Tag: Model Answer

  • [Solved] Course Capstone Project

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    ## Activity Stream

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    ### Upcoming

    –

    Nov 20, 2025
    11:27 PM

    [MPH/530: Epidemiology Concepts And Public Health Diseases](https://vle.phoenix.edu/ultra/courses/_547585_1/outline)Due: Wk 1 Summative Assessment: Health Information Management Using and Understanding Public Health Data Paper

    Due Date: 12/2/25, 12:59 AM (CST)

    –

    Nov 20, 2025
    11:27 PM

    [MPH/530: Epidemiology Concepts And Public Health Diseases](https://vle.phoenix.edu/ultra/courses/_547585_1/outline)Due: Wk 1 – Course Capstone Project – Preparation and Statement of Need

    Due Date: 12/2/25, 12:59 AM (CST)

    –

    Nov 20, 2025
    11:27 PM

    [MPH/530: Epidemiology Concepts And Public Health Diseases](https://vle.phoenix.edu/ultra/courses/_547585_1/outline)Due: Wk 1 Discussion – Data Collection (initial response due Saturday)

    Due Date: 12/2/25, 12:59 AM (CST)

    –

    Nov 20, 2025
    11:27 PM

    [MPH/530: Epidemiology Concepts And Public Health Diseases](https://vle.phoenix.edu/ultra/courses/_547585_1/outline)Due: Wk 2 – Course Capstone Project – Annotated Bibliography

    Due Date: 12/9/25, 12:59 AM (CST)

    –

    Nov 20, 2025
    11:27 PM

    [MPH/530: Epidemiology Concepts And Public Health Diseases](https://vle.phoenix.edu/ultra/courses/_547585_1/outline)Due: Wk 2 Discussion – Disease Prevention [due Thurs]

    Due Date: 12/9/25, 12:59 AM (CST)

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    ## MPH/530: Epidemiology Concepts And Public Health Diseases

    OpenCourse status Open

    – [Content](https://vle.phoenix.edu/ultra/courses/_547585_1/outline)
    – [Calendar](https://vle.phoenix.edu/ultra/courses/_547585_1/calendar)
    – [Announcements3](https://vle.phoenix.edu/ultra/courses/_547585_1/announcements)
    – [Discussions](https://vle.phoenix.edu/ultra/courses/_547585_1/engagement)
    – [Gradebook](https://vle.phoenix.edu/ultra/courses/_547585_1/grades)
    – [Messages](https://vle.phoenix.edu/ultra/courses/_547585_1/messages)
    – [Groups](https://vle.phoenix.edu/ultra/courses/_547585_1/groups/enrollments)

    [**Course Content**](https://vle.phoenix.edu/ultra/courses/_547585_1/groups/enrollments)

    #### [Using AI at UOPX](https://ultra.content.blackboardcdn.com/ultra/uiv4000.1.0-rel.32_1e7dd2d#)

    Visit the Center for AI Resources to explore tools, tips, and examples to help you thrive in an AI-powered world. Check back regularly for updates.

    #### [Course Questions](https://vle.phoenix.edu/ultra/courses/_547585_1/outline/discussion/_52313045_1?view=discussions&courseId=_547585_1)

    Have a question about this course? Ask here! Your faculty member will monitor this area. If you know the answer, feel free to help your peers by posting a reply.

    #### Welcome to the Course and Getting Started

    Start with this folder to meet your faculty member and peers. Review the course guide, syllabus, and grading rubrics for an overview of this course.

    #### Wk 1 – Community and Population Health Data

    [Wk 1 Overview](https://vle.phoenix.edu/ultra/courses/_547585_1/outline/edit/document/_52313060_1?courseId=_547585_1&view=content&state=view) [Wk 1 Discussion – Data Collection (initial response due Saturday)](https://vle.phoenix.edu/ultra/courses/_547585_1/outline/discussion/_52313047_1?view=discussions&courseId=_547585_1)

    Due date: 12/2/25, 12:59 AM (CST)

    Post a total of 3 substantive responses over 2 separate days for full participation. This includes your initial post and 2 replies to classmates or your faculty member. Due Saturday because of Thanksgiving To prepare for this week’s discussions, begin by selecting and reading 1 article from the University Library. Then, respond to the following questions in a minimum of 175 words: What data collection method(s) did the researcher use? Why did they choose this method(s)? Were they appropriate? Why or why not? Were the methods effective or ineffective for gathering data and proposing interventions for the targeted community? Why or why not? What rationale, examples, and comparisons would you use to defend your perspectives? What other …

    [Wk 1 Summative Assessment: Health Information Management Using and Understanding Public Health Data Paper](https://vle.phoenix.edu/ultra/courses/_547585_1/outline/assessment/_52313062_1/overview?courseId=_547585_1)

    Due date: 12/2/25, 12:59 AM (CST)

    This assessment measures your ability to develop data collection and information organization and retrieval plans.

    [Wk 1 – Course Capstone Project – Preparation and Statement of Need](https://vle.phoenix.edu/ultra/courses/_547585_1/outline/assessment/_52313063_1/overview?courseId=_547585_1)

    Due date: 12/2/25, 12:59 AM (CST)

    Wk 1 Learning Activities

    [Syringe Exchange Programs! A great harm reduction tool (video by Bob)](https://vle.phoenix.edu/ultra/courses/_547585_1/outline/edit/document/_52322287_1?courseId=_547585_1&view=content&state=view)

    No more content items to load

    #### Wk 2 – Disease Prevention and Program Implementation

    #### Wk 3 – Social Justice and Health Equity in Epidemiology

    #### Wk 4 – Examining Epidemiology Research Design

    #### Wk 5 – Evaluating Epidemiology Research Methods

    #### Wk 6 – Applying Epidemiology Research Methods

    No more content items to load

    Press Enter or Space to start.

    ### Course Faculty

    – ![Bob Vella](https://www.sweetstudy.com/questions/course-capstone-project-20951861)

    Bob Vella

    Instructor

    [**Details & Actions**](https://ultra.content.blackboardcdn.com/ultra/uiv4000.1.0-rel.32_1e7dd2d#)

    –

    Roster

    View everyone in your course

    –

    Course Description

    View the course description

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    Class Collaborate

    Join session

    – Course Room
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    Tools & Resources

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    MPH/530: Epidemiology Concepts And Public Health Diseases

    Menu

    ## Wk 1 – Course Capstone Project – Preparation and Statement of Need

    ### Assignment Instructions

    The Course Capstone Project is a research and analysis project that you will complete in segments over the duration of the course. You are expected to complete Course Capstone Project work each week and meet regularly with your learning team.

    Begin by selecting a public health research topic for your Course Capstone Project. Focus specifically on a disparity and why the epidemiological issue you’ve selected is more of a problem in some populations than others.

    Determine why your issue is important and why an appropriate intervention is a pressing concern.

    Review the “Writing the Needs Assessment“ from the
    [University Library](https://library.phoenix.edu/MPH530vZ/w1).

    Write a statement of need in 700 words that frames your selected topic in terms of:

    – Health disparities present in the community impacted by your public health issue/disease
    – Data, research, and professional perspectives that support the need for intervention (i.e., why does this need to be addressed)
    – Which data sets and collection methods would be appropriate to address the issue and support an intervention
    – How epidemiologic data will support both needs assessment and program evaluation efforts

    Cite references to support your assignment. Two references are required. At least ONE must be scholarly.

    Include an introduction and conclusion

    Format your assignment according to APA guidelines.

    Submit your assignment as a Word document (not a PDF).

    Resources

    – [Center for Writing Excellence](https://multimedia.phoenix.edu/cms/cwe/)
    – [Reference and Citation Generator](https://multimedia.phoenix.edu/cms/citation)
    – [Grammar Assistance](https://multimedia.phoenix.edu/cms/202010168/)

    Copyright 2023 by University of Phoenix. All rights reserved.

    ### Submission

    Text Editor

    Word count: 0

    ### Details & Information

    Assessment due date12/2/25, 12:59 AM (CST)

    AttemptsUnlimited

    Originality ReportSafeAssign enabled

    #### Grading

    Maximum points40 points

    Save and CloseSubmit

    ×

    Help for current page

    **## CourseCapstoneProject.html**

    [Skip to main content](https://ultra.content.blackboardcdn.com/ultra/uiv4000.1.0-rel.32_1e7dd2d#) [![University Of Phoenix](https://www.sweetstudy.com/questions/course-capstone-project-20951861)](https://my.phoenix.edu/)

    –

    Institution Page

    –

    Quannessa Beasley

    Has accommodations

    –

    Activity

    –

    Courses

    –

    Calendar

    –
    Messages

    –

    Grades

    –

    Tools

    –

    Sign Out

    – [Privacy](https://help.blackboard.com/1000en_US)
    – [Terms](https://help.blackboard.com/1001en_US)
    – [Accessibility](https://help.blackboard.com/001_631en_US)

    ## Activity Stream

    FilterShow All

    Filter

    ### Upcoming

    –

    Nov 20, 2025
    11:27 PM

    [MPH/530: Epidemiology Concepts And Public Health Diseases](https://vle.phoenix.edu/ultra/courses/_547585_1/outline)Due: Wk 1 Summative Assessment: Health Information Management Using and Understanding Public Health Data Paper

    Due Date: 12/2/25, 12:59 AM (CST)

    –

    Nov 20, 2025
    11:27 PM

    [MPH/530: Epidemiology Concepts And Public Health Diseases](https://vle.phoenix.edu/ultra/courses/_547585_1/outline)Due: Wk 1 – Course Capstone Project – Preparation and Statement of Need

    Due Date: 12/2/25, 12:59 AM (CST)

    –

    Nov 20, 2025
    11:27 PM

    [MPH/530: Epidemiology Concepts And Public Health Diseases](https://vle.phoenix.edu/ultra/courses/_547585_1/outline)Due: Wk 1 Discussion – Data Collection (initial response due Saturday)

    Due Date: 12/2/25, 12:59 AM (CST)

    –

    Nov 20, 2025
    11:27 PM

    [MPH/530: Epidemiology Concepts And Public Health Diseases](https://vle.phoenix.edu/ultra/courses/_547585_1/outline)Due: Wk 2 – Course Capstone Project – Annotated Bibliography

    Due Date: 12/9/25, 12:59 AM (CST)

    –

    Nov 20, 2025
    11:27 PM

    [MPH/530: Epidemiology Concepts And Public Health Diseases](https://vle.phoenix.edu/ultra/courses/_547585_1/outline)Due: Wk 2 Discussion – Disease Prevention [due Thurs]

    Due Date: 12/9/25, 12:59 AM (CST)

    Show more upcoming activity

    ### Recent

    Load 20 more stream notifications

    MPH_530_59984328

    [Skip to main content](https://ultra.content.blackboardcdn.com/ultra/uiv4000.1.0-rel.32_1e7dd2d#)
    Menu

    ## MPH/530: Epidemiology Concepts And Public Health Diseases

    OpenCourse status Open

    – [Content](https://vle.phoenix.edu/ultra/courses/_547585_1/outline)
    – [Calendar](https://vle.phoenix.edu/ultra/courses/_547585_1/calendar)
    – [Announcements3](https://vle.phoenix.edu/ultra/courses/_547585_1/announcements)
    – [Discussions](https://vle.phoenix.edu/ultra/courses/_547585_1/engagement)
    – [Gradebook](https://vle.phoenix.edu/ultra/courses/_547585_1/grades)
    – [Messages](https://vle.phoenix.edu/ultra/courses/_547585_1/messages)
    – [Groups](https://vle.phoenix.edu/ultra/courses/_547585_1/groups/enrollments)

    [**Course Content**](https://vle.phoenix.edu/ultra/courses/_547585_1/groups/enrollments)

    #### [Using AI at UOPX](https://ultra.content.blackboardcdn.com/ultra/uiv4000.1.0-rel.32_1e7dd2d#)

    Visit the Center for AI Resources to explore tools, tips, and examples to help you thrive in an AI-powered world. Check back regularly for updates.

    #### [Course Questions](https://vle.phoenix.edu/ultra/courses/_547585_1/outline/discussion/_52313045_1?view=discussions&courseId=_547585_1)

    Have a question about this course? Ask here! Your faculty member will monitor this area. If you know the answer, feel free to help your peers by posting a reply.

    #### Welcome to the Course and Getting Started

    Start with this folder to meet your faculty member and peers. Review the course guide, syllabus, and grading rubrics for an overview of this course.

    #### Wk 1 – Community and Population Health Data

    [Wk 1 Overview](https://vle.phoenix.edu/ultra/courses/_547585_1/outline/edit/document/_52313060_1?courseId=_547585_1&view=content&state=view) [Wk 1 Discussion – Data Collection (initial response due Saturday)](https://vle.phoenix.edu/ultra/courses/_547585_1/outline/discussion/_52313047_1?view=discussions&courseId=_547585_1)

    Due date: 12/2/25, 12:59 AM (CST)

    Post a total of 3 substantive responses over 2 separate days for full participation. This includes your initial post and 2 replies to classmates or your faculty member. Due Saturday because of Thanksgiving To prepare for this week’s discussions, begin by selecting and reading 1 article from the University Library. Then, respond to the following questions in a minimum of 175 words: What data collection method(s) did the researcher use? Why did they choose this method(s)? Were they appropriate? Why or why not? Were the methods effective or ineffective for gathering data and proposing interventions for the targeted community? Why or why not? What rationale, examples, and comparisons would you use to defend your perspectives? What other …

    [Wk 1 Summative Assessment: Health Information Management Using and Understanding Public Health Data Paper](https://vle.phoenix.edu/ultra/courses/_547585_1/outline/assessment/_52313062_1/overview?courseId=_547585_1)

    Due date: 12/2/25, 12:59 AM (CST)

    This assessment measures your ability to develop data collection and information organization and retrieval plans.

    [Wk 1 – Course Capstone Project – Preparation and Statement of Need](https://vle.phoenix.edu/ultra/courses/_547585_1/outline/assessment/_52313063_1/overview?courseId=_547585_1)

    Due date: 12/2/25, 12:59 AM (CST)

    Wk 1 Learning Activities

    [Syringe Exchange Programs! A great harm reduction tool (video by Bob)](https://vle.phoenix.edu/ultra/courses/_547585_1/outline/edit/document/_52322287_1?courseId=_547585_1&view=content&state=view)

    No more content items to load

    #### Wk 2 – Disease Prevention and Program Implementation

    #### Wk 3 – Social Justice and Health Equity in Epidemiology

    #### Wk 4 – Examining Epidemiology Research Design

    #### Wk 5 – Evaluating Epidemiology Research Methods

    #### Wk 6 – Applying Epidemiology Research Methods

    No more content items to load

    Press Enter or Space to start.

    ### Course Faculty

    – ![Bob Vella](https://www.sweetstudy.com/questions/course-capstone-project-20951861)

    Bob Vella

    Instructor

    [**Details & Actions**](https://ultra.content.blackboardcdn.com/ultra/uiv4000.1.0-rel.32_1e7dd2d#)

    –

    Roster

    View everyone in your course

    –

    Course Description

    View the course description

    –

    Class Collaborate

    Join session

    – Course Room
    –

    Tools & Resources

    View course & institution tools

    ×

    MPH/530: Epidemiology Concepts And Public Health Diseases

    Menu

    ## Wk 1 – Course Capstone Project – Preparation and Statement of Need

    ### Assignment Instructions

    The Course Capstone Project is a research and analysis project that you will complete in segments over the duration of the course. You are expected to complete Course Capstone Project work each week and meet regularly with your learning team.

    Begin by selecting a public health research topic for your Course Capstone Project. Focus specifically on a disparity and why the epidemiological issue you’ve selected is more of a problem in some populations than others.

    Determine why your issue is important and why an appropriate intervention is a pressing concern.

    Review the “Writing the Needs Assessment“ from the
    [University Library](https://library.phoenix.edu/MPH530vZ/w1).

    Write a statement of need in 700 words that frames your selected topic in terms of:

    – Health disparities present in the community impacted by your public health issue/disease
    – Data, research, and professional perspectives that support the need for intervention (i.e., why does this need to be addressed)
    – Which data sets and collection methods would be appropriate to address the issue and support an intervention
    – How epidemiologic data will support both needs assessment and program evaluation efforts

    Cite references to support your assignment. Two references are required. At least ONE must be scholarly.

    Include an introduction and conclusion

    Format your assignment according to APA guidelines.

    Submit your assignment as a Word document (not a PDF).

    Resources

    – [Center for Writing Excellence](https://multimedia.phoenix.edu/cms/cwe/)
    – [Reference and Citation Generator](https://multimedia.phoenix.edu/cms/citation)
    – [Grammar Assistance](https://multimedia.phoenix.edu/cms/202010168/)

    Copyright 2023 by University of Phoenix. All rights reserved.

    ### Submission

    Text Editor

    Word count: 0

    ### Details & Information

    Assessment due date12/2/25, 12:59 AM (CST)

    AttemptsUnlimited

    Originality ReportSafeAssign enabled

    #### Grading

    Maximum points40 points

    Save and CloseSubmit

    ×

    Help for current page

  • [Solved] Biology

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    Executive Solution Overview

    – ## BiologyExtraCreditAssignments1.pdf **## BiologyExtraCreditAssignments1.pdf** 1 BIOLOGY Extra Credit Opportunities Instructions (Read first!) A total of 15 pts (extra credit) may be earned by a student in biology for science majors. If a student has already earned up to 15 pts, then no more extr…

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    – ## BiologyExtraCreditAssignments1.pdf

    **## BiologyExtraCreditAssignments1.pdf**

    1

    BIOLOGY
    Extra Credit Opportunities

    Instructions (Read first!)
    A total of 15 pts (extra credit) may be earned by a student in biology for science majors.
    If a student has already earned up to 15 pts, then no more extra credit may be given to
    the student. There are several opportunities to obtain the credit, each is listed below.
    Enrichment credit points will be added to the total number of points earned in the lecture
    and lab at the end of the course. Earning the maximum 15 extra credit points will result
    in a 1.5% increase in the final course grade.

    Extra Credit opportunities are due on the date indicated, or if no date is provided,
    must be submitted in person to your instructor by the last day of lecture. Extra
    credit submitted past due or the week of finals will NOT be accepted.

    For each extra credit opportunity, you must follow the directions provided. If directions
    are not followed, your instructor reserves the right to award partial or no points for the
    assignment.

    1. Build a Model of the Cell (3D; 5 pts )

    • Construct a 3D model of a cell that includes all organelles discussed in class
    • Also includes a detailed plasma membrane (lipid and protein components of

    membrane discussed in class).
    • Color must be used.
    • Different materials are appreciated.
    • Organelles should be labeled or a key should be provided so that it is very clear

    what is what on your model.
    • Name on project please.

    Criteria for grading:
    ü Organelles and cell membrane are accurately portrayed (in the correct areas,

    shapes generally match what is in your textbook)
    ü Creative use of materials
    ü Organelles and cell membrane components clearly labeled
    ü All organelles and cell membrane components are apparent/present

    2. Cell Respiration/Photosynthesis Chart (4 pts )

    • Assignment should be placed on a piece of poster board (try the Dollar Store or
    Walmart). Avoid ones that are too bulky to carry but your drawings should be
    bigger than 8.5 x 11 inches.

    2

    • Include the ENTIRE biochemical process of Cell Respiration and place the
    biochemical processes of Photosynthesis on the other side.

    • Be sure to include the relevant organelles.
    • Reactants and products of each step in the biochemical processes should be

    indicated.
    • Major Steps/stages/cycles should be clearly labeled as well
    • Criteria for grading

    ü All components of both Cell Respiration and Photosynthesis are present
    ü Stages/steps and cycles clearly labeled and correctly placed with respect

    to their organelles
    ü Organelles present
    ü Reactants and products clearly labeled and accurate
    ü Color appreciated. Please complete in pen (you may want to start with

    pencil first and then trace)

    3. Case Studies on Cellular Biology (5 pts)

    • You must complete both case studies for full credit.
    • You can find the case studies at the end of this document

    o Case Study 1: Embryonic Stem Cells
    o Case Study 2: Cloning

    • Answer ALL questions in each Case Study
    • Be sure your answers are: thoughtful, insightful, detailed and make it apparent

    that you have read both case studies.
    • AND provide at least 2 sentences for EACH case study explaining their

    relevance to what you are learning in class. In other words, you should relate the
    case studies to what has been learned in lecture.

    Ø Assignments with short/superficial answers and little insight will receive little or
    no points.

    4. Interview someone in the job field you are interested in pursuing.
    (5pts)

    Write a 2-page summary (double spaced) about what you learned from talking to the
    person you interviewed.

    • Provide all contact information (email and phone) so that I too may verify you
    spoke with them.

    • To receive all credit you must also obtain a letter from them indicating you spoke
    with them. This letter must be signed by them as well and attached to your
    paper.

    • Questions to ask during the interview:
    a. Ask them about likes/dislikes of the job.

    b. How long have they been in the field?
    c. What is the expected starting salary?

    3

    d. What the educational requirements?
    e. Were they planning on going into that field when they were in college?

    • Criteria for grading: the summary should be 2 pages, interview verifiable and
    information gathered by the student from the person interviewed should be
    informative. It should be apparent to your instructor that you learned more about
    the occupation you are interested in seeking.

    5. Creativity Credit (up to 10 points)
    Up to 10 points earned for projects that are creative, educational and demonstrate a
    mastering of BIOL 1406 material

    • Make a video (or music video J)
    o At least 3 minutes but no longer than 5 minutes
    o Try the Writing Center. They have free software for creating video and can

    help you with this.
    o Cannot be boring/documentary style

    • Detailed Painting (framed or on Canvas)
    • Sculpture (3D using various materials) or Model
    • Animation (drawings or stop motion)
    • Comic book (at least 10 pages of quality, ORIGINAL, hand-drawn artwork in

    color) with captions, word/thought bubbles

    Topic Possibilities for Creativity Credit:
    • Mitosis vs. Meiosis (compare and contrast both, showing how chromosomes are

    manipulated)
    • Aerobic Cell Respiration pathway (whole thing including organelles involved)
    • Photosynthesis (whole thing, including organelles)
    • Endomembrane System and pathway (include transcription/translation)

    General criteria for grading Creativity Credit
    ü Work is NOT rushed and demonstrates substantial effort
    ü Biologically accurate and thus educational
    ü Shows outstanding creativity
    ü Comic books should be in color
    ü Videos should have you present in it (visual or audio) at some point. Dubbing

    over existing videos not created by you is not allowed.
    ü These cannot be done as group projects

    Due Date: Last day of lecture

    4

    Case Study 1: Embryonic Stem cells
    Standing in the voting booth, Raina hesitated. It was November 2, 2004, and she had to
    make her final decision on how to vote for California Proposition 71, the California Stem
    Cell Research and Cures Initiative. Proposition 71, a $3 billion bond measure, would
    fund embryonic stem (ES) cell research at facilities across the state for the next ten
    years. Raina knew that Proposition 71 had widespread support, including that of
    Governor Arnold Schwarzenegger and several Nobel Prize-winning scientists, but she
    was also well aware of the controversy surrounding ES cell research. Well before
    Election Day, Raina had taken the time to inform herself about the ongoing ES cell
    debate. She learned that ES cell lines are obtained by removing a group of cells, called
    the inner cell mass, from an embryo that is about five days old (also known as a
    blastocyst), and growing the cells in a Petri dish. The cells are prized by researchers
    because they are pluripotent, meaning that they have the potential to differentiate into a
    wide range of different types of cells if properly stimulated. Proponents of ES cell
    research say that such cells could be used to cure conditions such as Parkinson’s
    disease, diabetes, heart disease, Alzheimer’s disease, cystic fibrosis, and spinal cord
    injuries. In addition, ES cells could be studied to help scientists understand the basic
    processes of human development, and used to test new drugs. ES cell research
    opponents say that it should be restricted because it requires the destruction of human
    life. Raina found this issue to be one of great concern. She learned that the ES cell lines
    currently used for research are obtained from embryos left over from in vitro fertilization
    (IVF). These embryos are voluntarily donated, and otherwise would be discarded. Raina
    wondered if embryos, even those so early in development, should be considered human
    beings. If so, then producing an excess of them for IVF and then discarding them would
    be wrong. Might it also be wrong to benefit from their sacrifice? Raina had read about
    stem cells from other sources besides embryos. Some, known as embryonic germ cells,
    may be obtained from aborted or miscarried fetuses, but this source is subject to the
    same sort of controversy as ES cells. Some very promising results have come from
    research using stem cells taken from the umbilical cord and placenta, and adult tissues
    such as bone marrow and parts of the brain. In fact, some of these non-embryonic cells
    have already been used to treat medical conditions, including blood disorders, spinal
    cord injury and heart attack damage. Such stem cells are obtained without harming
    embryos or fetuses, and for this reason their use meets with few ethical objections.
    However, they appear to be more limited in their ability to differentiate than ES cells.
    Finally, after weighing the arguments one last time, Raina cast her ballot. The next day,
    she learned that Proposition 71 had passed with 59% of the vote. Now it is possible that
    similar initiatives may appear on the ballots of other states.

    Question 1. How do you think Raina voted on Proposition 71? How would you have
    voted? Why?

    5

    Question 2. Do you think that a five-day-old embryo should be accorded the status of a
    human person? If not, why not? If so, do the potential benefits of ES cell research
    outweigh the ethical objections? Explain.
    Question 3. In August 2001, President George W. Bush approved the use of federal
    funding for ES cell research, but only on cell lines already in existence, in order to avoid
    the destruction of additional human embryos. (ES cell research funding from other
    sources was unaffected.) Critics say that existing ES cell lines have only a limited
    lifespan before their usefulness for research is lost, and that the number of available
    lines is insufficient. Do you agree or disagree with President Bush’s decision? Explain.

    Case Study 2: Cloning

    In December 2004, a tabby kitten named Little Nicky made headlines for being the first
    cloned-to-order pet in the United States. The original Nicky was a cat that died at the
    age of 17 years. His owner, Julie, chose to have some of Nicky’s tissue “banked” so that
    he could be cloned. The company that produced Little Nicky, California-based Genetic
    Savings & Clone, Inc., also funded the creation of the very first cloned cat, CC, in 2002,
    and made the first cloned pet cats, Tabouli and Baba Ganoush, in the United Kingdom
    earlier in 2004. Cloning pets should be a very profitable business indeed: Little Nicky
    cost Julie $50,000. How do you make a clone like Little Nicky? The first mammal to be
    cloned from a somatic (body) cell of an adult was Dolly the sheep. She was made in
    1996 at the Roslin Institute in Scotland, using a technique called somatic cell nuclear
    transfer. In this technique, the nucleus of a cell from a donor’s body is combined with an
    enucleated egg (one with its nucleus removed) from a female of the same species, and
    the resulting cell is stimulated to start dividing and grow into an embryo. The embryo is
    then placed in the uterus of a surrogate mother to continue its development. Although
    additional sheep, as well as pigs, cattle, goats, horses, rabbits, and mice, have been
    cloned using somatic cell nuclear transfer, one problem with this method is the low
    survival rate. Most embryos do not survive long enough to be implanted in a surrogate
    mother. And of those that do, almost one-quarter of the clones born have health
    problems so severe that they do not reach adulthood. These problems are thought to
    stem from the fact that the donor cell has already differentiated, and as a result its
    nuclear material is structurally different from that in a fertilized egg with respect to
    associated proteins. Some of the proteins associated with the nuclear chromatin may
    get carried over to the enucleated egg, where they interfere with development. CC was
    made using somatic cell nuclear transfer, but most consumers probably would not opt
    for this technique for cloning their pets because of its low success rate. In 2003, a new
    cloning technology known as chromatin transfer became available. In chromatin
    transfer, the chromatin is made to condense, much as it would prior to cell division. The
    condensed chromatin is treated to remove any extraneous materials prior to being

    6

    injected into the enucleated egg. This method has resulted in a greater rate of cloning
    success, and was used to create Tabouli, Baba Ganoush, and Little Nicky. It is likely
    that there will be many more cloned pets. In fact, Genetic Savings & Clone looks to
    clone up to 50 cats over the next year, and plans to include dogs in the near future.

    Question 1. What are some of the reasons an individual might give for having a pet
    cloned? Cost aside, would you choose to have a pet of yours cloned? Why or why not?
    Question 2. The first cloned cat, CC, looks different from her genetic donor, Rainbow,
    due to a well-understood complication involved in cloning a calico cat. The two also
    reportedly have different personality traits. On the other hand, Little Nicky, Tabouli, and
    Baba Ganoush look like their donors, and their owners claim that their personalities are
    identical. What do you think cloning may teach us about the roles of nature and nurture
    in development?
    Question 3. Critics of Genetic Savings & Clone and its customers say there is no
    justification for having a pet cloned when so many dogs and cats are being euthanized
    because no one will adopt them. Do you agree or disagree with this point of view?
    Explain.

    **## BiologyExtraCreditAssignments1.pdf**

    1

    BIOLOGY
    Extra Credit Opportunities

    Instructions (Read first!)
    A total of 15 pts (extra credit) may be earned by a student in biology for science majors.
    If a student has already earned up to 15 pts, then no more extra credit may be given to
    the student. There are several opportunities to obtain the credit, each is listed below.
    Enrichment credit points will be added to the total number of points earned in the lecture
    and lab at the end of the course. Earning the maximum 15 extra credit points will result
    in a 1.5% increase in the final course grade.

    Extra Credit opportunities are due on the date indicated, or if no date is provided,
    must be submitted in person to your instructor by the last day of lecture. Extra
    credit submitted past due or the week of finals will NOT be accepted.

    For each extra credit opportunity, you must follow the directions provided. If directions
    are not followed, your instructor reserves the right to award partial or no points for the
    assignment.

    1. Build a Model of the Cell (3D; 5 pts )

    • Construct a 3D model of a cell that includes all organelles discussed in class
    • Also includes a detailed plasma membrane (lipid and protein components of

    membrane discussed in class).
    • Color must be used.
    • Different materials are appreciated.
    • Organelles should be labeled or a key should be provided so that it is very clear

    what is what on your model.
    • Name on project please.

    Criteria for grading:
    ü Organelles and cell membrane are accurately portrayed (in the correct areas,

    shapes generally match what is in your textbook)
    ü Creative use of materials
    ü Organelles and cell membrane components clearly labeled
    ü All organelles and cell membrane components are apparent/present

    2. Cell Respiration/Photosynthesis Chart (4 pts )

    • Assignment should be placed on a piece of poster board (try the Dollar Store or
    Walmart). Avoid ones that are too bulky to carry but your drawings should be
    bigger than 8.5 x 11 inches.

    2

    • Include the ENTIRE biochemical process of Cell Respiration and place the
    biochemical processes of Photosynthesis on the other side.

    • Be sure to include the relevant organelles.
    • Reactants and products of each step in the biochemical processes should be

    indicated.
    • Major Steps/stages/cycles should be clearly labeled as well
    • Criteria for grading

    ü All components of both Cell Respiration and Photosynthesis are present
    ü Stages/steps and cycles clearly labeled and correctly placed with respect

    to their organelles
    ü Organelles present
    ü Reactants and products clearly labeled and accurate
    ü Color appreciated. Please complete in pen (you may want to start with

    pencil first and then trace)

    3. Case Studies on Cellular Biology (5 pts)

    • You must complete both case studies for full credit.
    • You can find the case studies at the end of this document

    o Case Study 1: Embryonic Stem Cells
    o Case Study 2: Cloning

    • Answer ALL questions in each Case Study
    • Be sure your answers are: thoughtful, insightful, detailed and make it apparent

    that you have read both case studies.
    • AND provide at least 2 sentences for EACH case study explaining their

    relevance to what you are learning in class. In other words, you should relate the
    case studies to what has been learned in lecture.

    Ø Assignments with short/superficial answers and little insight will receive little or
    no points.

    4. Interview someone in the job field you are interested in pursuing.
    (5pts)

    Write a 2-page summary (double spaced) about what you learned from talking to the
    person you interviewed.

    • Provide all contact information (email and phone) so that I too may verify you
    spoke with them.

    • To receive all credit you must also obtain a letter from them indicating you spoke
    with them. This letter must be signed by them as well and attached to your
    paper.

    • Questions to ask during the interview:
    a. Ask them about likes/dislikes of the job.

    b. How long have they been in the field?
    c. What is the expected starting salary?

    3

    d. What the educational requirements?
    e. Were they planning on going into that field when they were in college?

    • Criteria for grading: the summary should be 2 pages, interview verifiable and
    information gathered by the student from the person interviewed should be
    informative. It should be apparent to your instructor that you learned more about
    the occupation you are interested in seeking.

    5. Creativity Credit (up to 10 points)
    Up to 10 points earned for projects that are creative, educational and demonstrate a
    mastering of BIOL 1406 material

    • Make a video (or music video J)
    o At least 3 minutes but no longer than 5 minutes
    o Try the Writing Center. They have free software for creating video and can

    help you with this.
    o Cannot be boring/documentary style

    • Detailed Painting (framed or on Canvas)
    • Sculpture (3D using various materials) or Model
    • Animation (drawings or stop motion)
    • Comic book (at least 10 pages of quality, ORIGINAL, hand-drawn artwork in

    color) with captions, word/thought bubbles

    Topic Possibilities for Creativity Credit:
    • Mitosis vs. Meiosis (compare and contrast both, showing how chromosomes are

    manipulated)
    • Aerobic Cell Respiration pathway (whole thing including organelles involved)
    • Photosynthesis (whole thing, including organelles)
    • Endomembrane System and pathway (include transcription/translation)

    General criteria for grading Creativity Credit
    ü Work is NOT rushed and demonstrates substantial effort
    ü Biologically accurate and thus educational
    ü Shows outstanding creativity
    ü Comic books should be in color
    ü Videos should have you present in it (visual or audio) at some point. Dubbing

    over existing videos not created by you is not allowed.
    ü These cannot be done as group projects

    Due Date: Last day of lecture

    4

    Case Study 1: Embryonic Stem cells
    Standing in the voting booth, Raina hesitated. It was November 2, 2004, and she had to
    make her final decision on how to vote for California Proposition 71, the California Stem
    Cell Research and Cures Initiative. Proposition 71, a $3 billion bond measure, would
    fund embryonic stem (ES) cell research at facilities across the state for the next ten
    years. Raina knew that Proposition 71 had widespread support, including that of
    Governor Arnold Schwarzenegger and several Nobel Prize-winning scientists, but she
    was also well aware of the controversy surrounding ES cell research. Well before
    Election Day, Raina had taken the time to inform herself about the ongoing ES cell
    debate. She learned that ES cell lines are obtained by removing a group of cells, called
    the inner cell mass, from an embryo that is about five days old (also known as a
    blastocyst), and growing the cells in a Petri dish. The cells are prized by researchers
    because they are pluripotent, meaning that they have the potential to differentiate into a
    wide range of different types of cells if properly stimulated. Proponents of ES cell
    research say that such cells could be used to cure conditions such as Parkinson’s
    disease, diabetes, heart disease, Alzheimer’s disease, cystic fibrosis, and spinal cord
    injuries. In addition, ES cells could be studied to help scientists understand the basic
    processes of human development, and used to test new drugs. ES cell research
    opponents say that it should be restricted because it requires the destruction of human
    life. Raina found this issue to be one of great concern. She learned that the ES cell lines
    currently used for research are obtained from embryos left over from in vitro fertilization
    (IVF). These embryos are voluntarily donated, and otherwise would be discarded. Raina
    wondered if embryos, even those so early in development, should be considered human
    beings. If so, then producing an excess of them for IVF and then discarding them would
    be wrong. Might it also be wrong to benefit from their sacrifice? Raina had read about
    stem cells from other sources besides embryos. Some, known as embryonic germ cells,
    may be obtained from aborted or miscarried fetuses, but this source is subject to the
    same sort of controversy as ES cells. Some very promising results have come from
    research using stem cells taken from the umbilical cord and placenta, and adult tissues
    such as bone marrow and parts of the brain. In fact, some of these non-embryonic cells
    have already been used to treat medical conditions, including blood disorders, spinal
    cord injury and heart attack damage. Such stem cells are obtained without harming
    embryos or fetuses, and for this reason their use meets with few ethical objections.
    However, they appear to be more limited in their ability to differentiate than ES cells.
    Finally, after weighing the arguments one last time, Raina cast her ballot. The next day,
    she learned that Proposition 71 had passed with 59% of the vote. Now it is possible that
    similar initiatives may appear on the ballots of other states.

    Question 1. How do you think Raina voted on Proposition 71? How would you have
    voted? Why?

    5

    Question 2. Do you think that a five-day-old embryo should be accorded the status of a
    human person? If not, why not? If so, do the potential benefits of ES cell research
    outweigh the ethical objections? Explain.
    Question 3. In August 2001, President George W. Bush approved the use of federal
    funding for ES cell research, but only on cell lines already in existence, in order to avoid
    the destruction of additional human embryos. (ES cell research funding from other
    sources was unaffected.) Critics say that existing ES cell lines have only a limited
    lifespan before their usefulness for research is lost, and that the number of available
    lines is insufficient. Do you agree or disagree with President Bush’s decision? Explain.

    Case Study 2: Cloning

    In December 2004, a tabby kitten named Little Nicky made headlines for being the first
    cloned-to-order pet in the United States. The original Nicky was a cat that died at the
    age of 17 years. His owner, Julie, chose to have some of Nicky’s tissue “banked” so that
    he could be cloned. The company that produced Little Nicky, California-based Genetic
    Savings & Clone, Inc., also funded the creation of the very first cloned cat, CC, in 2002,
    and made the first cloned pet cats, Tabouli and Baba Ganoush, in the United Kingdom
    earlier in 2004. Cloning pets should be a very profitable business indeed: Little Nicky
    cost Julie $50,000. How do you make a clone like Little Nicky? The first mammal to be
    cloned from a somatic (body) cell of an adult was Dolly the sheep. She was made in
    1996 at the Roslin Institute in Scotland, using a technique called somatic cell nuclear
    transfer. In this technique, the nucleus of a cell from a donor’s body is combined with an
    enucleated egg (one with its nucleus removed) from a female of the same species, and
    the resulting cell is stimulated to start dividing and grow into an embryo. The embryo is
    then placed in the uterus of a surrogate mother to continue its development. Although
    additional sheep, as well as pigs, cattle, goats, horses, rabbits, and mice, have been
    cloned using somatic cell nuclear transfer, one problem with this method is the low
    survival rate. Most embryos do not survive long enough to be implanted in a surrogate
    mother. And of those that do, almost one-quarter of the clones born have health
    problems so severe that they do not reach adulthood. These problems are thought to
    stem from the fact that the donor cell has already differentiated, and as a result its
    nuclear material is structurally different from that in a fertilized egg with respect to
    associated proteins. Some of the proteins associated with the nuclear chromatin may
    get carried over to the enucleated egg, where they interfere with development. CC was
    made using somatic cell nuclear transfer, but most consumers probably would not opt
    for this technique for cloning their pets because of its low success rate. In 2003, a new
    cloning technology known as chromatin transfer became available. In chromatin
    transfer, the chromatin is made to condense, much as it would prior to cell division. The
    condensed chromatin is treated to remove any extraneous materials prior to being

    6

    injected into the enucleated egg. This method has resulted in a greater rate of cloning
    success, and was used to create Tabouli, Baba Ganoush, and Little Nicky. It is likely
    that there will be many more cloned pets. In fact, Genetic Savings & Clone looks to
    clone up to 50 cats over the next year, and plans to include dogs in the near future.

    Question 1. What are some of the reasons an individual might give for having a pet
    cloned? Cost aside, would you choose to have a pet of yours cloned? Why or why not?
    Question 2. The first cloned cat, CC, looks different from her genetic donor, Rainbow,
    due to a well-understood complication involved in cloning a calico cat. The two also
    reportedly have different personality traits. On the other hand, Little Nicky, Tabouli, and
    Baba Ganoush look like their donors, and their owners claim that their personalities are
    identical. What do you think cloning may teach us about the roles of nature and nurture
    in development?
    Question 3. Critics of Genetic Savings & Clone and its customers say there is no
    justification for having a pet cloned when so many dogs and cats are being euthanized
    because no one will adopt them. Do you agree or disagree with this point of view?
    Explain.

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    Have a question about this course? Ask here! Your faculty member will monitor this area. If you know the answer, feel free to help your peers by posting a reply.

    #### Welcome to the Course and Getting Started

    Start with this folder to meet your faculty member and peers. Review the course guide, syllabus, and grading rubrics for an overview of this course.

    #### Wk 1 – Community and Population Health Data

    [Wk 1 Overview](https://vle.phoenix.edu/ultra/courses/_547585_1/outline/edit/document/_52313060_1?courseId=_547585_1&view=content&state=view) [Wk 1 Discussion – Data Collection (initial response due Saturday)](https://vle.phoenix.edu/ultra/courses/_547585_1/outline/discussion/_52313047_1?view=discussions&courseId=_547585_1)

    Due date: 12/2/25, 12:59 AM (CST)

    Post a total of 3 substantive responses over 2 separate days for full participation. This includes your initial post and 2 replies to classmates or your faculty member. Due Saturday because of Thanksgiving To prepare for this week’s discussions, begin by selecting and reading 1 article from the University Library. Then, respond to the following questions in a minimum of 175 words: What data collection method(s) did the researcher use? Why did they choose this method(s)? Were they appropriate? Why or why not? Were the methods effective or ineffective for gathering data and proposing interventions for the targeted community? Why or why not? What rationale, examples, and comparisons would you use to defend your perspectives? What other …

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    ## Wk 1 Summative Assessment: Health Information Management Using and Understanding Public Health Data Paper

    ### Assignment Instructions

    Research data from a provided case study to understand how it impacts the population.

    Write a 700- to 1,400-word paper in which you will include the following:

    1. Select 1 of the following case studies. Then, conduct additional research to gain an understanding of the chosen public health issue.
    2. [Notes from the Field: Multistate Outbreak of Escherichia coli O157:H7 Infections Linked to a National Fast-Food Chain — United States, 2022](https://www.cdc.gov/mmwr/volumes/72/wr/mm7226a6.htm)
    3. [Notes from the Field: Multistate, Multiserotype Outbreak of Salmonella Infections Linked to Cashew Brie — United States, 2021](https://www.cdc.gov/mmwr/volumes/72/wr/mm7221a4.htm)
    4. [Multistate Outbreak of Salmonella Thompson Infections Linked to Seafood Exposure — United States, 2021](https://www.cdc.gov/mmwr/volumes/72/wr/mm7219a2.htm)
    5. [Outbreaks Associated with Untreated Recreational Water — California, Maine, and Minnesota, 2018–2019](https://www.cdc.gov/mmwr/volumes/69/wr/mm6925a3.htm)
    6. [Notes From the Field: Campylobacteriosis Outbreak Associated with Consumption of Raw Water — Montana, 2022](https://www.cdc.gov/mmwr/volumes/72/wr/mm7215a6.htm)
    7. Identify data from within the selected case study. Summarize the demographic and clinical information of the data.
    8. Enter data into an Excel file and produce a graphical visual display of the data (e.g., chart or graph of demographic data, histogram, pivot table, or an epidemic “Epi” curve).
    9. Interpret the data collected and derive inferences regarding any relevant factors, such as ethnicity, geographical impact, and environmental factors on the population's health.

    Cite at least 2 sources used for your assignment in APA format.

    Format your assignment according to APA guidelines to include a brief introduction and clear conclusion.

    Submit your assignment as ONE document in Microsoft Word (not a PDF).

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    Assessment due date12/2/25, 12:59 AM (CST)

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    #### Description

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    [Wk 1 Summative Assessment: Health Information Management Using and Understanding Public Health Data Paper](https://vle.phoenix.edu/ultra/courses/_547585_1/outline/assessment/_52313062_1/overview?courseId=_547585_1)

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    ## Wk 1 Summative Assessment: Health Information Management Using and Understanding Public Health Data Paper

    ### Assignment Instructions

    Research data from a provided case study to understand how it impacts the population.

    Write a 700- to 1,400-word paper in which you will include the following:

    1. Select 1 of the following case studies. Then, conduct additional research to gain an understanding of the chosen public health issue.
    2. [Notes from the Field: Multistate Outbreak of Escherichia coli O157:H7 Infections Linked to a National Fast-Food Chain — United States, 2022](https://www.cdc.gov/mmwr/volumes/72/wr/mm7226a6.htm)
    3. [Notes from the Field: Multistate, Multiserotype Outbreak of Salmonella Infections Linked to Cashew Brie — United States, 2021](https://www.cdc.gov/mmwr/volumes/72/wr/mm7221a4.htm)
    4. [Multistate Outbreak of Salmonella Thompson Infections Linked to Seafood Exposure — United States, 2021](https://www.cdc.gov/mmwr/volumes/72/wr/mm7219a2.htm)
    5. [Outbreaks Associated with Untreated Recreational Water — California, Maine, and Minnesota, 2018–2019](https://www.cdc.gov/mmwr/volumes/69/wr/mm6925a3.htm)
    6. [Notes From the Field: Campylobacteriosis Outbreak Associated with Consumption of Raw Water — Montana, 2022](https://www.cdc.gov/mmwr/volumes/72/wr/mm7215a6.htm)
    7. Identify data from within the selected case study. Summarize the demographic and clinical information of the data.
    8. Enter data into an Excel file and produce a graphical visual display of the data (e.g., chart or graph of demographic data, histogram, pivot table, or an epidemic “Epi” curve).
    9. Interpret the data collected and derive inferences regarding any relevant factors, such as ethnicity, geographical impact, and environmental factors on the population's health.

    Cite at least 2 sources used for your assignment in APA format.

    Format your assignment according to APA guidelines to include a brief introduction and clear conclusion.

    Submit your assignment as ONE document in Microsoft Word (not a PDF).

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    Assessment due date12/2/25, 12:59 AM (CST)

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    Answer all questions – ## Genetic.docx **## Genetic.docx** _BIOL-2416 Baggett – Unit 04 – Study Tips_ ## Study Suggestions for Exam #4 over Chapters 14-16 & 18 ### General Exam Format and Information **What to bring:** knowledge and understanding, your signed 4×6 notecard, at least 2 sharpened penc…

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    Answer all questions

    – ## Genetic.docx

    **## Genetic.docx**

    _BIOL-2416 Baggett – Unit 04 – Study Tips_

    ## Study Suggestions for Exam #4 over Chapters 14-16 & 18

    ### General Exam Format and Information

    **What to bring:** knowledge and understanding, your signed 4×6 notecard, at least 2 sharpened pencils and a calculator if you have one (can borrow from me if needed during exam, but no phones allowed)

    **The exam will be administered from 6:00 p.m. to 8:00 p.m.** **No need to return after the exam this time**.

    **Question breakdown** (test total is 100 points)

    ·
    **40 regular multiple-choice questions** (2 pts each x 40 = 80 pts)

    · 4 chapters is ~8-12 questions per chapter for Ch. 14, 15, 16 and 18

    · you should go back and review the cell cycle (Ch. 2), chromosome mapping (Ch.5), chromosome structure and variation (Ch.6) and bacterial plasmids, transformation and immune-like defense (Ch. 7) as you study this unit since must of this content builds on topics from those chapters.

    · 2 or 3 of the multiple-choice questions will be from Genetics in Practice openers

    ·
    **3 short essay questions** (5-8 pts each)
    **plus 1 bonus short essay question** –
    ***For this exam, I have noted the concept most likely to show up in the short essay questions for you (see chapter headings)**

    ### Topics and Key Terms by Chapter –

    #### What to Study for Chapter 14 – _expect a short essay on combined: #5, #6 and #10_

    1. Genetics in Practice – make sure you know the answers to the questions I asked in the chapter PowerPoint.

    2. Terms from chapter to review (in addition to those directly mentioned in specific topics below):
    **recombinant DNA, transgenic organism, nuclease, agarose, methylene blue, ethidium bromide (EtBr), SYBR Green, anneal / annealing, primer, antibiotic, antibiotic resistance**

    3. Describe the normal cellular origin and role of
    **restriction enzymes**, what types of sequences they recognize, how they cut DNA and what scientists use them for in the laboratory

    3.1. Distinguish between the type of cut that makes a cohesive (sticky) end versus a
    **blunt end**.

    3.2. Identify which restriction enzymes will produce larger fragments (cut less often) based on length of the
    **recognition sequence.**

    _**You will NOT be tested on the engineered nuclease section (no questions on this)._

    4. For
    **CRISPR-Cas** systems:

    4.1. Describe the normal cellular origin and role of CRISPR-Cas systems, how they know which sequences to recognize (
    **crRNA**), which part has nuclease activity to cut the DNA

    4.2. Explain how scientists have engineered this system to cut and modify any specific sequence they desire, including what
    **sgRNA** is and how
    **Non-Homologous End-Joining (NHEJ)** and
    **Homology Directed Repair** (
    **HDR**) enzymes are involved.

    5. Explain what
    **gel electrophoresis** is, what creates the gel matrix for DNA gels and how we use it to separate and visualize DNA.

    6. Describe the three steps of
    **Polymerase Chain Reaction (PCR)**, including why they are repeated, how primers are involved, where they bind (why just
    _outside_ the region you want to amplify?) & the key role of
    **_Taq_ polymerase.**

    7. Define “
    **gene cloning**” and describe the 3 requirements for any
    **cloning vector** to work

    7.1. Identify key characteristics of
    **plasmid vectors**, the basic
    **transformation** process and the two common hosts scientists use by the scientific names (which specific bacteria and yeast from Ch. 1)

    7.2. Describe the unique characteristics of
    **expression vectors** and how scientists obtain eukaryotic DNA that can be used with them (see next item)

    8. Describe how a
    **DNA library** is made, stored and the differences between making and using a
    **genomic library** versus a
    **cDNA library**

    9. Describe how
    **Sanger sequencing** (
    **dideoxy sequencing**) works and what is special about dideoxy nucleotides (
    **ddNTPs**) that allows them to be used in this method.

    10. Describe
    **microsatellites**(
    **short tandem repeats, STRs**) in DNA and explain how they are used in DNA fingerprinting or profiling to identify DNA samples.
    _Be able to relate this to #5 and #6 in a complete crime scene analysis procedure._

    11. Define or recognize examples of
    **forward genetics** versus
    **reverse genetics** methodologies.

    #### What to Study for Chapter 15 – _likely no short essay on this chapter since Ch. 18 has two_

    1. Genetics in Practice – make sure you know the answers to the questions I asked in the chapter PowerPoint.

    2. Differentiate between
    **genomics** and
    **proteomics**.

    2.1. Describe the differences between the
    **Human Genome Project (HGP)** and the
    **Human Proteome Project (HPP)** in both their purpose and who they are examining humans (HGP focused on humans as whole organisms, while HPP is looking at different cell types
    _within_ humans)

    2.2. Define
    **structural genomics** and
    **functional** genomics in relation to these two terms.

    3. Describe the approach to sequencing a complex genome that ended up working for the HGP, including the role of
    **genetic linkage mapping, physical mapping, map-based sequencing** and whole genome
    **shotgun sequencing.**

    _**You will NOT be tested on NextGen or newer sequencing methods (no questions on this)._

    4. Describe what a
    **Single Nucleotide Polymorphism (SNP)** is and why a single SNP does not provide much information about a person or group of people, but a
    **haplotype** can.

    4.1. Explain how a
    **Genome-Wide Association Study (GWAS)** uses genome sequence and SNP information to being to analyze possible causes of a genetic condition, including the limitations of these studies.

    5. Identify the interdisciplinary fields involved in
    **bioinformatics** and why.

    6. Describe what
    **metagenomics** is and that it primarily focuses on microbial communities (and why helpful there)

    _**You will NOT be tested on using BLAST to analyze homologues or orthologs or RNA-seq (no questions on this)._

    7. Describe what a
    **microarray** is and how it is used by scientists to analyze gene expression differences between cell types or groups of individuals to identify genes involved in a process (such as cancer patients or developmental changes)

    8. For
    **comparative genomics**, review and be able to discuss basic features of prokaryotic versus eukaryotic genomes (general size of genome, # of genes and gene “density”) and the impact of
    **transposons** in repetitive DNA in eukaryotic genomes.

    #### What to Study for Chapter 16 – _expect a short essay on combined #3, #4 and #6_

    1. Genetics in Practice – make sure you know the answers to the questions I asked in the chapter PowerPoint.

    2. Terms from chapter to review (in addition to those directly mentioned in specific topics below):
    **cell cycle checkpoints, contact inhibition, density dependent inhibition, metastasis / metastasize / metastatic, benign, malignant**

    3. Describe the primary characteristics of
    **cancer** (differentiating it from normal cells) and explain why it is a
    _group_ of genetic diseases, not just one.

    4. Explain why cancer is not typically inherited and why most non-inherited cancer arises later in life rather than in young people

    5. Identify the environmental factor that contributes
    **_most_** to the development of cancer (
    **tobacco**) as well as the relative
    **_overall impact_** of environmental factors on cancer development (
    **around 40%** of cancer cases).

    6. Describe how cancer develops, including what
    **clonal evolution** means and the genetic changes involved in developing a
    **tumor**, how it becomes
    **malignant** and how
    **metastasis** occurs.

    7. Identify what the proteins encoded by
    **proto-oncogenes** normally do in the cell and why mutations in these genes are often dominant alleles (why are most
    **oncogenes** dominant?)

    7.1. Recognize the proto-oncogene example
    **_ras_** has an oncogene mutant version present in 1/3 of all tumors

    8. Identify what roles the proteins encoded by
    **tumor suppressor genes** normally play in the cell and why mutations in these genes are often recessive

    8.1. Recognize the key examples of tumor suppressor genes discussed and their normal functions:
    **p53**,
    **RB**,
    **BRCA1** (and not listed in chart, but there is also a BRCA2 with similar function)

    8.2. Explain what
    **haploinsuffiency** is and how it might affect a heterozygote who inherited one knock-out allele for a tumor suppressor gene

    8.3. Describe how inheriting one knock-out allele for a tumor suppressor gene might lead to increased development of cancer even though the allele is recessive (i.e. explain
    **loss of heterozygosity** cause & effect)

    _**You will NOT be tested on cyclins and cdks, though I may mention them in a question, so recognize that they are involved in checkpoints and forward/stop signals so you aren’t confused by the mention._

    9. Describe how
    **retinoblastoma (Rb) cancer** develops, including which cell cycle checkpoint fails (G1-to-S) and what the
    **2-hit hypothesis** explains about inherited versus sporadic (non-inherited) retinoblastoma tumors (which are almost always
    **unilateral** and which are often
    **bilateral** and why).

    10. Recognize and identify the role of secondary mutations in genes for
    **telomerase**,
    **angiogenesis** and
    **cytoskeletal** and
    **ECM structure** as well as
    **aneuploidy** and large chromosomal mutations on tumor development and cancer progression.

    11. Identify the 2 key ways that
    **viruses**, especially
    **retroviruses** like HPV, can cause cancer after infection.

    #### What to Study for Chapter 18 – _expect a short essay on #3_ _or #5 AND also on #7, including 7.1_

    1. Genetics in Practice – make sure you know the answers to the questions I asked in the chapter PowerPoint.

    2. Terms from chapter to review (in addition to those directly mentioned in specific topics below):
    **evolution, gene pool, genotypic frequency, allelic frequency, pre-zygotic, post-zygotic, speciation**

    3. Calculate genotypic and allelic frequencies for an autosomal locus with two alleles given population information (total number of individuals and number of individuals with each phenotype).

    4. Describe the
    **Hardy-Weinberg law** (i.e. equations) and the conditions required for
    **genetic** **equilibrium** to exist in a population.

    5. Apply the predictions of the Hardy-Weinberg law to calculate genotypic and allelic frequencies for populations in HW equilibrium given one piece of information (such as q2)

    6. Describe the forces that drive evolution (
    **genetic drift**,
    **nonrandom mating**,
    **mutation**,
    **migration**, and
    **natural selection**) and their effects on allelic frequencies of a population.

    6.1. For genetic drift, also explain the causes of genetic drift (
    **sampling error**, randomness), what factors influence the magnitude of drift and what
    **bottleneck** **effect** and
    **founder effect** are.

    6.2. For natural selection, explain how evolutionary change of this type differs from the others

    6.3. Identify which forces increase diversity and which decrease diversity WITHIN a population

    6.4. Identify which forces increase diversity and which decrease diversity BETWEEN SEPARATE populations

    7. Recite the
    **biological species** **definition** and describe its
    **limitations**.

    7.1. Be ready to define
    **Reproductive Isolating Mechanism (RIM)** and describe at least two examples.

    8. Explain the difference between
    **allopatric** and
    **sympatric speciation**

    8.1. Identify the forces that drive evolution in each type of speciation.

    9. Explain how
    **phylogenetic trees** are used to show evolutionary relationships and the difference between
    **anagenesis** and
    **cladogenesis** in evolutionary relationships and appearance on the tree.

    10. Explain why rates of
    **nucleotide substitutions** vary among different parts of the genome and within a gene.

    11. Define the
    **molecular clock**, including the key assumption it makes and how scientists apply it to evolutionary studies.

    _Page 2 of 2_

    **## Genetic.docx**

    _BIOL-2416 Baggett – Unit 04 – Study Tips_

    ## Study Suggestions for Exam #4 over Chapters 14-16 & 18

    ### General Exam Format and Information

    **What to bring:** knowledge and understanding, your signed 4×6 notecard, at least 2 sharpened pencils and a calculator if you have one (can borrow from me if needed during exam, but no phones allowed)

    **The exam will be administered from 6:00 p.m. to 8:00 p.m.** **No need to return after the exam this time**.

    **Question breakdown** (test total is 100 points)

    ·
    **40 regular multiple-choice questions** (2 pts each x 40 = 80 pts)

    · 4 chapters is ~8-12 questions per chapter for Ch. 14, 15, 16 and 18

    · you should go back and review the cell cycle (Ch. 2), chromosome mapping (Ch.5), chromosome structure and variation (Ch.6) and bacterial plasmids, transformation and immune-like defense (Ch. 7) as you study this unit since must of this content builds on topics from those chapters.

    · 2 or 3 of the multiple-choice questions will be from Genetics in Practice openers

    ·
    **3 short essay questions** (5-8 pts each)
    **plus 1 bonus short essay question** –
    ***For this exam, I have noted the concept most likely to show up in the short essay questions for you (see chapter headings)**

    ### Topics and Key Terms by Chapter –

    #### What to Study for Chapter 14 – _expect a short essay on combined: #5, #6 and #10_

    1. Genetics in Practice – make sure you know the answers to the questions I asked in the chapter PowerPoint.

    2. Terms from chapter to review (in addition to those directly mentioned in specific topics below):
    **recombinant DNA, transgenic organism, nuclease, agarose, methylene blue, ethidium bromide (EtBr), SYBR Green, anneal / annealing, primer, antibiotic, antibiotic resistance**

    3. Describe the normal cellular origin and role of
    **restriction enzymes**, what types of sequences they recognize, how they cut DNA and what scientists use them for in the laboratory

    3.1. Distinguish between the type of cut that makes a cohesive (sticky) end versus a
    **blunt end**.

    3.2. Identify which restriction enzymes will produce larger fragments (cut less often) based on length of the
    **recognition sequence.**

    _**You will NOT be tested on the engineered nuclease section (no questions on this)._

    4. For
    **CRISPR-Cas** systems:

    4.1. Describe the normal cellular origin and role of CRISPR-Cas systems, how they know which sequences to recognize (
    **crRNA**), which part has nuclease activity to cut the DNA

    4.2. Explain how scientists have engineered this system to cut and modify any specific sequence they desire, including what
    **sgRNA** is and how
    **Non-Homologous End-Joining (NHEJ)** and
    **Homology Directed Repair** (
    **HDR**) enzymes are involved.

    5. Explain what
    **gel electrophoresis** is, what creates the gel matrix for DNA gels and how we use it to separate and visualize DNA.

    6. Describe the three steps of
    **Polymerase Chain Reaction (PCR)**, including why they are repeated, how primers are involved, where they bind (why just
    _outside_ the region you want to amplify?) & the key role of
    **_Taq_ polymerase.**

    7. Define “
    **gene cloning**” and describe the 3 requirements for any
    **cloning vector** to work

    7.1. Identify key characteristics of
    **plasmid vectors**, the basic
    **transformation** process and the two common hosts scientists use by the scientific names (which specific bacteria and yeast from Ch. 1)

    7.2. Describe the unique characteristics of
    **expression vectors** and how scientists obtain eukaryotic DNA that can be used with them (see next item)

    8. Describe how a
    **DNA library** is made, stored and the differences between making and using a
    **genomic library** versus a
    **cDNA library**

    9. Describe how
    **Sanger sequencing** (
    **dideoxy sequencing**) works and what is special about dideoxy nucleotides (
    **ddNTPs**) that allows them to be used in this method.

    10. Describe
    **microsatellites**(
    **short tandem repeats, STRs**) in DNA and explain how they are used in DNA fingerprinting or profiling to identify DNA samples.
    _Be able to relate this to #5 and #6 in a complete crime scene analysis procedure._

    11. Define or recognize examples of
    **forward genetics** versus
    **reverse genetics** methodologies.

    #### What to Study for Chapter 15 – _likely no short essay on this chapter since Ch. 18 has two_

    1. Genetics in Practice – make sure you know the answers to the questions I asked in the chapter PowerPoint.

    2. Differentiate between
    **genomics** and
    **proteomics**.

    2.1. Describe the differences between the
    **Human Genome Project (HGP)** and the
    **Human Proteome Project (HPP)** in both their purpose and who they are examining humans (HGP focused on humans as whole organisms, while HPP is looking at different cell types
    _within_ humans)

    2.2. Define
    **structural genomics** and
    **functional** genomics in relation to these two terms.

    3. Describe the approach to sequencing a complex genome that ended up working for the HGP, including the role of
    **genetic linkage mapping, physical mapping, map-based sequencing** and whole genome
    **shotgun sequencing.**

    _**You will NOT be tested on NextGen or newer sequencing methods (no questions on this)._

    4. Describe what a
    **Single Nucleotide Polymorphism (SNP)** is and why a single SNP does not provide much information about a person or group of people, but a
    **haplotype** can.

    4.1. Explain how a
    **Genome-Wide Association Study (GWAS)** uses genome sequence and SNP information to being to analyze possible causes of a genetic condition, including the limitations of these studies.

    5. Identify the interdisciplinary fields involved in
    **bioinformatics** and why.

    6. Describe what
    **metagenomics** is and that it primarily focuses on microbial communities (and why helpful there)

    _**You will NOT be tested on using BLAST to analyze homologues or orthologs or RNA-seq (no questions on this)._

    7. Describe what a
    **microarray** is and how it is used by scientists to analyze gene expression differences between cell types or groups of individuals to identify genes involved in a process (such as cancer patients or developmental changes)

    8. For
    **comparative genomics**, review and be able to discuss basic features of prokaryotic versus eukaryotic genomes (general size of genome, # of genes and gene “density”) and the impact of
    **transposons** in repetitive DNA in eukaryotic genomes.

    #### What to Study for Chapter 16 – _expect a short essay on combined #3, #4 and #6_

    1. Genetics in Practice – make sure you know the answers to the questions I asked in the chapter PowerPoint.

    2. Terms from chapter to review (in addition to those directly mentioned in specific topics below):
    **cell cycle checkpoints, contact inhibition, density dependent inhibition, metastasis / metastasize / metastatic, benign, malignant**

    3. Describe the primary characteristics of
    **cancer** (differentiating it from normal cells) and explain why it is a
    _group_ of genetic diseases, not just one.

    4. Explain why cancer is not typically inherited and why most non-inherited cancer arises later in life rather than in young people

    5. Identify the environmental factor that contributes
    **_most_** to the development of cancer (
    **tobacco**) as well as the relative
    **_overall impact_** of environmental factors on cancer development (
    **around 40%** of cancer cases).

    6. Describe how cancer develops, including what
    **clonal evolution** means and the genetic changes involved in developing a
    **tumor**, how it becomes
    **malignant** and how
    **metastasis** occurs.

    7. Identify what the proteins encoded by
    **proto-oncogenes** normally do in the cell and why mutations in these genes are often dominant alleles (why are most
    **oncogenes** dominant?)

    7.1. Recognize the proto-oncogene example
    **_ras_** has an oncogene mutant version present in 1/3 of all tumors

    8. Identify what roles the proteins encoded by
    **tumor suppressor genes** normally play in the cell and why mutations in these genes are often recessive

    8.1. Recognize the key examples of tumor suppressor genes discussed and their normal functions:
    **p53**,
    **RB**,
    **BRCA1** (and not listed in chart, but there is also a BRCA2 with similar function)

    8.2. Explain what
    **haploinsuffiency** is and how it might affect a heterozygote who inherited one knock-out allele for a tumor suppressor gene

    8.3. Describe how inheriting one knock-out allele for a tumor suppressor gene might lead to increased development of cancer even though the allele is recessive (i.e. explain
    **loss of heterozygosity** cause & effect)

    _**You will NOT be tested on cyclins and cdks, though I may mention them in a question, so recognize that they are involved in checkpoints and forward/stop signals so you aren’t confused by the mention._

    9. Describe how
    **retinoblastoma (Rb) cancer** develops, including which cell cycle checkpoint fails (G1-to-S) and what the
    **2-hit hypothesis** explains about inherited versus sporadic (non-inherited) retinoblastoma tumors (which are almost always
    **unilateral** and which are often
    **bilateral** and why).

    10. Recognize and identify the role of secondary mutations in genes for
    **telomerase**,
    **angiogenesis** and
    **cytoskeletal** and
    **ECM structure** as well as
    **aneuploidy** and large chromosomal mutations on tumor development and cancer progression.

    11. Identify the 2 key ways that
    **viruses**, especially
    **retroviruses** like HPV, can cause cancer after infection.

    #### What to Study for Chapter 18 – _expect a short essay on #3_ _or #5 AND also on #7, including 7.1_

    1. Genetics in Practice – make sure you know the answers to the questions I asked in the chapter PowerPoint.

    2. Terms from chapter to review (in addition to those directly mentioned in specific topics below):
    **evolution, gene pool, genotypic frequency, allelic frequency, pre-zygotic, post-zygotic, speciation**

    3. Calculate genotypic and allelic frequencies for an autosomal locus with two alleles given population information (total number of individuals and number of individuals with each phenotype).

    4. Describe the
    **Hardy-Weinberg law** (i.e. equations) and the conditions required for
    **genetic** **equilibrium** to exist in a population.

    5. Apply the predictions of the Hardy-Weinberg law to calculate genotypic and allelic frequencies for populations in HW equilibrium given one piece of information (such as q2)

    6. Describe the forces that drive evolution (
    **genetic drift**,
    **nonrandom mating**,
    **mutation**,
    **migration**, and
    **natural selection**) and their effects on allelic frequencies of a population.

    6.1. For genetic drift, also explain the causes of genetic drift (
    **sampling error**, randomness), what factors influence the magnitude of drift and what
    **bottleneck** **effect** and
    **founder effect** are.

    6.2. For natural selection, explain how evolutionary change of this type differs from the others

    6.3. Identify which forces increase diversity and which decrease diversity WITHIN a population

    6.4. Identify which forces increase diversity and which decrease diversity BETWEEN SEPARATE populations

    7. Recite the
    **biological species** **definition** and describe its
    **limitations**.

    7.1. Be ready to define
    **Reproductive Isolating Mechanism (RIM)** and describe at least two examples.

    8. Explain the difference between
    **allopatric** and
    **sympatric speciation**

    8.1. Identify the forces that drive evolution in each type of speciation.

    9. Explain how
    **phylogenetic trees** are used to show evolutionary relationships and the difference between
    **anagenesis** and
    **cladogenesis** in evolutionary relationships and appearance on the tree.

    10. Explain why rates of
    **nucleotide substitutions** vary among different parts of the genome and within a gene.

    11. Define the
    **molecular clock**, including the key assumption it makes and how scientists apply it to evolutionary studies.

    _Page 2 of 2_

  • [Solved] DB help

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  • [Solved] ABA Psychology: BST approach, TCO6 Skills assessment

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    For this assignment, you are going to assess your current set of skills using the BACB Test Content Outline 6 assessment provided, create a set of supervision goals, design a training plan using a behavior skills training approach, and consider a process to evaluate the effects of a supervision and …

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    For this assignment, you are going to assess your current set of skills using the BACB Test Content Outline 6 assessment provided, create a set of supervision goals, design a training plan using a behavior skills training approach, and consider a process to evaluate the effects of a supervision and training experience.
    Due Saturday, November 29th
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  • [Solved] Healthcare powerpoint

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    – ## researchasituationwhereahealthcareorganizationinyourfieldofalliedhealthwassanctionedbytheaccreditingbody.docx **## researchasituationwhereahealthcareorganizationinyourfieldofalliedhealthwassanctionedbytheaccreditingbody.docx** Perform an internet search to identify and research a situation wher…

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    – ## researchasituationwhereahealthcareorganizationinyourfieldofalliedhealthwassanctionedbytheaccreditingbody.docx

    **## researchasituationwhereahealthcareorganizationinyourfieldofalliedhealthwassanctionedbytheaccreditingbody.docx**

    Perform an internet search to identify and research a situation where a health care organization or individual provider in your field of allied health was sanctioned by the accrediting body (e.g., The Joint Commission) and another regulatory body for violating one or more of the accrediting body's workplace safety, risk management, and/or quality care requirements.

    Taking on the role of chief safety or risk management officer in the organization or provider's office who now must deliver an account of the chosen incident to the board of directors, develop a slide presentation containing a title slide, 12-15 slides of content, and a reference slide.

    Your presentation must incorporate the following:

    · A brief summary of the incident, including a description as well as the outcome.

    · A summary of the applicable MIPPA approved accrediting body, other regulatory standards (e.g., local, state), or licensing/certification standards that apply to the incident.

    · A discussion of the mistakes and/or oversights made by the health care organization or individual provider that did or may have led to the incident that occurred, and an account of the preventive steps that could have or should have been taken to avoid them.

    · A proposal outlining specific education or training the organization or provider will employ to ensure this type of incident does not occur in the future. Include concepts related to continuous quality improvement in your recommendations.

    · An inclusion of a CQI tool to be used to implement the training or education program being proposed.

    To create your presentation, use Microsoft PowerPoint or another program such as Prezi. Speaker's notes must be included for each slide. Refer to the resource, "Creating Effective PowerPoint Presentations," located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.

    Provide a minimum of three qualified resources from the readings or the GCU Library in order to complete this assignment successfully.

    While APA 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 APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

    This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

    You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Resources if you need assistance.

    **## researchasituationwhereahealthcareorganizationinyourfieldofalliedhealthwassanctionedbytheaccreditingbody.docx**

    Perform an internet search to identify and research a situation where a health care organization or individual provider in your field of allied health was sanctioned by the accrediting body (e.g., The Joint Commission) and another regulatory body for violating one or more of the accrediting body's workplace safety, risk management, and/or quality care requirements.

    Taking on the role of chief safety or risk management officer in the organization or provider's office who now must deliver an account of the chosen incident to the board of directors, develop a slide presentation containing a title slide, 12-15 slides of content, and a reference slide.

    Your presentation must incorporate the following:

    · A brief summary of the incident, including a description as well as the outcome.

    · A summary of the applicable MIPPA approved accrediting body, other regulatory standards (e.g., local, state), or licensing/certification standards that apply to the incident.

    · A discussion of the mistakes and/or oversights made by the health care organization or individual provider that did or may have led to the incident that occurred, and an account of the preventive steps that could have or should have been taken to avoid them.

    · A proposal outlining specific education or training the organization or provider will employ to ensure this type of incident does not occur in the future. Include concepts related to continuous quality improvement in your recommendations.

    · An inclusion of a CQI tool to be used to implement the training or education program being proposed.

    To create your presentation, use Microsoft PowerPoint or another program such as Prezi. Speaker's notes must be included for each slide. Refer to the resource, "Creating Effective PowerPoint Presentations," located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.

    Provide a minimum of three qualified resources from the readings or the GCU Library in order to complete this assignment successfully.

    While APA 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 APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

    This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

    You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Resources if you need assistance.

  • [Solved] Practicum Objectives

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    – ## WK1Assign2.Practicumobjectives.docx – ## NURS8513DNPPracticumObjectivesTable.docx **## WK1Assign2.Practicumobjectives.docx** Practicum Objectives This course includes a 160-hour practicum as part of the required clinical hours for the DNP credential. The practicum experience enables you to expl…

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    – ## WK1Assign2.Practicumobjectives.docx

    – ## NURS8513DNPPracticumObjectivesTable.docx

    **## WK1Assign2.Practicumobjectives.docx**

    Practicum Objectives

    This course includes a 160-hour practicum as part of the required clinical hours for the DNP credential. The practicum experience enables you to explore key issues related to your specialty practice and to refine your leadership skills as you work with others at your practicum site. To guide you through your practicum hours, you will develop practicum learning objectives.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/202752/modules/items/8425094)

    **To prepare:**

    · Review the Practicum Documents in the Learning Resources.

    · Begin to think about learning objectives that would guide your practicum hours, as well as the activities you will undertake to achieve those objectives. Refer to the DNP Essentials and your specialty competencies to inform your development of the learning objectives.

    **The Assignment (Template)**

    **Complete** the table in the DNP Practicum Objectives document in the Learning Resources.

    As you complete the table, be sure to:

    · List your practicum objectives that you have identified. The number of practicum objectives will vary based on your individual practicum experience.

    · Describe key activities associated with your practicum objectives. Be specific.

    · Align the practicum objectives with the course learning outcomes and the AACN’s The Essentials: Core Competencies for Professional Nursing Education” domains, competencies and sub competencies.

    · In addition to several individual learning objectives, you should include the following learning objective:
    **Complete all activities for the DNP project required for the course. Instructions on how to document these activities in Meditrek are found on the DNP Project Activities Practicum Objectives Guide for NURS 8513 in Week 1 Learning Resources.**

    You will have an opportunity to resubmit, after Faculty feedback, in Week 2.

    **## NURS8513DNPPracticumObjectivesTable.docx**

    ## **DNP PRACTICUM OBJECTIVES**

    **STUDENT NAME:**

    **COURSE:**

    **TERM:**

    **DATE:**

    **(NOTE: ADD ADDITIONAL ROWS AS NEEDED)**

    | | | | | | |
    | — | — | — | — | — | — |
    | **OBJECTIVE** | **KEY ACTIVITIES** | **COURSE LEARNING OUTCOME(S)** | **AACN 2021 CORE COMPETENCIES**<br>**DOMAIN(S)** | **COMPETENCY (COMPETENCIES)** | **SUB COMPETENCY (COMPETENCIES)** |
    | | | | | | |
    | | | | | | |
    | | | | | | |
    | | | | | | |
    | | | | | | |

    American Association Colleges of Nursing (2021). The essentials: Core competencies for professional nursing education. AACN.

    **## NURS8513DNPPracticumObjectivesTable.docx**

    ## **DNP PRACTICUM OBJECTIVES**

    **STUDENT NAME:**

    **COURSE:**

    **TERM:**

    **DATE:**

    **(NOTE: ADD ADDITIONAL ROWS AS NEEDED)**

    | | | | | | |
    | — | — | — | — | — | — |
    | **OBJECTIVE** | **KEY ACTIVITIES** | **COURSE LEARNING OUTCOME(S)** | **AACN 2021 CORE COMPETENCIES**<br>**DOMAIN(S)** | **COMPETENCY (COMPETENCIES)** | **SUB COMPETENCY (COMPETENCIES)** |
    | | | | | | |
    | | | | | | |
    | | | | | | |
    | | | | | | |
    | | | | | | |

    American Association Colleges of Nursing (2021). The essentials: Core competencies for professional nursing education. AACN.

    **## WK1Assign2.Practicumobjectives.docx**

    Practicum Objectives

    This course includes a 160-hour practicum as part of the required clinical hours for the DNP credential. The practicum experience enables you to explore key issues related to your specialty practice and to refine your leadership skills as you work with others at your practicum site. To guide you through your practicum hours, you will develop practicum learning objectives.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/202752/modules/items/8425094)

    **To prepare:**

    · Review the Practicum Documents in the Learning Resources.

    · Begin to think about learning objectives that would guide your practicum hours, as well as the activities you will undertake to achieve those objectives. Refer to the DNP Essentials and your specialty competencies to inform your development of the learning objectives.

    **The Assignment (Template)**

    **Complete** the table in the DNP Practicum Objectives document in the Learning Resources.

    As you complete the table, be sure to:

    · List your practicum objectives that you have identified. The number of practicum objectives will vary based on your individual practicum experience.

    · Describe key activities associated with your practicum objectives. Be specific.

    · Align the practicum objectives with the course learning outcomes and the AACN’s The Essentials: Core Competencies for Professional Nursing Education” domains, competencies and sub competencies.

    · In addition to several individual learning objectives, you should include the following learning objective:
    **Complete all activities for the DNP project required for the course. Instructions on how to document these activities in Meditrek are found on the DNP Project Activities Practicum Objectives Guide for NURS 8513 in Week 1 Learning Resources.**

    You will have an opportunity to resubmit, after Faculty feedback, in Week 2.

    **## NURS8513DNPPracticumObjectivesTable.docx**

    ## **DNP PRACTICUM OBJECTIVES**

    **STUDENT NAME:**

    **COURSE:**

    **TERM:**

    **DATE:**

    **(NOTE: ADD ADDITIONAL ROWS AS NEEDED)**

    | | | | | | |
    | — | — | — | — | — | — |
    | **OBJECTIVE** | **KEY ACTIVITIES** | **COURSE LEARNING OUTCOME(S)** | **AACN 2021 CORE COMPETENCIES**<br>**DOMAIN(S)** | **COMPETENCY (COMPETENCIES)** | **SUB COMPETENCY (COMPETENCIES)** |
    | | | | | | |
    | | | | | | |
    | | | | | | |
    | | | | | | |
    | | | | | | |

    American Association Colleges of Nursing (2021). The essentials: Core competencies for professional nursing education. AACN.

    **## WK1Assign2.Practicumobjectives.docx**

    Practicum Objectives

    This course includes a 160-hour practicum as part of the required clinical hours for the DNP credential. The practicum experience enables you to explore key issues related to your specialty practice and to refine your leadership skills as you work with others at your practicum site. To guide you through your practicum hours, you will develop practicum learning objectives.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/202752/modules/items/8425094)

    **To prepare:**

    · Review the Practicum Documents in the Learning Resources.

    · Begin to think about learning objectives that would guide your practicum hours, as well as the activities you will undertake to achieve those objectives. Refer to the DNP Essentials and your specialty competencies to inform your development of the learning objectives.

    **The Assignment (Template)**

    **Complete** the table in the DNP Practicum Objectives document in the Learning Resources.

    As you complete the table, be sure to:

    · List your practicum objectives that you have identified. The number of practicum objectives will vary based on your individual practicum experience.

    · Describe key activities associated with your practicum objectives. Be specific.

    · Align the practicum objectives with the course learning outcomes and the AACN’s The Essentials: Core Competencies for Professional Nursing Education” domains, competencies and sub competencies.

    · In addition to several individual learning objectives, you should include the following learning objective:
    **Complete all activities for the DNP project required for the course. Instructions on how to document these activities in Meditrek are found on the DNP Project Activities Practicum Objectives Guide for NURS 8513 in Week 1 Learning Resources.**

    You will have an opportunity to resubmit, after Faculty feedback, in Week 2.

    **## NURS8513DNPPracticumObjectivesTable.docx**

    ## **DNP PRACTICUM OBJECTIVES**

    **STUDENT NAME:**

    **COURSE:**

    **TERM:**

    **DATE:**

    **(NOTE: ADD ADDITIONAL ROWS AS NEEDED)**

    | | | | | | |
    | — | — | — | — | — | — |
    | **OBJECTIVE** | **KEY ACTIVITIES** | **COURSE LEARNING OUTCOME(S)** | **AACN 2021 CORE COMPETENCIES**<br>**DOMAIN(S)** | **COMPETENCY (COMPETENCIES)** | **SUB COMPETENCY (COMPETENCIES)** |
    | | | | | | |
    | | | | | | |
    | | | | | | |
    | | | | | | |
    | | | | | | |

    American Association Colleges of Nursing (2021). The essentials: Core competencies for professional nursing education. AACN.

    – 1
    – 2