Macroeconomics

 

 

Question 1. How can we make use of monetary policies to solve the issues related to Financial Crisis? Explain the monetary policies The various phases of business cycle The working of world economy I Exchange rate

 

 

find the cost of your paper

grand canyon bio220 week 6 Assignment Collaborative Learning Community: Conservation Presentation

Question
Details:
This is a Collaborative Learning Community (CLC) assignment.

Select an endangered species and create a 15-slide PowerPoint that outlines the following:

Explain the causes for the decline of this species; include statistics that demonstrate the decline of the species, when available.
Explain how human activities may have affected the species.
Provide information on current efforts by conservationist to preserve this endangered species. Include information on how conservationists are taking into account preserving the entire ecosystem of the endangered species.
One slide should include a sample picture that could be used for a marketing campaign to save the endangered species.
List a minimum of four references on the last slide according to the guidelines found in the GCU Style Guide, located in the Student Success Center.
Note: Each student is to include their name in the notes section of the slides that they worked on.

While GCU style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using GCU documentation guidelines, which can be found in the GCU Style Guide, located in the Student Success Center.

This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

You are not required to submit this assignment to Turnitin, unless otherwise directed by your instructor. If so directed, refer to the Student Success Center for directions. Only Word documents can be submitted to Turnitin.

$ 100
Use the following coupon code :
<>

grand canyon bio220 week 5 Assignment Collaborative Learning Community: Conservation Presentation

Question
Details:
This is a Collaborative Learning Community (CLC) assignment.

Select an endangered species and create a 15-slide PowerPoint that outlines the following:

Explain the causes for the decline of this species; include statistics that demonstrate the decline of the species, when available.
Explain how human activities may have affected the species.
Provide information on current efforts by conservationist to preserve this endangered species. Include information on how conservationists are taking into account preserving the entire ecosystem of the endangered species.
One slide should include a sample picture that could be used for a marketing campaign to save the endangered species.
List a minimum of four references on the last slide according to the guidelines found in the GCU Style Guide, located in the Student Success Center.
Note: Each student is to include their name in the notes section of the slides that they worked on.

While GCU style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using GCU documentation guidelines, which can be found in the GCU Style Guide, located in the Student Success Center.

This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

You are not required to submit this assignment to Turnitin, unless otherwise directed by your instructor. If so directed, refer to the Student Success Center for directions. Only Word documents can be submitted to Turnitin.

$ 100
Use the following coupon code :
<>

grand canyon bio220 Assignment- Final Report Part 1,2,3 and 4

Question
.0pt;margin-bottom:.0001pt; mso-add-space:auto;text-align:center”>
.0pt;margin-bottom:.0001pt; mso-add-space:auto;text-align:center”>
.0pt;margin-bottom:.0001pt; mso-add-space:auto;text-align:center”>

Final Report Outline

Directions: For Part 1, you are required to write a complete introductory paragraph using the outline below. However, for the second and third paragraphs, you simply need to write complete sentences that show the basic outline of your essay. By completing this outline, you will have a guide to refer to when finalizing your report in Parts 2-4.

Introductory Paragraph

Thesis Sentence:

Support for Thesis 1 (Write a topic sentence that supports your thesis and provides a transition between the paragraphs. Then, record at least three details that provide support for the topic sentence.)

Topic Sentence:

Detail A:

Detail B:

Detail C:

Support for second paragraph – this is your opposition paragraph

Topic Sentence:

Detail A:

Detail B:

Detail C:

Support for third paragraph – this is your rebuttal (defending your argument)

Topic Sentence:

Detail A:

Detail B:

Detail C:

Conclusion:(Record a concluding sentence below. This should be your thesis restated in different words.)

Concluding Sentence:

References

topics

Directions:Choose one of the topics below for your final report.

Note: Make your position obvious; however, avoid personal pronouns in academic writing (i.e. I, me…)

· Oil drilling in the Arctic National Wildlife Refuge (ANWR) (for or against)

· The deforestation issue: Rainforests and ecological sustainability versus economic growth

· Sustainable eating for health and humankind

· Renewable energy versus nonrenewable energy

· The ethics of using pesticides or insecticides(for or against)

· Decline of the honeybee population (looking at the theories for decline)

· Deforestation: North America versus South America

· Genetically modified food (for or against)

· Organic food (for or against)

· Commercial whaling (for or against)

· Overpopulation(for or against)

· Flood plains: Should we continue to build on them?

· Overfishing effects on the environment versus not fishing

· Wild fish versus farmed fish

· Effect of water treatment on human health

· Controlled forest fires and how healthy they are for the environment and people

· Eutrophication in our lakes

· Bottled water versus tap water

· Hunting and the environment (for or against)

· Food security versus environmental consequences of intensive farming

· Throw away life style versus decreasing landfill waste

· Identify the most likely solution to increase clean water world wide

· Biofuels (starvation because of inflated food prices versus alternative energy potential)

· Hydraulic fracturing (for or against)

· Nuclear power (for against)

Final Report Guidelines

During this course, many environmental issues will be examined in detail. The Final Report is a project that will give you an opportunity to focus on an area of interest to you. You will research and write an essay on an environmental issue. The research essay will be written in stages with different assignments/tasks throughout this course.

The following are brief descriptions of the project tasks in each topic:

Part 1: Identify one environmental issue and create an outline for your research essay.

Part 2: Find three articles which oppose your position. Complete your opposition paragraph.

Part 3: Find three articles which support your position. Complete your rebuttal.

Part 4: Finalize your report and submit as directed by the instructor.

Part 1

Identify one environmental issue that has affected you or someone you know. The issue you choose will be the topic for your Final Report. For help in selecting topics, refer to the “Suggestions for Environmental Topics.”

To successfully complete Part 1, do the following:

Complete the Final Report Outline as specified in the directions.

Grading Criteria

Consider the following criteria when developing the outline for your essay. These criteria will be applied when this assignment is graded.

Criteria

Points Available

Points Earned

Outline contains a thesis statement.

5

Outline contains a topic sentence for each of the three paragraphs of the body of the essay. (5 points each)

15

Transitions between paragraphs are evident and appropriate.

4

Contains three details for each topic sentence; details provide support of the related topic sentence. (3 points. each)

27

Outline contains concluding sentence, which restates the thesis in different words.

5

Includes some citations that support your information and data.

2

Includes a minimum of three resources (can either be opposing or supporting resources)

2

Total

60

Comments:

Part 2

Using the same environmental issue you chose in Part 1,find three articles that oppose the position you have taken.

To successfully complete Part 2, do the following:

1. Create a complete second paragraph using your final report outline. Revisions should be made based upon feedback comments and/or proofreading.

2. Anticipate opposing arguments and explains why they are wrong or not relevant.

3. Include supporting in-text citations and complete references.

List all the references at the end of the report according to the guidelines found in the GCU Style Guide, located in the Student Success Center.

Grading Criteria

Consider the following criteria when developing the outline for your essay. The criteria will be applied when this assignment is graded.

Criteria

Points Available

Points Earned

Develops a complete opposing paragraph using the final report outline and feedback.

5

Opposing positions are clearly explained.

20

Arguments are based on solid rationale and all claims are supported with clarity, order, and richness of detail.

25

Mechanics of Writing

(includes spelling, punctuation, grammar, language use)

4

Transitions between paragraphs are evident and appropriate.

5

Includes correct citations that support information and data.

5

Includes a minimum of three opposing resources correctly referenced. (3 points each)

6

Total

70

Comments:

Part 3

Using the same environmental issue you chose in Part 1, find three articles that support your position.

To successfully complete Part 3:

1. Create a complete third paragraph using your final report outline. Revisions should be made based upon feedback comments and/or proofreading.

2. State your rebuttals to the opposing position on the issue.

3. Include supporting in-text citations and complete references.

List all the references at the end of the report according to the guidelines found in the GCU Style Guide, located in the Student Success Center.

Grading Criteria

Consider the following criteria when developing the outline for your essay. The criteria will be applied when this assignment is graded.

Criteria

Points Available

Points Earned

Develops a complete rebuttal paragraph using the final report outline and feedback.

5

Rebuttals to the opposing position on the issue are clearly explained.

20

Arguments are based on solid rationale and all claims are supported with clarity, order, and richness of detail.

25

Mechanics of Writing

(includes spelling, punctuation, grammar, language use)

4

Transitions between paragraphs are evident and appropriate.

5

Includes correct citations that support information and data.

5

Includes a minimum of three supporting resources correctly referenced. (3 points each)

6

Total

70

Comments:

Part 4

Using the work you completed in Parts 1-3, write your final research report, which should be a minimum of 1,000-1,250-words.

Remember to support your data and information with appropriate citations.

A minimum of six references must be included.

Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center.

This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center. Only Word documents can be submitted to Turnitin.

$ 100
Use the following coupon code :
<>

grand canyon bio220 week 2 Assignment Ecosystems and Trophic Levels

Question
Details:
In this assignment, you will be creating a trophic pyramid, also known as an “ecological pyramid,” for a specific ecosystem, using the “Trophic Pyramid” template located in the Biome Explorer at

.gcumedia.com/bio220/biome-explorer/v2.1/index.html”>http://lc.gcumedia.com/bio220/biome-explorer/v2.1/index.html. Your completed trophic pyramid will be used to identify the trophic levels within the food web, as well as their effects on the ecosystem. To complete this assignment, do the following:

Select an ecosystem from an area of interest to you. When choosing an ecosystem, be specific. For help differentiating between biomes and ecosystems, review “Biomes, Ecosystems, and Trophic Levels.
Utilize credible sources to select and research your chosen ecosystem, including the textbook and the Internet (specifically, you may find the World Biomes page located at .blueplanetbiomes.org/world_biomes.htm”>http://www.blueplanetbiomes.org/world_biomes.htm helpful).
When researching your selected ecosystem, give special attention to the plant and animals species that inhabit that ecosystem. This information will be used to design the ecological pyramid.
Refer to the “Trophic Pyramid.” You will complete this template by entering the names of the species that belong to the various trophic levels (Apex predator, tertiary consumers, secondary consumers, primary consumers, and primary producers).
Refer to the text for further information and an explanation of trophic levels.
Using your completed trophic pyramid, answer the following questions in a Word document of at least 250-500 words:

Of the primary producers you selected, which one do you think has the biggest impact on the ecosystem you researched? Explain.
“What species did you select for the apex predator? Explain the importance the apex predator’s impact on the other species in your tropic pyramid.
How did the amount of energy gained compare to the amount of energy lost as heat at the 2nd–4th trophic levels?
Referring to your completed trophic pyramid template, select one species. If this species was removed from your trophic pyramid, what would be the impact on the other species of the ecosystem?
Can efforts to save a species from extinction be successful if the focus of preservation is only on that species? Explain your answer
Considering the amount of energy required in producing animal-based foods and goods, should humans change their habits so they consume products closer to the bottom of the trophic pyramid? Provide rationale for your response.
This assignment requires a minimum of two references to be included.

Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center.

This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

You are required to submit the short answer portion of this assignment to Turnitin. Refer to the directions in the Student Success Center. Only Word documents can be submitted to Turnitin.

Submit both the Trophic Pyramid and Word document to the instructor.

Biomes, Ecosystems, and Trophic Levels

Biomes

· Biomes are global geographical areas that share similar climatic conditions.

· Examples of biomes include rain forests, tropical forests, tundra, grasslands, and deserts.

Ecosystems

· Biomes contain ecosystems, which are comprised of the living and nonliving components that occupy an environment.

· Examples of ecosystems include coral reefs and ponds, tidal zones, oceans, coral reefs, kelp forests, alpine meadows, and the Arctic and Antarctic Ocean.

· Ecosystems consist of various trophic levels, which comprise complex networks of food chains called food webs. The more diverse an ecosystem, the healthier and more feasible it is.

Differentiating the Two

· The grasslands are a kind of biome, while the African savanna or the Brazilian cerrado are both ecosystems found within the grassland biome.

· Tidal zones, Eastern Pacific Ocean, Pacific Northwest tidal zones, and Puget Sound tidal zones are all specific ecosystems within the marine biome.

$ 100
Use the following coupon code :
<>

BIO WEEK 7 EXPERIMENT ASSIGNMENT 2015

Question
WEEK 7 EXPERIMENT ANSWER SHEET
Please submit to the Week 7 Experiment dropbox no later than Sunday midnight.

SUMMARY OF ACTIVITIES FOR WEEK 7 EXPERIMENT ASSIGNMENT

Experiment 7 Exercise 1 – Evolutionary Change without Natural Selection
Experiment 7 Exercise 2 – Evolutionary Change with Natural Selection
Experiment 7 Exercise 3 – Evolution and Genetic Drift
Before starting, be sure you have read over the information in the Week 7 Experiment Introduction.

Materials Needed

For the first two exercises you will need the following:

50 red M&Ms and 50 green M&Ms or 50 each of two items that are distinguishable by color but are similar in size and texture (e.g., dimes and pennies, two different color beads).
Four containers large enough to hold the above items.
Experiment 7 Exercise 1: Evolutionary Change without Natural Selection

In this first exercise, we are going to look for evidence of evolutionary change in a population in the absence of natural selection by looking at the change in allele frequencies over time in a simulated population. We will start with a population of 50 individuals in which there are two alternate alleles (H and h) in equal proportions (each at a frequency of 0.5 or 50%). Individuals have the possible genotypes: HH, Hhor hh. These two alleles do not offer any selective advantage, so neither is selected for or against, meaning they are neutral. We will record the frequency of these alleles over 10 generations. Prior to advancing on to the next generation, six alleles (= three individuals) will be removed at random.

Before you begin, answer the following:

Question

What is your prediction as to what will happen to the frequencies (note that this is different than the number) of these two alleles over 10 generations? Word your prediction as an “if-then” statement based on the experiment design. (1 pts).

Procedure:

Let 50 M&M’s of one color (i.e. red) represent the dominant allele (H) and 50 M&M’s of another color (i.e. green) represent the recessive allele (h).
Let one container represent the Habitat where random mating occurs. Place all of the M&Ms (or other items) into this container. This is your starting gene pool of your “parent” population or Generation 0.
Label the other three containersHHfor homozygous dominant individuals, Hh for heterozygous individuals and hh for the homozygous recessive individuals. Notice that individuals have two alleles.
Mix up your Habitat well and without looking, select two items (alleles) at a time; these two alleles represent a single individual. On a piece of paper, keep track of the genotypes of the individuals withdrawn. For instance, if you draw one red and one green M&M, that counts towards “Number ofHhindividuals.” If you draw two red M&Ms, that counts towards “Number ofHHindividuals” and so on.
Continue drawing pairs and recording the results until all items (alleles) have been withdrawn and sorted. Be sure to place the “offspring” into the appropriate dish:HH, Hh, or hh. Note that the total number of individuals will be half the total number of items because each individual requires two alleles, so you will have 50 offspring (but 100 alleles). Record the number of HH, Hhand hh individuals drawn for Generation 1 in Table 1 below.
Next count (or calculate) the total number of H and the total number of h alleles for the first generation and record the number in Table 1 below in the columns labeled “Number of H Alleles” and “Number of h Alleles.”
Add up the total number ofHalleles andhalleles for the first generation and record this number in the column labeled “Total Number of Alleles.” If you did everything correct, you should still have 50 H alleles and 50 h alleles.This has already been entered for you in the Table below for Generation 1.
Combine the HH, Hhand hh individuals back into the Habitat container and mix well. Randomly remove three pairs of alleles (= three individuals, six items) and set them aside.
Repeat steps D through H to obtain Generations 2 through 10. Remember to randomly remove threepairs of alleles each time.Because I know that each generation will have six fewer alleles, I have also entered the total number of alleles in the Table below. Be sure that is the number your alleles add up to!
Here is a photograph of this process after six generations. The sixth generation has been distributed into the HH, Hh and hh containers. Note that dimes and pennies have been used.

.jpg”>

After entering your number of individuals and allele counts for each generation, you now need to determine the allele frequencyofHandhfor each generation and record them the Table below. To determine allele frequency take:
# ofH/Total alleles in the generation = Allele frequency ofH(express as a decimal)
# ofh/Total alleles in the generation =Allelefrequency ofh
Note that the total number of alleles will change each generation, but the frequency the H allele plus the frequency of the h allele should add up to 1.0 for each generation.

Table 1. Results evolutionary change without natural selection (2 pts).

Generation

Number of HH individuals

Number of Hh individuals

Number of hh individuals

Number of H alleles

Number of h alleles

Total Number of alleles

Allele Frequency of H

Allele Frequency of h

1

50

50

100

0.5

0.5

2

94

3

88

4

82

5

76

6

70

7

64

8

58

9

52

10

46

Generate a line graph of Allele frequency vs Generation. This means you need to graph the last two columns of your data in the Table above. Paste your graph below. Be sure to label your axes (3 pts).
Questions

Describe what your graph above depicts with respect to the frequency of the two different alleles across generations(2 pts).

Was your prediction correct? Why or why not (1 pts)?

Define evolution. Are the results of this simulation an example of evolution? Explain your answer. Cite any sources used (4 pts).
Experiment 7 Exercise 2: Evolution Change with Natural Selection

In this second exercise, we will determine the effect that natural selection has on the frequency of two alleles which start off in equal proportions (50:50) in the population. This time, individuals who are hh die, meaning the homozygous recessive allele combination is lethal. These individuals will be removed from the gene pool when they are drawn and will not contribute to the following generation. This means that the h allele is being selected against. Keep in mind that carriers of this lethal allele (e.g., those individuals that are Hh) are unaffected because the h allele is recessive.

Question

1. What is your prediction as to what will happen to the frequencies of these two alleles over 10 generations? Word your prediction as an “if-then” statement based on the experimental design. (1 pts).

Procedure:

A. Return ALL alleles to the Habitat container and ensure that it contains 50 H alleles and 50 h alleles. This is our Generation 0.

B. Use the other three containers labeledHHfor homozygous dominant individuals, Hh for heterozygous individuals and hh for the homozygous recessive individuals.

C. Mix up your Habitat container well and without looking, select two alleles at a time; these two represent a single individual. On a piece of paper, keep track of the type of individual withdrawn (HH, Hh or hh).

D. Continue drawing pairs and recording the results until all alleles have been withdrawn and sorted. Be sure to place the “offspring” into the appropriate dish:HH, Hh, or hh. Record the number of HH, Hh and hh individuals drawn for Generation 1 in Table 2 below.

E. Next count (or calculate) the total number of H and h alleles for the first generation and record the number in the Table below.

F. Add up the number ofHalleles andhalleles for the first generation and record this number in the column labeled “Total Number of Alleles.” If you did everything correct, you should still have 50 H alleles and 50 h alleles.This has already been entered for you in the Table below for Generation 1.You will need to enter this information for Generations 2-10, as it will change.

G. Now it is time for natural selection. Remove all of the h alleles from the container labeled hh and discard them. These individuals have died and cannot reproduce.

H. Return the alleles of the remaining HH and Hhindividuals back to the Habitat container.

I. Repeat steps D through H to obtain Generations 2 through 10. Remember that each time, all hh individuals die and are removed after you have counted them.

J. After entering your number of individuals and allele counts for each generation, you now need to determine the allele frequency ofHandhfor each generation and record them in Table 2below.

Table 2. Results from evolutionary change with natural selection (2 pts).

Generation

Number of HH individuals

Number of Hh individuals

Number of hh individuals

Number of H alleles

Number of h alleles

Total Number of alleles

Allele Frequency of H

Allele Frequency of h

1

50

50

100

0.5

0.5

2

3

4

5

6

7

8

9

10

K. Generate a line graph of Allele frequency vs Generation #. This means you need to graph the last two columns of your data in the Table above. Paste your graph below. Be sure to label your axes (3 pts).

Questions

2. Describe what your graph above depicts with respect to the frequency of the two different alleles across generations(2 pts).

3. Was your prediction correct? Why or why not (1 pts)?

4. Explain why the h allele was not entirely eliminated from the population (2 pts).

Based on your earlier definition of evolution, are the results of this simulation an example of evolution? Explain your answer (2 pts).

Experiment 7 Exercise 3: Mechanisms of Evolutionary Change

Be sure that you have completed the suggested readings; your success on this exercise is dependent on your understanding of evolutionary concepts!

Procedure

Open the following website:
BioMan Biology. No date. Biology Games and Virtual Labs: Evolution
.com/GamesandLabs/EvoClassGames/aaevo.html”>http://biomanbio.com/GamesandLabs/EvoClassGames/aaevo.html

Click where it says Press Spacebar or Click Here to Continue! And click again to continue.
Read over the instructions carefully, paying particular attention to the controls. Notice that as you successfully shoot the correct answer, you will need to reload.
Click again where it says Press Spacebar or Click Here to Continue!
Click on Mechanisms and begin.
A statement will be shown at the bottom of the screen.
Use the arrow keys to move to the correct term and use the space to shoot it down. Remember to reload!
Keep playing until you are told “You have succeeded here earthling! But can you save the rest of your planet?” Start over if you fail.
Record your % correct and score in Table 3 below when you are done. Feel free to repeat to improve your score if you would like.
Reload the page to start over or click on the link above to return to the start page.
Click where it says Press Spacebar or Click Here to Continue! And click again to continue.
Review the instructions and click again where it says Press Spacebar or Click Here to Continue!
Click on Mechanisms 2 and begin.
As before, a statement will be shown at the bottom of the screen.
Use the arrow keys to move to the correct term and use the space to shoot it down. Remember to reload!
Keep playing until you are told “You have succeeded here earthling! But can you save the rest of your planet?” Start over if you fail.
Record your % correct and score in Table 3 below when you are done. Feel free to repeat to improve your score if you would like.
Answer the questions that follow.

Table 3. Results (2 pts)

% Correct

Score

Mechanisms

100

1003

Mechanisms 2

100

1006

Questions

1. Match the following statements with the correct term (5 pts)

a. Mutation f. Bottleneck
b. Genetic drift g. Founder effect
c. Gene flow h. Immigration
d. Natural selection i. Emigration
e. Non-random mating j. Speciation

____ Type of genetic drift that occurs when a new colony is established, that by chance is genetically different than the original population.

____ Can result in evolution by acting on favorable traits.

____ Only male lions with large, thick manes are able to breed.

____ Reproductive isolation of two populations of penguins can result in this.

____ The loss or gain of alleles from a population by the movement of individuals into or out of the population.

____ Movement of individuals into a population, bringing with them new alleles.

____ Random events that cause changes in gene frequencies.

____ Type of genetic drift in which there is a drastic reduction in population size and a change in allele frequencies.

____ The ultimate source of new alleles and traits that natural selection can act on.

____ When individuals leave a population, taking alleles along with them.

Week 7 Experiment Grading Rubric

Component

Expectation

Points

Experiment 7 Exercise 1

Collection of data and generation of a line graph correctly labeled (Table 1 and graph of data).

5 pts

Demonstrates an understanding of evolutionary change without natural selection (Questions 1-4).

8 pts

Experiment 7 Exercise 2

Collection of data and generation of a line graph correctly labeled (Table 2 and graph of data).

5 pts

Demonstrates an understanding of evolutionary change with natural selection (Questions 1-5).

8 pts

Experiment 7 Exercise 3

Success at Angry Aliens and an understanding of the mechanisms of evolutionary change (Table 3).

2 pts

Demonstrates an understanding of the various mechanisms of evolutionary change(Question 1).

5 pts

TOTAL

33 pts

$ 100
Use the following coupon code :
<>

BIO – Ryan is a 30-year-old man

Question
Ryan is a 30-year-old man who recently made the decision to talk with his doctor about a somewhat sensitive issue. He just celebrated his third anniversary with his wife, and they have started talking seriously about having kids. Though he knows this is a big step, Ryan has always wanted kids, and he feels like he is in a great place in life to start a family. As Ryan tells his doctor, the problem is that he sometimes gets a little anxious, which prevents him from performing sexually. He says even a little stress about work can prevent him from getting aroused. While his wife is sympathetic to this issue, Ryan doesn’t want it to get in the way of conceiving a child.
Based on a few Internet searches, Ryan says he thinks he has the solution to his problems. He suggests to his doctor that testosterone injections would be a great treatment for his issues with arousal. He says, since testosterone is the “male sex hormone,” he thinks it would additionally help him conceive a child by raising his sperm count. Ryan’s doctor tells him there are a number of potentially helpful pharmaceutical and nonpharmaceutical options they can
discuss, but testosterone is probably not the best choice. He tells Ryan some doctors have actually experimented with testosterone as a contraceptive drug, since it greatly reduces sperm count for most men!
Questions
1. Provide a physiological explanation for Ryan’s difficulty with sexual arousal when he is nervous.
2. Why would testosterone injections lower Ryan’s sperm count, rather than raising it as he hopes?

$ 100
Use the following coupon code :
<>

grand canyon bio220 week 1 Assignment Scientific Method Matching Exercise

Question
Details:
Complete the “Scientific Method Matching Exercise Resource.”

GCU style is not required, but solid academic writing is expected.

You are not required to submit this assignment to Turnitin,

.0pt;text-align:center”>Scientific Method Matching Exercise Resource
In Part I, match each example from Column 2 with the correct step of the scientific method in Column 1. Explain the reasoning for your choice in Part II.

Part I

Column 1: Scientific Method Steps

___ Observe

___ Ask a question

___ Create a hypothesis

___ Conduct an experiment

___ Collect data

___ Interpret results

___ Report results

Column 2: Examples of Tasks

a) A scientist, based on his observation of the pond, believes that if a pond is exposed to the waste of an industrial plant, then the growth of algae will be accelerated.

b) In her laboratory, a scientist pours a vial of waste water, collected from the industrial plant, and adds it to a dish containing pond water. A second dish (the control dish), containing the same pond water, does not receive the waste water sample.

c) A scientist wonders if the waste water emitted from an industrial plant is accelerating the growth of algae in a pond.

d) After five days, the scientist measures the amount of algae present in each dish.

e) The scientist submits his findings to a scientific journal.

f) After the data is collected, the scientist discovers that the dish containing both the pond water and waste water had more than twice the amount of algae than the control dish.

g) A scientist observes that a pond adjacent to an industrial plant has heavier algae growth than ponds farther away.

Part II

Explain why you believe the “Examples of Task” (Column 2) that you selected is an example of the corresponding “Scientific Method Steps” (Column 1).

1) The “Examples of Tasks” I selected for the Scientific Method Step: “Observe”, is accurate because:

2) The “Examples of Tasks” I selected for the Scientific Method Step: “Ask a question” is accurate because:

3) The “Examples of Tasks” I selected for the Scientific Method Step: “Create a hypothesis” is accurate because:

4) The “Examples of Tasks” I selected for the Scientific Method Step: “Conduct an experiment” is accurate because:

5) The “Examples of Tasks” I selected for the Scientific Method Step: “Collect data” is accurate because:

6) The “Examples of Tasks” I selected for the Scientific Method Step: “Interpret results” is accurate because:

7) The “Examples of Tasks” I selected for the Scientific Method Step: “Report results”, is accurate because:

$ 100
Use the following coupon code :
<>

UMUC BIOL 160 Written Assignment 2

Question
Instructions

Written Assignment 2: Informational Booklet

Addresses course outcome 4:

· weigh and make health-related decisions based on an understanding of the value and limits of scientific knowledge and the scientific method

Choose and research a topic related to human biology. Imagine that you are creating a small booklet that will become available at a local health clinic. The booklet should be educational and understandable by the general public. You may select one topic that relates to either homeostatic mechanisms or to a disease that may interest you because of your own health or family history. You will find a list of suggested topics below, or you may come up with your own. If you select a topic that is not listed below, discuss your topic with your instructor before beginning work.

Suggested topics

· Homeostasis: Hydration and exercise, adaptation of the human body to pregnancy, adaptation to cold or hot weather, adaptation to starvation and its consequences, sleep and health, or nutrition and health in children.

· Diseases: diabetes, heart disease, hypertension, sickle cell anemia, Huntington’s disease, colon cancer, schizophrenia, macular degeneration, hemophilia, Parkinson’s disease, osteoporosis, muscular dystrophy, or hepatitis.

Assignment criteria

1. Select one of the suggested topics above (you may also choose a topic not listed above).

2. Find articles related to the topic. You can find assistance with searching for articles at the UMUC Library Subject Guides at.umuc.edu/science”>http://libguides.umuc.edu/science.

3. Remember that this is a booklet. Write six to eight pages (double-spaced), excluding references. You may include pictures, tables and other material but please include all references. You should cite information in the text from at least five sources (including books, journals, and the Internet). You may not use online encyclopedias as a source more than once. Use APA style for citing references (see.umuc.edu/library/guides/apa.html”>http://www.umuc.edu/library/guides/apa.html). All source material should be paraphrased or summarized in your own words. You should have no more than one direct short quote (less than 40 words) and no long quotes (more than 40 words) in your booklet.

4. The sections of your booklet should include a title; an introduction that defines/describes your topic and what current/ongoing research has discovered about this topic; background information on what healthy organ system(s) is/are affected by the topic; the mechanism of action (e.g., how does the topic disrupt homeostasis? how does a disease spread and infect a person?); its symptomsand how it is diagnosed; current treatment options; and your references. You may include additional sections as necessary to cover your particular topic.

5. Please keep in mind that the audience for your informational booklet is the general public. Your explanations and uses of evidence, illustrations, or other definitive details should be appropriate for the reader; your language should aid the reader’s understanding of the subject (including definitions where appropriate); you should use information logically, and provide conflicting evidence and research where appropriate.

Guidance on how to avoid plagiarism can be found at the following sites:

· .umuc.edu/ugp/ewp/plagiarism.html”>UMUC’s Effective Writing Program : “Helping Students Avoid Plagiarism”

· .umuc.edu/prog/ugp/ewp_writingcenter/modules/plagiarism/start.html”>UMUC’s Online Writing Center : “How to Avoid Plagiarism”

· .indiana.edu/~wts/pamphlets/plagiarism.shtml”>Indiana University’s Writing Tutorial Services : “Plagiarism: What It is and How to Recognize and Avoid It”

You may find very useful the.umuc.edu/writingcenter/”>Effective Writing Center (EWC) for feedback in writing your paper. You may send your paper to the EWC using a.umuc.edu/write_student/ewc_nav.cfm”>Request for Writing Help form to receive feedback from an EWC advisor. For more information please see the.umuc.edu/ewc/students/index.shtml”>Student Resource Page with links to information on writing assignments, organizing ideas, evaluating resources, avoiding grammar mistakes, and other writing issues. You will need at least 48 hours for a response from the EWC and that paper submissions are capped for each day; plan to submit your paper as early as possible.

$ 100
Use the following coupon code :
<>