this book online for free in PDF: MCB2340C Week 12 Learning Outcomes for MCB2340C-General Microbiology (MCB2340C )

This paper is from http://www.ukessays.com/essays/microbiology/mcb2340c-week-12-learning-outcomes-for-mcb2340c-general-microbiology-mcb2340c.htm – Version of July 20, 2015 at 03:28:44

Week 12 Learning Outcomes for MCB2340C-General Microbiology (MCB2340C ) Name_______________________ Date____________________________ Student ID ___________________________________________________________________ Part A: Chemistry This assignment will provide you with an opportunity to apply knowledge of the nature and properties of compounds and their interactions with living organisms, to an understanding of how the chemistry of cells provides information that can be used to guide therapy of disease. The student must demonstrate their ability to apply knowledge by using relevant chemical terms and methods to perform tasks related to the activity. Describe your reaction to each one of the following questions: * Why does yeast metabolism depend on sucrose? * How are enzymes involved in glycolysis catalyzed? * How is NAD+ formed? * What is meant by a noncompetitive inhibitor? * How are enzymes involved in cellular respiration catalyzed? * What can cause a false positive result when measuring enzyme concentrations? Part B: General (MCB2331) Your Grade for Part A will be based on two parts: (A) A written examination that contains multiple choice questions as well as short answer questions relating solely to chemistry and biological chemistry concepts; and (B) a report that demonstrates your ability to work through practical laboratory experiments. Please note that only one piece of work is allowed per student per module. The completed assignments must be typed, double spaced on standard white copy paper, with three hard copies submitted as outlined below. Completed assignments must be submitted no later than Week Eight(8). All work must be typed double spaced on standard white copy paper with three hard copies submitted as outlined below. I have attached my chosen readings from MCB2331 – Anatomy and Physiology II. Please use them as a guide as you attempt these assignments. Part A 10% = 25% Final Grade = % Points Total Points Lecture Assessment

Part B 30% = 60% Final Grade = % Points Total Points Lab Assessment / Laboratory Report Parts A & B combined

1st Assessment

2nd Assessment

Final Assessment %

Assignment #1 – Sickle Cell Disease The question: You are designing a small-scale experiment in which you wish to determine whether treating sputum cultures from patients with sickle cell disease with antifungal agents will inhibit growth of the fungi by making them more susceptible to antifungal treatment. Using appropriate background information from your previous course lectures, class discussions, articles, etc., summarize the aims and objectives for this part of your experiment; describe briefly any major steps you expect will need to be taken before your experiment begins; discuss what control groups might be appropriate; explain how you would measure critical variables; discuss various techniques you might employ during your experiments; address any special considerations needed in handling equipment such as sterilization or chemical analysis methods; discuss any anticipated pitfalls or issues you may encounter during your study process.

Part A Content Outline:

1) Background Information – Provide background information about sickle cell disease if necessary.

2) Clinical History – Describe common clinical presentations seen in patients with sickle cell disease.

3) Genetics – Discuss how genetic factors play into sickle cell disease development.

4) Pathogenesis – Discuss pathology associated with sickle cell disease.

5) Treatment Options – Describe potential treatments used against sickle cell disease.

6) Literature Review – Indicate sources consulted for additional information about sickle cell disease treatment.

7) Hypothesis Development & Experiment Design – Discuss experimental approach including hypothesis development such as specific objective(s), hypothesized outcome(s), essential variables, instrumentation required, statistical method(s), etc…

8) Critical Variables & Methodology – Discuss essential variables likely involved in experimental design along with methodological aspects such as controls, safety measures, time frame requirements & other miscellaneous considerations…

9) Results & Discussion – Interpret results presented through presentation format such as tables/graphs/pictures/diagrams/critique/review.. Use APA style referencing for all references included in discussion points..

Part B Content Outline:

1) Background Information – Provide background information about sickle cell disease if necessary.

2) Clinical History – Describe common clinical presentations seen in patients with sickle cell disease using appropriate terminology…Provide an example(s).

3) Genetics- Discuss how genetic factors play into sickle cell disease development using appropriate terminology…Provide an example(s).

4) Pathogenesis- Discuss pathology associated with sickle cell disease using appropriate terminology…Provide an example(s).

5) Treatment Options- Describe potential treatments used against sickle cell disease using appropriate terminology…Provide an example(s).

6)Literature Review- Indicate sources consulted for additional information about sickle cell treatment using appropriate terminology…Provide an example(s).

7)Literature Review– Summarize main findings reported from literature review using APA style referencing…Provide an example(s).

8)Literature Review– State hypothesis developed relating findings found via literature review where applicable…State hypothesis developed relating findings found via literature review where applicable…Provide sample statement based upon discussion points…

9)Literature Review– Interpret results presented through presentation format such as tables/graphs/pictures/diagrams/critique/review.. Use APA style referencing for all references included in discussion points..

ANSWER ALL QUESTIONS FIRST THEN TYPE YOUR ANSWER IN THE SPACE PROVIDED ON YOUR WORKSHEET Sample Answer To Obtain Credit…Students should always refer back to their readings whenever possible because doing so could clarify a concept or direct students toward resources they may not have thought about independently. If students do not understand why concepts are being covered then suggest they go back and read the chapter or section they did not understand before continuing on their own (this could also serve as a chance for students who are able-to ask questions). Students should always ask clarifying questions regarding concepts they are unsure about after reading relevant sections (especially those dealing specifically with lab techniques). Students should also remember to show their thinking throughout their responses in order for itto count toward the final grade(Grading scale based on how many correct answers obtained): If students have more than half correct answers then they earn full credit If only half correct answers but all students obtain full credit If less than half correct answers but all students obtain partial creditIf less than half correct answers but none received full credit If less than half correct answers but none received partial creditIf less than half correct answers but none received no credit Then it does not count towards total points earned NOTE THAT NONE OF THESE OPTIONS ARE REQUIRED AS EACH STUDENT WILL BE REQUIRED TO WRITE AN ORIGINAL RESPONSE FOR EACH QUESTION THEY NEED TO ANSWER AND ANY QUESTION THAT DOES NOT APPEAR ON THIS SHEET MUST BE WRITTEN ON A SEPARATE SHEET AND SUBMITTED WITH YOUR EXAM WORKHOUR Exams may appear different when viewed on different computers or mobile devices. For maximum accuracy please complete all exercises before moving onto answering questions pertaining to other exercises Further Information : In accordance with UK Online Teaching standards students must take part in various forms of assessment throughout this unit. These include oral assessments whereby each student will present a talk given during lectures, webinars/webcasts conducted by instructors offering optional lectures throughout the course duration which involve live interaction between instructor and participant .In addition there is also attendance requirements plus submission requirements which each form part of assessable learning activities ..These may vary depending upon individual circumstances so it is important that students check details within individual modules .While we encourage participation please note that entry into exams might require consideration if participants have been absent from class whilst being ill ,poorly or injured ..For further details regarding examsplease refer back to Appendix C Questions Some studies indicate that vitamin D supplementation has beneficial effects on cardiovascular risk factors–increasing both HDL cholesterol levels while decreasing LDL cholesterol levels comparedto placebo supplementation [16] among heart attack survivors [17]. In another study involving elderly subjects [18], Vitamin D supplementation was found touninterventions significantly decreased C-reactive protein levelsand increased bone mineral density.While Vitamin D seems unlikely tounfavorably affect inflammatory markers[19],it has been suggested that vitamin D may influence mechanisms involvedin glucose regulation [20] suggesting itmay also improve glucose metabolism [21]. While there was nosignificant difference betweenthe four intervention groups’ means were mostly higherthan baselinevalues comparedto placebo group.Thereforeit appears likelythat long-term supplementation wouldlower fasting serum insulinlevelsand improve beta-cell function,and overall improve metabolic healthvia improvement iin blood sugar homeostasis.Alsoit appearslikely vitaminD wouldreduce inflammation,dyslipidemia,and insulin resistancewhile improvingcardiovascular healthbothin adultsandolder subjects It appearslikelythat high-dose vitaminDsupplementation can reduce serummarkersof inflammatoryresponse,suchas CRP,collagen I,aortic stiffness,riskfactorsfor cardiovascular diseasesand metabolic syndrome among older adultswhen supplementedwith25-hydroxyvitaminD(25-OHD)[22].Further studieswill.be neededtounderstandhow different doses impactthese parameters.The roleof vitaminDand its potential relationsof subclinical-inflammatory response,and markers thereof amongadults hasbeen demonstrated intesting antioxidant status [23]and overall antioxidant status[24].However,no study has been conducted yetusing adequate sample sizes,researchers haveshown significantpositive associationbetweenserumvitaminDlevelsand improved antioxidantstatusindicatingno rolefor vitaminsupplementationtobebeneficial.Antioxidantstatushas been shownto reflect overallwell-beingamongadults[25]thuslookingatcombinationtherapeutic interventionsmay proveinteresting.Evidenceis emergingindescribingan associationbetweenhighdosenieto increaseblood pressure[VitaminEamongst elderly individuals ]according tounopposedbenefitscomingfromunmeasuredabilites amongolder adultswhich suggeststhata combinationof dietary fat intake,magnesium,itssubstrateand aminoacidseffectsmight exert favorableactionson systemic blood pressure amongst older adults[increased beta-cell function]because vitaminEhas been shown touninterventionsproviding mitotaneffect against systolic hypertension among patients receiving metformin therapy(OR=4).Studieshave demonstratedinsulinresistanceand hyperinsulinemiacan bemanipulatedby dietary fat intake [26],carbohydrate intake[27]and magnesium source[sources]suchas milk fortifiedwithcalciumor magnesium [28].Magnesiumhelpsinoptimizingglycaemic controlamongst adultswithtype2diabetes especiallyamongthose individualswhomayhaveunderlyinghypertension.It seemslikelythatintakeofeither,magnesiumsupplementationatthecut-off point [29],orintakeofmagnesium-rich foodsrecommendativelyorhealthprofessionalsmight bemodestly beneficialamongst older adultswhowereon chronicheart failure therapies.Noteworthyisalterationsinthetemperaturecontrol mechanisminvitaminsupplementationsuggestingthat diabeticsmaybenefit from thistreatmentas long-standing abnormalitiesourthepathophysiologybeforesuchpatients.can bemanipulatedalbeitquikelypossibleThus,the biochemicalchangeswithintermedbyEckardt et al.[30] incelldeathamongexposedratsbemodestly beneficial.This research provides significant additionalinformationregardingtheeffectsofadriamycinon human healthwhichcouldbeseenasadequate researchstudyratherthan adescriptionforadynamicprocessamonganimals.They suggestadiretrionbetweenimmunosuppressionprevailsince excessantibodyproductionagainstunexpectedcellscouldleadto impairedendogenousimmuneresponse.[31].Drugsareconsideredgoodcandidatesforprescriptionbecausemanyoffusedcanbefoundwithoutrelayingimportantinformationaboutpotentialsideeffectsandreactionswithingeneral guidelineson adverse effects publishedbyIARCmonographs[MusculoskeletalSystem][32][33][34][35][36][37]Duringanemergencysituationa nurseshouldknowwhat drugshavealreadybeenadministeredincludingdoses,patientresponsibilitiespecialcarerequirementsetcifanytheseasonseversesubjectswouldbeexpectedtoparticipateInaddition,onanemergencysituationnursemustknowWHODidwhatnottopreventseriousdrugsafetyconcernsaboutspecificdrugsthemselves.Thisfactistobemoreapplicabletomaintainingpatientairwaymanagementwherethecomponentsarepresentedabove.InadditionAPRNotherimportantaspectoftherapiesbeingprovisionedtodealingwithsuspecteddrugoverdosethatknewoccuranceeningestivaltheseinclude nasalspray,stuffedupsensationabolitesandsomepatientswhotakeappropriateadverse drug reactions have sometechniquesusedtobehelpthem.Treatment strategiesinhospital settingsplacegreateremphasisonthepreventionsectionbuttherearealsootheroptionsavailable.Onmewebpage2003last updatedFebruary2017http//www.nlm.nih.gov/medlineplus/druginfo/meds/a682025.html CrossRefMedline Bibliography https://pubmed.ncbi.nlm.nih.gov/11996980/.article/download/pdf/CrossRefMedline DataFile.pdfhttps://pubmed.ncbi.nlm.nih.gov/11996980/

The aim was “To identify pathogens causing urinary tract infections” by enumerating bacteria isolated from urine samples collected using sterile collection bags according certain criteria set out earlier Which consisted mainly of antimicrobial susceptibility tests (ASTs). This idea called “Sanitation Drives”. There were two main aims here too namely first identifying pathogenic isolates then evaluating antimicrobial susceptibility test results compared it against AST results of similar bacteria isolated previously From patient’s urine samples collected Using sterile collection bags According certain criteria set out earlier Which consisted mainly Of antimicrobial susceptibility tests ASTs . Introduction Urinary tract infection Uti Is caused by overgrowth of normal bacteria like Staphylococcus Aureus Streptococcus pyogenes Klebsiella pneumoniae Enterobacter species Proteus mirabilis Escherichia coli Pseudomonas aeruginosa Moraxella catarrhalis Haemophilus influenzae Klebsiella oxytoca Propionibacterium acnes Candida albicans Serratia marcescens Bacillus cereus Methicillin-resistant Staphylococcus aureus Staphylococcus epidermidis Erwinia carotovora Acinetobacter baumannii Enterobacter cloacae Klebsiella pneumonia

MCB2340C  Week 12 Assessment & Grading

Question #1The following information is related to the study ofMicrobial Physiology. Choose the best response and write it in the space provided.Johnstone et al. (2014) found that A3 can sense movement in its environment. Explain why this result wouldbe an advantage for A3.Johnstone et al. (2014) found that A3 can sense movement in its environment. Explain why this result wouldbe an advantage for A3.

Answer: The study showed that one of the beneficial properties of microorganisms is their ability to sensemovement around them and also their movement to adapt to new environmental conditions.

Question #2

In short-order, what happens during cellular respiration? Why is pyruvate a product of glycolysis?

Answer: During cellular respiration, glucose, which was produced through fermentation or glycolysis,

is converted into pyruvate using the process known as anaerobic respiration.

Question #3

In a paragraph, briefly describe the role of enzymes in metabolic pathways.

Answer: Enzymes are biological catalysts. They speed up chemical reactions so that they can occur more efficiently

when they happen.

Question #4

The given facts about microbes are correct, but they only describe how microbes live on earth and don’t have

to do with whether they will be advantageous for them when they evolve on Mars or on another planet.

Distinguish between advantages and disadvantages of living on a planet with conditions similar to earth’s (i.e., hot,

dry, low pressure).

Answer: Advantages are characteristics that make something good or useful. Disadvantages are characteristics that make something bad or useless. The two main advantages I think are living conditions similar to earth’s and having genes from other organisms who lived there before us.

Question #5

I wrote a document in my book outlining what microbial diversity means and how it relates to my research onfungal endophytes (endospores), including photosynthesis.The following information is an example from your textbook:DissectionGuide:A cell wall encloses most bacteria cells; however, some bacteria lack cell walls entirely.Bacteria may survive by attaching themselves directly to surfaces or by spreading through air spaces.During periods when most bacteria live under adverse conditions such as drought or heat stress,some bacteria develop endospores as a form of defense against harsh environments.Endospores may survive being released from cells by causing dehydration during periods when mostbacteria are dormant.While many microbes can be classified as aerobic, only some aerobic bacteria have cell walls.Thismeans that their spore-forming abilities can be observed even if no oxygen is present.If aerobic organisms cannot survive outside the body without oxygen, then they must have evolved atthe same time or earlier than aerobic organisms.These evolutionary links between lifeforms demonstrate that microbiology encompasses all lifeforms onearth.https://www.youtube.com/watch?v=6p0n9T_yqYQ&feature=youtu.beThis link refers to reasons why fungi would be advantageous for me since I am studying endophytes.Plus information about how they produce spores.Thanks!

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MCB2340C  Week 12 Suggested Resources/Books

Week 5 Discussion: The Nature of Life  Resources/Books (MCB2340C ) Week 1 Discussion: What is the nature of life? Biology and biochemistry are not the same thing. Discuss how biology is a sub field of biology and biochemistry is a sub field of chemistry. Describe the differences between chemistry and biology. List some examples of chemistry’s contributions to biology. Give an example of the benefits of knowing both science and art.

MCB2340C  Week 12 Assignment (20 Questions)

Week 12 Assignment (20 Questions) for MCB2340C-General Microbiology (MCB2340C ) Week 12 Assignment (20 Questions) for MCB2340C-General Microbiology (MCB2340C ) Week 12 Assignment (20 Questions) for MCB2340C-General Microbiology (MCB2340C ) Week 12 Assignment (20 Questions) for MCB2340C-General Microbiology (MCB2340C ) Week 12 Assignment (20 Questions) for MCB2340C-General Microbiology (MCB2340C ) Weekly Discussion Board The Effects of Wind on a Vertical Axis Wind Turbine $10.99 From the authors of the best-selling guide to better-than-even-money betting, expert Steve Mauro teams up with his son, Todd, to present … View Details Add to Cart Add to Wishlist Read All Reviews

Frequently Bought Together Get discounts on all your favorite titles! Module 5: Introduction to Cells Module 6: Metabolism Module 7: Cell Structure and Function Module 8: Signaling in Eukaryotes Module 9: Inheritance and Variation in Eukaryotes Module 10: Genetics and Evolution Section Course Design Instructors Richard Fairhead Richard Fairhead Richard Fairhead Richard Fairhead Previous Next × Instructions Enter your email address below to receive course instructions Email Address

MCB2340C  Week 12 Assignment Question (20 Questions)

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MCB2340C  Week 12 Discussion 1 (20 Questions)

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MCB2340C  Week 12 DQ 1 (20 Questions)

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MCB2340C  Week 12 Discussion 2 (20 Questions)

at University of South Carolina – Columbia. The first question is the home study quiz. This week you will answer a series of questions in class. This exam is not cumulative, but you should read through this week’s notes and the laboratory manual before attending class on Thursday.

Using your notes and textbook, answer these questions:

1. Which of the following statements regarding endospores is TRUE?

a) Endospores are formed when bacteria undergoes sporulation.

b) Endospores are produced by some bacteria when they are challenged with extreme conditions.

c) A bacterial cell that has failed to divide can undergo sporulation.

d) Bacteria can produce endospores that have become resistant to heat, chemicals, or antibiotics.

e) All of the above are correct.

2. Which of the following is NOT a good indicator of whether or not a pathogen is capable of producing endospores?

a) Endospore formation

b) Resistance to disinfectants

c) Ability to adhere to surfaces

d) Ability to survive exposure to harsh conditions

e) None of the above are correct.

3. Which one of the following statements regarding viable but nonculturable cells (VBNCs) is FALSE?

a) VBNCs are only found in small amounts in environmental samples collected from soil

b) VBNCs are difficult to grow using standard laboratory techniques

c) VBNCs do not contain DNA in their chromosome

d) VBNCs do not exhibit any phenotypic characteristics other than their inability to grow on standard laboratory media

e) Some bacterial strains could be considered as VBNCs because they may be nonculturable but still capable of producing natural products and stimulating host immunity

4. In which form does endosymbiotic cyanobacteria enter eukaryotic hosts?

a) Transformation

b) Conjugation

c) Fission

d ) Symbiosis

e ) Budding

5. Which one of the following organisms might be used as an indicator for detection of pathogens in contaminated environments?

a). Microbiota—commensalism/dualism etc.

b). Legionella pneumophila—Legionnaires’ disease; highly pathogenic microorganism that causes pneumonia; causes pneumonia typically during hot weather

c). Shigella dysenteriae—shigella dysenteriae causes bloody diarrhea; shigellosis; causes diarrhea typically during warm weather; most important cause of food-borne illness worldwide; 4-7% cases cause death in developing countries where lack sanitation and water supplies/ poor nutrition/

6.) Streptococcus pyogenes—streptococcus pyogenes sepsis and scarlet fever; very important nosocomial infection;

7.) Staphylococcus aureus—staphylococcus aureus redness/swelling/bruising/little puss secretion —causes acne-like lesions on face, chest, abdomen, or back usually after injury or minor trauma (can cause serious illness); if large amounts ingest it can cause hemorrhage & shock /streptococcus agalactiae (Group B Streptococcus)—severe infections including meningitis/bacteremia—cause infections such as strep throat/gum disease/strep pyogenes bacteremia/cervical mumps/cancer etc.; cause sexually transmitted diseases; caused by gram negative bacteria & belong to group b strep (Streptococcus agalactiae)

8.) Enterococcus faecalis—common hospital-acquired infection; normally occur naturally on skin/gum/tooth surfaces/atop toothbrushes/finger nails/etc.—causes acute gastroenteritis–causes systemic illness w/ diarrhea/meningitis–most common cause of UTI’s & abscesses • colonized by anaerobic organisms (gram-positive rods)

9.) Proteus mirabilis—periodontitis–thrush/BV/chronic prostatitis & urinary tract infections/tendon sheath infections etc.

10.) Klebsiella pneumoniae • Causes pneumonia often during cold season -isolates from stools,

11.) Escherichia coli• Vaginal infection/infection w/ UTI/wound problems/etc., colonized with E.coli. • Causes sepsis/scalded skin syndrome/thrombotic thrombocytopenic purpura/severe sepsis/infections after abdominal surgery/hospitalization/replacement therapy for heart valve surgery/infections from IV drug abuse etc.-particularly methicillin-resistant staphylococcus aureus (MRSA)

12.) Pseudomonas aeruginosa • Acute cystic fibrosis flare-ups leading to hospitalization–acid-fast bacilli in sputum 80%, complications such as severe lung infections/lung abscess/electrocution/septicemia/hematologic malignancy 90%–Pseudomonas aeruginosa –life threatening conditions—hemolytic uremic syndrome/hemolytic-uremic syndrome/kidney failure/failure/fibrosis/genetic defect/flavobacterium psychrophilum/dysentery//chronic ulcerative colitis/skin infections/infections-in-the-gastrointestinal-system/systemic inflammatory response syndromes/fecal-oral-transmitted-syndromes/septic shock/pneumonia/alcoholic liver disease/cholera/pulmonary infarction/fibrosing cholangitis/undifferentiated glomerulonephritis//kidney failure/malignant ascites/acute renal failure//hypotension/inappropriate thirst/sweating/dehydration/tachycardia/exercise intolerance/dizziness/headache/anxiety/anorexia//cardiovascular collapse/pulse deficit/asystole/transient ischemic attack/extreme lethargy/stroke/ischemia/peripheral neuropathy/intoxication//anuria/dementia/anesthetic gas/drowning/drug intoxication/oropharyngeal candidiasis/cytomegalovirus hepatitis/reproductive failure/exocrine glandular dysfunction/endocrine dysfunction/atypical mycobacterial infection/rheumatic fever/perioral dermatitis/joint pain/thromboembolism/cryptococcal meningitis/radiation dermatitis/chronic skin ulcerations/glomerulonephritis/minor infective agent/moderate infective agent/transient ischemic attack/minor stroke/recent radiation exposure/liver transaminase elevation/high-grade fever/oropharyngeal candidiasis/autoimmune polyglandular disorders/myocardial infarction/peripheral neuropathy/transient ischemic attack/reversible cerebral vasoconstriction syndrome/cardiac arrhythmia/hepatotoxicity/encephalopathy/confusion/minimally conscious state/unconscious/unresponsive/tinnitus/minimal change//prolonged QT interval/multiple organ system failure/prolonged QT interval//transient ischemia/temporal arteritis//convulsions/congenital anomalies/perinatal asphyxia/tracheoesophageal fistula/malignant hyperthermia/polymicrobial infection/hypothermia/subarachnoid hemorrhage/major bleeding/eventual hypotension/cerebral edema/fatal arrhythmias/rash/glucose intolerance//hyperkalemia/intolerance/kidney damage/spontaneous abortion/shock/fever/shock/cardiac arrest/endocarditis/trigeminal neuralgia/peripheral neuropathy/vomiting/bladder irritation/subcutaneous emphysema/anaphylaxis/posterior uveitis/pathologic fracture/perforated esophagus/toothache/hypoglycemia/anorexia/nephritis/infection/bacterial conjunctivitis/remission/allergic rhinitis/poisoning/conjunctivochalasis/plague //burns/rash/sunburn/shock/tripod sign/pathology //Glossopharyngeal neuralgia/congenital heart disease/proteinurics/nonketotic hyperglycinemia/premature infant/granulomatous otitis media/kidney rejection/aspergillosis/lung alveolar hydatidosis/blood transfusion reaction/pneumonia/eatthan/thromboangiitis obliterans/infection/toxic epidermal necrolysis/transplant rejection/red blood cell aplasia/subungual hematoma/viral hemangiomata/transplant rejection/current smoker/autoimmune hemolytic anemia/hemorrhagic diathesis/organs/tumor/adrenal carcinoma/adrenal metastases/metastatic tumor/fracture hematoma/substance abuse/emphysema/others-hyperthyroidism/neuroblastoma/VAD retinitis/adrenal cortical adenoma/adrenal adenoma/*other-(40mg/day)-low cardiac output-bronchopneumonia–diagnosis, prophylaxis, management immunodeficiency patients-surgical =roundworm treatment (lies on mattress: would eat bedding); OVA prophylaxis-required for children (<16 years old), students living with immunocompromised adults;; schistosomiasis moniliforme: frequent apnea, vomiting/chest pain/fatigue/high fever/body temperature fluctuation/allergy-alleles=pyrrole-formin(=heme synthesis)/pyrrolizidine-alanine-formin(gene mutations)=bradykinin pathway/acetylene-/tetrahydrofolate/herbicidal enzyme inhibitors/*treatment=Mefloquine/HF therapy;(50mg/day)-Schistosomiasis mekongi:
→parasitic worm=monogene=single-stranded RNA virus=>viral replication->RNA→ DNA→viral protein→viral release->viral genome→RNA→proteins
→apical epithelial cells: meet with gastric acid at a site where both enzymes enter intestinal tract->they fuse->hypermethylated DNA->DNA replication->DNA→proteins
→epithelial cells: bind bile salts,
→epithelial cells: destroy single strand RNA viruses|
RIG-I-like receptors(7): innate immunity;
RIG-I-like receptor(M2): viral replication-
RIG-I-like receptors(M3): immune evasion by virus&
RIG-I-like receptor(M4): viral replication-
→RIG-I detects viral nucleic acids encoded by RNA viruses
→RIG-I recognizes viral nucleic acids encoded by double stranded RNAs
→RIG-I determines sequence-dependent RNA processing pathways:
▪typical I-receptor-mediated sensing pathway(repress transcription through hnRNPs)
▪some traditional I-receptors: no C2HC-type zinc fingers,but capable of binding G-quadruplex structures**
▪direct binding via G-quadruplex structure(containing helices 1-3&5-6)-notified about nucleoid&cytoplasm;
▪RCVR=repressor complex::discovered:
i.i.:not detectable by dsRNA-binding proteins but detectable by dsRNA-binding proteins(IMAP)&molecular chaperones(MTOC).
ii.i.:detectable by dsRNA-binding proteins&molecular chaperones(DSIP).
iii.i.:detectable only by molecular chaperones(DNAP)&molecular chaperones(MTOC).

vii.i.:detectable only by molecular chaperones(DNAP)&molecular chaperones(MTOC).
viii.i.:detectable only by molecular chaperones(DNAP)&molecular chaperones(MTOC).

viii.g.:detectable only by IRF3&IRF7.
ix.i.:detectable only by IRF7&MCP-1.
x.g.:detected ONLY upon activation.
xi:i.t.:no data/no data/no data/no data/no data/no data/.

xiii.a.s.e.f./xiii.b.s.e.f./xiii.c.s.e.f./xiii.d.s.e.f./xiii.e.s.e.f./xiii.f.s.e.f./xiii.g.s.e.f./xiii.h.s.e.f./xiii.k.s.e.f./xiii.l.k.s.e.f./xiii.m.k.s.e.f.
viii.x.x.x.x:x.x.x.x.x:x.x.x.x:x..xx.xx.xx.xx.
xi.a.xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx.xxxxxxxxxxxxxxxxxxxxxx.xxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxxxxxx xxxxxxxxxxxxxxxxx xxxxxxxxxxxxxx xxxxxxxxx xxxxxxxxxx x.xxx.xxx.xxx.
xx.a.a.a.aaaaaaaaaaaaaaa.aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaahhhhhhhhhhhhAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAaaaaaaaaaaaaaa aaaaaAAAACCIIIIIIIIIIIIIIBBBBBBBBBBBBBBBBAAAAAAAAAAAAAAACCIIIIIIIIIIIIBBBBBBBBBBBBBBBBAAAAAAAAAAAAAAACAAAAAABAAAAAASSSSSSSSSSSAAAACCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCHHHHHHFFFFFFFJJJJIJBUUUJUUUJJUUUUUUUUUJJUUUUUUUUUJJUUUJJLUJUJLJJUJLJJCUUCUCUCUUCUCUCUMMMMEEECCCCHHHHHHFFFFFFFFFJJJJIJBVVVVVVVIVVVVVVVIVVIVVVVIVVVVVVIVVVIIVVIIMMMMMMMMMMMMMMMMMMMMEEEEECCOOOOUOOOOOOOOOOOOOOOOUOUOUUIIOUIOUIIOUIOUIIOUIOIUIOUIIOOIUIOIOIUiuiuiuiuiuiiuuiuuiuiuiuuiuuibuduituuuhhhhuuuhhhhhhiiiiiibbbbbbbbMmmmmmmmwuuuuuuummmmwwwwwwwwuwuuuummmmmmwuuuuuuummmmwwwwwwuwuuuummmmmmwuuuuuuummmmwwwwwwuwuuuummmmmmwuuuummuumeuenetuetuetuehenenetuetuenetuetuenenetuetuenenetuetuenenetuetenuetuenuetsuenuetuetenueuetuenenetuetuenenetuetuanetenetueyetuentetueteuneetuetuestuneetuetenneteuiteunueneueueueueueuemenuueenueluelueluelueluelueluelueluelueluelueluelulueeluellesuellesuellenellesuelleneluellenellesulenewselenneluerelantenewselenneveldeneweseneweseneweosennewesenewsenewiesenewsenewennewesenewstenewseneweosen

MCB2340C  Week 12 DQ 2 (20 Questions)

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Question 1. The constituent of the SGA of the HLA system is a mixed glycan composed of two α2–6-linked glucosamine-containing glycans and two α2–4 linked dextran-containing glycans (5). a. Explain how two other substances are located on the surface of the HLA molecules (in the context of these structures). b. Name at least three antigens recognized by the HLA system. c. Explain why recognizing antigens by MHC II rather than MHC I can sometimes result in an autoimmune response (e.g., one autoimmune disease such as rheumatoid arthritis).

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MCB2340C  Week 12 Quiz (20 Questions)

at University of Waterloo – StudyBlue Flashcards.

MCB2340C  Week 12 Quiz (20 Questions) for MCB2340C-General Microbiology (MCB2340C ) at University of Waterloo – StudyBlue Flashcards.

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MCB2340C  Week 12 MCQ’s (20 Multiple Choice Questions)

Course. MCQs based on General Microbiology (MCB2340C ) Final Exam of the University of Southampton. For all questions, 2 marks are awarded for a correct answer and 1 mark is deducted for an incorrect answer. You will have 45 minutes to complete the test.

Question 1
A culture has been isolated from a patient with Salmonella typhimurium. The isolate is most likely:
A) Unknown species
B) Staphylococcus aureus
C) Pseudomonas aeruginosa
D) Enterobacter cloacae

Question 2
Which of the following statements about the proliferation of anaerobic bacteria in tissue cultures are true?
A) Anaerobic bacteria are commonly found in tissues.
B) Anaerobic bacteria are predominantly intracellular but can be present in low numbers in extracellular environment.
C) Anaerobic bacteria are typically aerobic and facultatively anaerobic.
D) Anaerobic bacteria do not multiply in tissue cultures.

Question 3
Parvum is a common pathogen causing abortion in pregnant animals and pigs. It is acquired by ingestion of contaminated pork products or by contamination of water sources used for domestic pigs or cattle. How should you treat parvum infection?
A) Only use antibiotics if there is evidence that parvum has reached the uterus.
B) Use only broad-spectrum antibiotics such as penicillin.
C) Only use broad-spectrum antibiotics when treatment options fail to reduce parvum levels.
D) Discontinue all antibiotics immediately if vaginal bleeding occurs.

Question 4
Which of the following best describes the most common group of facultative anaerobes?
A)
B)
C)
D)

Question 5
Which of the following organisms is least likely to be grown as a component part of an infection study using tissue culture?
A)
B)
C)

Question 6
What fractionation method does not require cell division?
A)
B)

Question 7
Which type of bacterium is usually used to form an inflammatory response after bacterial infection?
A)
B)

Question 8
What should you do before starting a laboratory culture?
A)
B)

Question 9
What does phagocytosis refer to?
A)
B)

Question 10
In which phase would you expect aerobic metabolism to occur most rapidly? Select all that apply.
A)
Erythrocytes: Phagocytosis, Inflammation, Erythrocyte production, Cell destruction.
B)
Lysosomes: Phagocytosis, Inflammation, Erythrocyte production, Cell destruction.
C)
Mouth: Bacteria engulfed by phagocytes and destroyed by lysosomes; Chemotaxis & Chemoselectivity: Erythrocytes engulfed by phagocytes and destroyed by lysosomes; Bacteria invaded into mouth: Chemotaxis & Chemoselectivity: Actinomycetes invade into mouth; Fungus invades mouth: Chemotaxis & Chemoselectivity: Enterococcus invades mouth; Sarcina invades mouth: Chemotaxis & Chemoselectivity: Rotavirus invades mouth; Rotavirus invades mouth.

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MCB2340C  Week 13 Description

Week 13: — Introduce topic, look at chapter. Follow the instructions, follow the guidebook. — Review quiz questions and problems. Read text book, notes, and review guides — Ask questions regarding course content to your classmates and instructor. Consider posting your question in our online discussion forum or emailing a note to me through the ZOOM platform. I will answer as many of your questions as I can by email or Zoom.

Read Chapter 1 on my website http://buynursingpapers.com/mba-2210-week-13-learning-team-project-document-review/

Complete your assignment according to this week’s due dates

Please do the following in order:

1) Pick an organization from the medical history in Chapter 1 of the textbook that you find most interesting.

2) Pick one of those companies (Kawasaki Motors, Inc., for example) from different perspectives (e.g., top management, shareholders, workforce).

3) Choose two stakeholders with whom you want to communicate via e-mail.

4) Create a professional-looking e-mail that answers their questions about this company.

The e-mail should include these sections:

– Company name
– Company description
– Contact information (name and phone number)
– Purpose (for example: “To meet with Mr. Umemoto, Kawasaki’s Vice President of Sales & Marketing.”)–Be sure to write both objectives and goals at the beginning.
– Target audience
– Message

Format your email in Microsoft Word or Pages in MacOS or Windows.

5) Write a brief executive summary using APA format addressing all the items listed above.

For complete information about APA formatting rules please see your instructor

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MCB2340C  Week 13 Outline

Week 13 Outline for MCB2340C General Microbiology This is a week 13 final outline that you can use to help complete your final draft. It should be roughly 2 pages and include the following: The materials section must include at least one reference, but no more than three references. The…

Words 1917 – Pages 8

Essay on Physical Science MCB2360 Final

MCC2005 Sample Final Exam The purpose of this paper is to present an analysis of your own work and to recognize areas of strength and weakness in your research, which will enhance your abilities as a scientific researcher. The objective is to provide you with an opportunity to demonstrate that you have mastered the material covered in this course; therefore, it is required that you write at least one full-length essay describing the student’s understanding of key concepts and…

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Mcb202-4 Essay

2013 Wright State University Abstract In this lab we investigated how odorant receptors are activated by chemical molecules. The experiment used mice as our test subjects; we tested different concentrations of odorant molecules using odorants found in human breath. In order to be able to find out how much odorant molecules are needed for activation, we tested different concentrations for each molecule. We also tested odorants that are commonly found on tobacco smoke such as carbon monoxide, ammonia…

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SMDC2301-McCabe Coursework (MCB2320) – Mid-term Assignment Introduction All students learn well in school if they get the right information from the teacher and also if they understand what they have been told. However many times some people don’t understand what they are taught, they don’t understand why things are being taught or how it will help them in the real world or even how it can make their life easier or better somehow. For example when I started my first job it was so hard for me to learn…

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MCB2340C  Week 13 Objectives

1. Discussion on the biological significance of microbial evolution, population dynamics, and antimicrobial drug resistance.2. Genomic analysis to study the evolution of microbes.3. Genomic analysis to understand how microorganisms interact in complex community structure.MCB2340C Week 14 Objectives for MCB2340C-General Microbiology (MCB2340C) 1. Discuss the molecular basis for genetic variation within microbes.2. Discuss the role of RNA interference in bacterial gene regulation.

   MCB2340C Week 15

   Objectives for MCB2340C-General Microbiology (MCB2340C)

   1.

   Analyze Sanger sequencing data generated from random amplified polymorphic DNA (RAPD) primers.

   2.

   Analyze Illumina sequencing data generated from genome-wide transcriptional profiling using Affymetrix chip platforms.

   3.

   Analyze a genome-scale metabolic reconstruction generated using a metabolic modeler or graph-based modeling tool.

   4.

   Compare two or more samples taken from individuals whose genomes are available as whole-genome sequences or expressed sequence tags (ESTs).

   5.

   Discuss the importance of genetics and genomics to study microbial ecology, community structure, and evolutionary processes in natural communities and human pathogens.

   6. Describe the use of mathematical models in microbiology

   7. Explain how genes are regulated during development, proliferation, morphogenesis and aging in different microbial species..

   8. Identify target genes for antibiotic resistance via gene expression microarray analysis and pathogenicity locus typing analysis

   9.

   Describe how genomics is being used to investigate biological processes at the organismal level

   10.Discuss how genomics is being used to investigate natural processes at multiple levels such as species-, population-, individual-, or community-levels

   MCL4336: Introduction To Mathematical Modeling In Systems Biology Course Syllabus | Course Syllabus – Are you looking for a 100% unique essay writing service? Then you have come to the right place! Are…

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MCB2340C  Week 13 Pre-requisites

– Week 13 and Final Exam.

All the best,

Gaurav Sharma

MCB2340C  Week 13 Pre-requisites for MCB2340C-General Microbiology (MCB2340C ) – Week 13 and Final Exam. All the best, Gaurav Sharma

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MCB2340C  Week 13 Duration

Week 13 Duration for MCB2340C General Microbiology (MCB2340C ) Week 13 Duration for MCB2340C-General Microbiology (MCB2340C ) Week 13 Duration for MCB2340C-General Microbiology (MCB2340C ) Week 14 Duration for MCB2340C-General Microbiology (MCB2340C ) Week 14 Duration for MCB2340C-General Microbiology (MCB2340C ) Week 14 Duration for MCB2340C-General Microbiology (MCB2340C ) Week 15 Duration for MCB2340C-General Microbiology (MCB2340C ) Week 15 Duration for MCB2340C-General Microbiology (MCB2340C )

Week 11 – Summary of Concluding Discussions

Week 11Summary of Concluding Discussions

Week 12 – Discussion on Factors Affecting Fecundity in Lactating Female Rats

Week 12- Discussion on Factors Affecting Fecundity in Lactating Female Rats

Week 13 – Discussion on Effects of Egg Manipulation on Fertility in Heterozygous Ovotesticularist Female Rat

Week 13- Discussion on Effects of Egg Manipulation on Fertility in Heterozygous Ovotesticularist Female Rat

Week 14 – Discussion on Effects of Periimplantation Genetic Manipulation on Fertility in Heterozygous Ovotesticularist Female Rat

Weeks, P., & Bull, D. A. (2012). Genetically Modified Livestock: Can They Reduce Emissions and Improve Production? Agriculture, Ecosystems & Environment,58(3),1–5. DOI:10.1016/j.agee.2012.06.002

N.Sibanda, B.D.Batana, S.H.Cassim and C.S.Akatogi, “Egg quality and fertility parameters in litters from dams treated with gossypol,” C.R.S.Science Technology and Innovation:An International Journal Vol.9 No.4 pp.300-305 [DOI] [Full Text]

Mathew T Nandiyakkodi , Marimuthu Govindasamy , Udhayakumar Chinnaswamy , Vishalamani Kalpana , Sasidharan Chandrasekaran . Estimation of chemical composition and micro-nutrient status of some tree fruits under varying levels of fertilizer N application during the vegetative growth stage.

Ravi Sankar Reddy et al., “Hepatitis B Virus Infection Attenuated by Gene Transfer into Mouse Hepatocytes,” The American Journal of Tropical Medicine and Hygiene August Issue Volume6,No1; DOI:10.Et al., “Effectiveness and safety profile of recombinant hepatitis B vaccine against hepatitis B virus infection in human,” Vaccine February Issue Page10 [DOI] [Full Text]

Pandey S K et al., “Evaluation of Antibacterial Activity Against Bacillus cereus Isolated From Milk Using Different Test Strains,” International Journal Pharmacology & Biotechnology April Issue Page7 [DOI] [Full Text]

Kumar V Srivastava et al., “Bioequivalence Study Of Amoxycillin And Doxycycline In A Single Dose Formulation ,”The Journal Of Pharmacy Practice And Research March Issue Page3 [DOI] [Full Text]

Sethuraman G et al., “Antimicrobial activity studies on some selected aromatic plants collected from Aluva district,Tamilnadu India” BioMed Research International January Issue PageArticleID e46316doi:10.Et al., Anh Minh Nguyen et al., “Effects Of Concentration Of Heavy Metals On Bone Growth And Metabolism,” Asian Pacific Journalem Volume28 No1 DecemberIssue Page8 [DOI] [Full Text]

Vijayalakshmi S et al.” Biochemical Characterization Of Indian Cassia Fistula Lam.” Asian Journalem Volume30 No4 November Article ID e47767doi:10.DiseasesLarvae a hybrid snail food was fed to Iberostar tucan hermit crabs Artemia salina L.. The objective was to determine if the crustacean diet improved survival rates and an increase body weight after acclimation to a captive environment.

Vinod Kumar Sethi et.al” Effect Of The Anti-Microbials Flucidin-A AND Ceftazidime On Escherichia Coli” Research Journal Antimicrobial Agents & Chemotherapy May IssuePage7 .[DOI]

Selvakumar Yadav et.al.” Antimicrobial activity study against four bacterial pathogens isolated from milk samples using different test strains” Research Journal Antimicrobial Agents & Chemotherapy May IssuePage6.[DOI]

Senthilnathan Munivaravilangan .et.al” Occurrence of non-pathogenic strain’s enterotoxin gene expression among food poisoning cases at Kanyakumari District,Tamilnadu ,”International Journal Food Science And Nutrition May IssuePageArticleID e46504doi.org/Et al,Srinivasal Vijayaraghavan et.al. “Antioxidant Activity Evaluation Of Some Sweet Potato Residues In Relation To Their Constituents”, Asian Pacific Journalem Volume29 No4 ArticleID e46766doi.org/10.Et reseaUrch journal antimicrobial agents & chemotherapymay issuepageArticleID e46449doi.org/10.Et oLdGriffin A.M.G.Robertson ; D.V.Johannsen ; P.J.Halliday ; T.T.Wolfgramm;” Studies On Polychlorinated Biphenyls In Products Derived From Different Land Uses,” Applied Sciences Vol.8,No3; Pages1236-1245; DOI:Et reseaUrch journal antimicrobial agents & chemotherapymay issuepageArticleID e47219doi.org/10.

Tamara Y Kimchua.; F Flora Zerda.; T Laurel Rubadit.; Z Vlachos.; WJ Wang.; G Hartmann;” Effectiveness Analysis Of Measuring Methodologies For Antibacterial Susceptibility Testing Among Escherichia coli Isolates From Humans And Animal Meat,”Applied Sciences Vol.VII,No9; Pages1562-1575; DOI:

Thambirajah Nair Kameswararao; Radha Krishnamoorthy”; Santosh Panda; Thirumurugan Natarajan; Rajeevan Periasamy;” Comparative evaluation of nephrotoxicity and nephroprotective activities following subcutaneous administration of polyethylene glycol nanoparticles to rats”, Appli Chem Res Vol.VIII,No5; Pages2418-2423;

Kanakaran.K ; Arunachalam.M ; Ramachandran.N .” Does Colonic pH Measurement Have any Role in Assessment of the Severity or Prognosis During Community Acquired Staphylococcus aureus Bacteremia?,”Journal Of Clinical Diagnositics Vol.VI,No2 Article-ID JCD20052005[PubMed],

Thambirajah Nair Kameswararao”” An assessment methodology for evaluation of nephrotoxicity potential associated with polyethylene glycol nanoparticle dosed by ear vein puncture method”, Nanomedicine : Nanotechnology Biology Medicine Volumemagazine V22.No20 July-August, Pages1398-1404;

Santosh Panda *, Thirumurugan Natarajan *, Rajeevan Periasamy * * Departmentof Pharmaceutical Biosciences, Indian Instituteof Technology Bombay, Powai Campus,Thane-Bhayander Road,Mumbai –400076,

Aditi Kumari Patel “, Alterations in serum biochemical parameters during iron deficiency anemia ,Indian Heart Journal,Vol.XI,No1 February20102009,[PubMed],

MCB2340C  Week 13 Learning Outcomes

Week 13 Assessment : Assignment 3 Due Week 13 and worth 150 points The final exam is worth 250 points. Only those who have submitted assignments will be allowed to sit for the exam.

http://www.merlot.org/merlot/viewMaterial.htm?id=386204

Instructors: Quiz Scores: Requisite Knowledge: View Full Quiz Answer Key Assignment 1 Due Date: Oct 08, 2017 Students must submit this assignment through the student learning site, as a Microsoft Word attachment to the Class Folder. Assignment Requirements • Review the assignment guidelines located in the syllabus. • Submit all parts of your written assignment through the student learning site by midnight (Central Time) on Sunday, October 8, 2017. Please note that your assignment must be completed using a Microsoft Word document and saved as an .doc or .docx file. No other types of files will be accepted. No exceptions will be made! • Submit your assignment in two parts: a main body and a reference list. The main body should include at least three paragraphs describing your observations regarding pathogens; what effects these pathogens have on human health; how pathogenic microorganisms are controlled or eradicated; and what information would you provide future researchers to better understand these microorganisms so they can develop better control methods? Within each paragraph you should cite references where necessary for validity (APA citations). Examples of APA citations could include a journal article that cites from another journal article and then provides references for additional information found within that journal article. If you have questions about APA citations, please refer to Wikipedia’s article on APA citation styles and I am also available to answer any questions you may have regarding APA citations. The reference list should include at least five references for your main body; however, only one or two references can come from peer-reviewed literature sources. These references must be cited in APA style according to Publication Manual of the American Psychological Association, 6th Edition (2010) used within this course.

Assignment Requirements

For this assignment you will conduct an experiment to determine which pathogen is more important in controlling the spread of infection within an environment in which two separate groups are exposed to it.

For this experiment you will select either an organism (bacterium or virus) that causes infectious disease or a parasite that does not cause disease but reproduces rapidly in its host organism and lives off of its own waste products (infectious organisms).

These organisms will both be manipulated using different methods such as chemically treated water, disinfection agents, or high-pressure technology such as heat waves or laser irradiation.

You will perform each method at one location (on campus or outside) and record measurements regarding how much growth occurs on various surfaces following exposure to each pathogen.

You will also analyze data collected from both locations utilizing techniques including statistical analysis and graphs.

Your lab report should include instructions for conducting your experiment, complete tables with data collected from each surface sample collected during each experiment period, graphs illustrating responses due to pathogen exposure based upon time periods conducted at each location along with charts showing response data for specific species/viruses/humans/diseases examined.

There are also several additional steps included within this assignment:

• Please use clear sentences when writing out lab procedures as well as explanations for why you did not choose certain methods over others

• Your lab reports should be no more than three pages long – not including title page

• Each set of data obtained via experiments must contain a graph depicting a meaningful relationship between the variables represented in that set of data

• In order to create accurate graphs use graph paper so that each measurement is equally spaced throughout the sheet

• Your reference list should be typed double-spaced with no additional spaces between paragraphs

Weeks before submitting your research project write out instructions for conducting your experiment explaining how you plan to perform it while being sure to follow all directions completely.

Weeks before submitting your final draft submit samples from each location where possible so we can ensure that our parameters match yours exactly!

Course Details Course Name MCB2340C – General Microbiology Cours

MCB2340C  Week 13 Assessment & Grading

– Fall 2019

MCB2340C Week 12 Assessment & Grading for MCB2340C-General Microbiology (MCB2340C ) – Fall 2019

MCB2340C Week 11 Assessment & Grading for MCB2340C-General Microbiology (MCB2340C ) – Fall 2019

MCB2340C Week 10 Assessment & Grading for MCB2340C-General Microbiology (MCB2340C ) – Fall 2019

Week Nine Assessment & Grading for MCB2340C-General Microbiology (MCB2340C ) – Fall 2018

Week Eight Assessment & Grading for MCB2352G/General Cytology (MBL2352G) – Spring 2018

Week Seven Assessment & Grading for MCB2352G/General Cytology (MBL2352G) – Spring 2018

Week Six Assessment & Grading for MCB2352G/General Cytology (MBL2352G) – Spring 2018

Week Five Assessment & Grading for MCB2352G/General Cytology (MBL2352G) – Spring 2018

Chapter Six Assessment and Grading Questions from The Laboratory and Clinical Anatomy of the Human Body, Second Edition by J. Allan Jolliff and Henry O. Schneider, Jr. ©2004 Pearson Education, Inc., Upper Saddle River, NJ. All Rights Reserved.

Read more:
http://www.physorg.com/news179656866.html#ixzz38E3HfJk5
ScienceDaily (Sep.14, 2007) —– Physicists in France have discovered a new type of antimatter — a special type of matter that has been created as part of a complex chain reaction that occurs spontaneously in the vacuum.

The researchers conducted experiments on X-rays and neutrons using the Commissariat à l’Energie Atomique’s center in Gif-sur-Yvette, near Paris, France.
In these experiments, one type of matter is sent flying at high speed through a beam splitter at Commissariat à l’Energie Atomique’s center in Gif-sur-Yvette before being absorbed by another beam splitter at Lille University’s ENS de Lyon.
These two beams are then recombined to create antimatter.
After passing through the beamsplitter in France and the beamsplitter in Lyon, the antimatter particles travel to their ultimate destination: Mount Stromlo Observatory near Canberra, Australia.

Physicist Charles Kribs explains why the new physics was not able to be detected: “By measuring how fast it took the antiparticles to reach each target, we can estimate its momentum, which is directly related to its energy.”

Scientist Richard Roberts and his colleagues obtained an understanding of why this experiment was successful: “This [X-ray] experiment does two things — it measures how fast an antihelium particle travels when it passes through an absorption device, and also what happens after it passes through that absorption device.”

“The capture mechanism works like this,” said Roberts. “We assume an antiproton begins with a certain mass — let’s say a million times heavier than hydrogen — but once captured by a gamma ray detector we drop it down to below one thousandth its original mass.” Then they proceed to inject electrons into the antiproton at high energy. The electrons capture some of the antiproton’s energy before recombining back into protons and antiprotons.

“This way we can measure the momentum as well as velocity,” said Roberts. “Since gamma rays travel at very high energies due to their short wavelength, they easily pass though any material.”

Then if they repeat this experiment over again using helium instead of antiprotons — something that would happen naturally in nature — this type of particle never comes out unscathed.

“We expect there should be two types of particles escaping from both targets,” said Roberts.

At eurekalert.org: http://www.eurekalert.org/pub_releases/2007-09/uoc-ehs090607.php
Excerpt:
A new technique could explain why scientists have been unable to detect exotic antimatter particles generated spontaneously within our galaxy or across galaxies using cosmic rays as fuel.
When physicists send photons–or light–carefully contained in glass tubes called photon colliders running millions of volts through tiny bundles of interwoven copper wires known as magnets they produce electromagnetic radiation called x-rays.
The x-rays reflect off iron atoms inside aluminum alloy targets used in photon colliders but do not pass all through because photons are also used up during collisions between other particles including positrons–antimatter versions of electrons.
A new study published September 13th by Nature Physics describes observations made with these electron bunches produced by photon colliders showing that positrons produced spontaneously within colliding ions differ from those produced elsewhere by more than just their mass.

Click here for full story…
http://phys.org/news175083975.html
New technique reveals how exotic antimatter creates itself
September 14th , By Rutherford Appleton Laboratory
Explaining why scientists have been unable to detect exotic antimatter particles generated spontaneously within our galaxy or across galaxies using cosmic rays as fuel is no small task.
Now physicists have discovered that such exotic particles only exist when neutrinos are involved – adding weight to previous work suggesting that neutrinos may be responsible for some form of exotic matter creation.
This discovery could open up exciting new avenues into our understanding of astrophysical processes such as supernova explosions.

Excerpt:
We know that stars account for about three quarters of all matter present in space; however there remains much mystery about what exactly constitutes this matter.
One explanation may involve dark energy – an explanation currently favoured by astronomers because most cosmological theory suggests it can only explain our observations concerning cosmic structure on scales larger than just about any astronomical object.

Click here for full story…
http://phys.org/news174736393.html
Antimatter Is Spontaneous Creation Of Its Own Mass And Momentum In Space
September 14th , By Chris McCarley
Scientists working on proton accelerators believe they’ve found evidence supporting existing theories describing spontaneous creation of matter and momentum based upon “antibunching” – formation when multiple ion sources collide with each other causing increased collision rates until they eventually annihilate each other eventually producing pure antibunching particle pairs.

Click here for full story…
http://phys.org/news174557331.html
Physicists create ‘antimaterial’ particles from x-rays created during collisions
By Kate Ryan , Tuesday September 11th , By Brian Kleshke , SPACE.com
Auguste Carathey/Flickr

[Credit: LIGO]

Credit: LIGO

When physicists send photons carefully contained in glass tubes called photon colliders running millions of volts through tiny bundles of interwoven copper wires known as magnets they produce electromagnetic radiation called x-rays – which reflect off iron atoms inside aluminum alloy targets used in photon colliders but do not pass all through because photons are also used up during collisions between other particles including positrons – which generate x-ray photons.”

Read more:
http://news.discovery.com/space/xray-photon-collisions-and-antimatter-090814.htm#ixzz1ZyNc1KUj

EXPERTS REVEAL ANTIMATTER SECRETS IN UNSEEN FIELDS OF THE HIGHEST ENERGY PROCESSES OF NATURE

A team led by a physicist at Canada’s National Research Council has discovered undiscovered fields consisting primarily solely of antimatter.“There’s lots more out there than we thought,” says professor Yves Gagnon .
You don’t hear much about antimatter nowadays; most people have had bad experiences with atomic bombs or even felt scared because their batteries went flat when watching science fiction movies featuring large amounts explosions or sudden spikes involving solar flares. But if you’re into physics — especially supercollider-driven research — you probably know about positron emission tomography (PET), which tracks down objects containing heavy elements that emit positrons once traversed by accelerated electrons.“I think we’ll discover other types over time,” says Matt Radcliffe , another researcher at McMaster University who studies dark matter . “It’s like when you were playing around with toys under your bed; you find some things your mother didn’t know you had.”
Read more:
http://www.sciencedaily.com/releases/2009/07/090719130804.htm#bkn
AntimaterparticlesPhysicsIsaac NewtonLaw Of AttractionGravitational FieldsGodMeditation

PROTON COLLISIONS INVENTED NEW TYPE OF ANTIMATTER | The Fermi Paradox Explained | Physics Gems
PHYSICS EXPERTS REVEAL ANTIMATTER SECRETS IN UNSEEN FIELDS OF THE HIGHEST ENERGY PROCESSES OF NATURE

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MCB2340C  Week 13 Suggested Resources/Books

MCQs & Syllabus: General Microbiology 6th Edition …
http://www.studyres.com/Study/res/USU-Courses/MCB2340C-Syllabus-Week-13-Suggested-ResourcesBooks.pdf

General Microbiology, 6th Edition – Studyres.com
General Microbiology 6th Edition Solution Manual – Full download. … STUDYRES.COM: STUDY RESOURCES. Test Bank for General Microbiology, Sixth Edition by Paula A.
http://www.studyeasy.net/studyres/micro_6e/solutions_manual.html

Solution Manual for General Microbiology, Sixth Edition …
Solution Manual for General Microbiology, Sixth Edition by Paula A. Durenbaugh PDF $12.00

General Microbiology 7th edition study guide
Study Guide for General Microbiology 7 th edition study guide Click here to Download the Free PDF File of this resource: Study Guide FOR GENERAL MICROBIOLOGY Sixth …
https://www.studygram.net/download/StudyGuide_for_General_Microbiology_7_th_edition_study_guide__ (3749 hits)

Study Flashcards On SOCIETY AND ITS DEVELOPMENT, UNIT II …
… of the human species have lived in societies that are characterized by science and engineering and that emphasize progress. In contrast to culture and society in general are …
http://www.pillsbury.com/sociology/microbio/soee/biological/nucleic_acids/index.html

Sociology & Society – Home Page
Sociology & Society … The Student Culture and Society Resource Site provides materials on American culture and society for instructors of undergraduate sociology courses at all levels.
http://sociologyandculture.org/

This is a list of research papers on Biology / Chemistry / Physics …
The Science Journals Library: Biology, Chemistry, Physics Chemistry Research Papers from Scientific journals Biology Research Papers from Scientific journals Physics Research Papers from Scientific journals
http://www.sciencejournalslibrary.com/Biology-Chemistry-Papers.html

The College Board – College Search
The College Board makes students ready for success beyond the classroom with AP ® exams in college level courses in math, science, English language arts / literacy and history / geography.
https://apstudents.collegeboard.org/exam-results/ap-scores/exam-performance

What is life? How can we characterize it? What are its problems? Is it homogeneous or heterogeneous? Is life an emergent phenomenon or does it contain a minimum level of properties?
http://biologie.ladesim.fr/gc_mol/life-evolution.htm

Information About Biology Books Download Pages
Biology Books Download Pages contains information about biology books download pages such as book download links and pdf file download links.
http://gobooksfree.blogspot.com/p/biology-books-download-pages.html

San Francisco State University Department of Biological …
Biological Sciences > Courses > BIOL2215 > BIOL2215ChM01:Introduction to Genes II; BIOL2215ChM02:Microbial Evolution; BIOL2215ChM03:Genomics; BIOL2215ChM04:Molecular Genetics …
http://web.sfsu.edu/facultystaff/collinslab/classes.htm

Biological Basis Of Behavior Section 1 : Basic Concepts In Biopsychology Lesson Plan And Teaching Notes For Teachers From Classroom To Classroom | Edutopia
Related Posts: Biological Basis Of Behavior Section 2 : Principles Of Behavior (Theory) Biological Basis Of Behavior Section 3 : Cellular And Molecular Biology Lesson Plan And Teaching Notes For Teachers From Classroom To Classroom | Edutopia Biological Basis Of Behavior Section 4 : The Biosphere Lesson Plan And Teaching Notes For Teachers From Classroom To Classroom | Edutopia
https://scholarship.kennesaw.edu/mod/book/view.php?id=14089&chapterid=13026&chapterid=13026&chapterid=13026&chapterid=13026&chapterid=13026

Chemistry Textbooks (12 items found)
New ListingScience Genetics Biology Chemistry Textbook By Ellen Eisenberg Henry Lippincott Co Paperback Used Good Chemistry Textbooks Geomagnetic Earth Sciences Biodiversity Life Science One Way Ticket to Universe Laboratory Readings New Biochemistry Lab Manual Laboratory Manual Biochemistry The Science of Health Human Physiology Classic (Hippocampus) Blended Learning Version With Pharmacology Mini-Med Kit Blood…
https://www.ebay.com/sch/i.html?_nkw=Chemistry+Textbooks&tbp=eb_pip

Meet the Six-Digit Number System!
Overview. This page covers material in my Home Economics class on “Meeting the Six-Digit Number System.” After introducing this topic I discuss how this system affects our lives…at home,…
https://groups.yahoo.com/neo/groups/mrs_practice/info

MCB2340C  Week 13 Assignment (20 Questions)

for University of Phoenix. 13 hours ago   – 3

MCB2340C  Week 13 Assignment Question (20 Questions)

Week 13 Assignment Question (20 Questions) for MCB2340C General Microbiology (MCB2340C ) 30 Day Access $75.00 Add to Cart Description Details MCB2340C General Microbiology (MCB2340C )

Mandatory

For the first 4 weeks, complete the “Week 1 Assignment Question” and “Week 2 Assignment Question” with an answer of at least 300 words each.

Your Week 13 assignment will be a minimum of 800 words in length.

After you have completed your Week 13 assignment, write a brief essay summarizing all of the materials from Weeks One and Two that you have used to complete your project.

This paper should be a minimum of five pages in length, double-spaced, not including any title page or reference page. Your essay should address each of the following items:

How did you determine which bacteria(s) were species?

What was the difference between pure culture and mixed culture?

What is meant by selective media and what are some limitations?

What was the advantage/disadvantage of using liquid nitrogen vs. dry ice?

MCB2340C  Week 13 Discussion 1 (20 Questions)

at University of Phoenix.

Week 13 Discussion 1 (20 Questions) for MCB2340C-General Microbiology (MCB2340C ) at University of Phoenix

Read the Assignment below:

Week 13 Discussion 1 (20 Questions) for MCB2340C-General Microbiology (MCB2340C ) at University of Phoenix

For this Discussion, you will read a case study and then write your response to it. You will need to complete the following steps before writing your response:

– Read the Case Study.
– Take notes on what you read.
– Create a free account with Study.com in order to access all of the resources provided by Study.com.
– Write out a detailed response and answer the questions provided.

Answer each question based on the information in your notes and/or what you read about in Week 13. Your response should be a minimum of one page double spaced.

Case Study Response (#1)

Assessing Response to Infection: Antimicrobial Stewardship Program

Case Study #3: The College Board’s Antimicrobial Stewardship Program

Responses

Part A – Site Assessment, Criteria, and Best Practices

Explain how antimicrobial stewardship programs would benefit your healthcare facility in assessing bacteria-related concerns as well as specific infectious disease outbreaks within your facility and community. For each bacterial concern associated with your patient population, provide an example of how using an antimicrobial stewardship program could reduce susceptibility to those bacteria.^1

Part B – Assessment of Environmental Conditions

List environmental factors that may impact bacterial growth (for example: temperature, humidity, light intensity). Identify three bacterial growth parameters that can be used to measure environmental conditions.^2

Part C – Benchmarks for Success

Identify benchmarks that would indicate whether or not your organization is meeting its antimicrobial stewardship program goals. Provide examples demonstrating how these benchmarks are implemented or used.^3

In your initial post (not including this one), explain why you have selected these three items from Part B and Part C as part of your assignment.

References List Items:

^1Levy JA, et al. JAMA Intern Med.2016;176(9):1259–1265.

^2Vallabhajosula SS, et al. Infect Control Hosp Epidemiol.2007;28(10):882–887.

^3Reid DM, et al. Infect Control Hosp Epidemiol.2014;35(7):891–897.

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MCB2340C  Week 13 DQ 1 (20 Questions)

at University of Phoenix. Compare the structure and function of Gram-positive and Gram-negative bacteria.  Which of the following is the correct sequence of events in a cell-mediated reaction? (Choose all that apply) I. Bacteria replicate chromosome I; II. Bacteria produce flagella; III. Bacteria produce capsule; IV. Bacteria invade host cell; V. Bacteria survive invasion by host cells; VI. Reproduction begins.

A) I, II, III, IV, V, VI

B) II, III, IV, V

C) I, III, II, IV

D) I, II, IV

E) None of these

Click to expand…

MCB2340C Week 13 DQ 2 (20 Questions) for MCB2340C-General Microbiology (MCB2340C ) at University of Phoenix. Compare the general characteristics of prokaryotic and eukaryotic cells from a microscopic viewpoint and discuss how they differ from each other? What are the similarities between prokaryotes and eukaryotes? Discuss any issues related to prokaryotic vs eukaryotic cells that have been identified over time.

Click to expand…

What is the proper sequence for bacterial DNA replication in relation to cell division?

1.What is meant by the term “chromatin”?

2.What are chromosomes composed of?

3.What are histones?

4.How are these structures arranged within chromatin?

5.Why does DNA undergo condensation during mitosis?

6.Which chromosome is involved in chromosome duplication?

7.How are duplicate chromosomes arranged in each cell nucleus after mitosis?

8.Which part(s) of chromatin is/are not replicated during meiosis?

9.Which part(s) of chromatin undergoes complete synthesis during meiosis?

10.Describe how DNA replication during S phase can be used to correct errors in DNA.

11.Describe how DNA replication can be used to correct errors in DNA.

12.Histone proteins: What are histones? Why do they become associated with both euchromatin and heterochromatin regions at different times during cell division?

13.Which structure(s) do you think would most likely be found where chromosomes are condensed into fewer compact regions after division in a mammalian cell?

Click to expand…

Are you talking about what happens with your own cells ? If so then yes it should be as it’s very much like it should but some genetic disorder make it one or another which leads to cancer or something else.Do you mean Chords ? As chromatin is formed when all these different organelles work together.I think that’s just what we understand but if there will be something more detailed let me know.You’re right that’s the correct sequence.Yeah.It seems like i need a little lesson about Chromosomes.Firstly You’ve been shown some small diagrams regarding Chromosomes.Secondly You’ve been taught what Chromosomes look like.(I’m not sure if this part matters but it’s just an idea).And thirdly You’ll have learned what happen when you break them apart.No,the end result doesn’t matter much.The way how this process occurs changes with each type/position on your body.Also You’ll have learned about Spindle fibers.The things what make up centrosomes.They’re structurally similar to centrioles.But they’re located on opposite ends of your cell.That is why centrioles are sometimes called “Body Spindles” because they’re located near centrosomes.This structure helps direct spindle fibers towards opposite poles so that centrosomes can stay attached.These fibers move around and attach themselves onto opposing poles as well.While they do this they also split apart.You’ll learn about spindle fibers later on.Here’s a link for those who want more information: http://www.nature.com/nature/journal/v404/n6799/full/404406a0.html Once again.You’ll learn about Spindle fibers at some point.If you haven’t done so already get yourself familiarized with them.For those who aren’t familiarized with them then this page will help a little bit:The only thing you really need to know for now is spindles continue moving around until an event occurs causing damage.They start breaking apart before this.The same applies for Centrioles.Therefore It doesn’t really matter what actually happens.Because every piece will disintegrate eventually anyway.There are just ways how parts will remain separate.Spinning has nothing to do with it.This is why This method takes place in certain situations.Once again-You’ll learn more about it later on.Afterward.A lot depends on your specific situation.As well as Cell Fate decisions.By learning more about Cell Fate decisions you’d be able to determine how saccadic movements will occur as well.When your nucleus becomes damaged because the membrane breaks down.Then Remember-You can transfer Your Cells through fertilization.If you’re interested then visit this link:

This topic has been moved from General Science to General Microbiology.

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MCB2340C  Week 13 Discussion 2 (20 Questions)

Week 13 Discussion 2 (20 Questions) for MCB2340C-General Microbiology (MCB2340C ) Full Class

MCB2340C  Week 13 DQ 2 (20 Questions)

for the University of Phoenix.
Week 13 DQ 1: (2 Questions) The World Health Organization (WHO) established the International Classification of Diseases in 1953. Using this classification, describe the main differences between a description of a disease and its etiology.
Week 13 DQ 2: (2 Questions) According to WHO, influenza A(H5N1) is a pandemic strain that was first detected in Hong Kong, China, in 1967. Describe how the virus has spread since then.
Week 14 DQs:

Write a paper analyzing the role of intracellular and extracellular compartments in maintaining homeostasis of the body.

Write an essay explaining how to use conventional versus molecular techniques to detect viruses.

Week 15 DQs:

Write a paper comparing hybridization and PCR for detecting viruses.

Participate in discussions about social issues related to viral infections using evidence from both primary and secondary sources.

Week 16 DQs:

Participate in discussions about public health ethics related to viral infection prevention and control using evidence from both primary and secondary sources.

Review what you have learned about infectious diseases by completing at least three videos for each week’s topic. To view these videos go to https://www.youtube.com/playlist?list=PLUAMKd1S1h4O3EDhuYpqjZ6nTBIgWVlXc

APA Format Please make sure that your paper adheres to APA format when writing your assignment. If you are not sure how your assignment should be formatted, please contact me and we can set up an appointment for you to have a review of your assignment.

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MCB2340C  Week 13 Quiz (20 Questions)

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MCB2340C  Week 13 MCQ’s (20 Multiple Choice Questions)

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As you have already seen, the solution to this problem is extremely complicated. It is a very broad field of study. Therefore, it’s not easy to write down a solution for this problem. You have to look at it from every possible angle before you can find an answer.

If you need more help with your MCB2340C General Microbiology assignment, we’ve got good news for you: we’re here to help. Our online assignment writing service was created to offer students like you the support they need so that they can get their grades back on track.