Blog Large Image - Page 11 of 490 - Assignment Help Central

September 25, 2025

Avian Influenza H5N1

Be sure to carry out the following:

· Read the Case Study rubric carefully and provide all of the requested information and discussion questions/responses (use Google Scholar, PubMed, etc. to find information on vaccines, virulence factors, and the like including the scientific references)

· Make sure you have referenced everything and avoided any inadvertent plagiarism

· You should have at least 3-4 facts (with in-text references for these facts in proper format) for each of the boxed sections (Epidemiology, Pathogenesis, etc.).

· Try to have post-2019 references for your information/facts

· There is a standard format for patient presentation (see attached).

· Narrative format

· May use illustrative maps, patient photos, and figures which can convey some great information about a pathogen.

· please avoid the use of AI – the information is often incorrect, its writing style is boring, and it can often “hallucinate” (invent or conflate) references.

· How should I format my references for my case study?

· You will need references for all factual information in your case study. Pertinent references can be

· listed at the bottom of your outline in a small font. Your references must include at least three current

· peer-reviewed publications from the scientific literature post-2019. Use APA 7th Edition Style format

· for all references (a PDF document is provided with the case study directions).

· For example, your text book in-text citation would look like this (Anderson, Salm, & Beins, 2022) and

· your textbook would be shown on your reference page as:

· Anderson, D., Salm, S., & Beins, M. (2022). Microbiology: A Human Perspective. New

· York: McGraw-Hill.

How to create a case study

The case studies are meant to be an enjoyable, interesting, and informative assignment. This is your chance to show that you understand the key teaching points about a microbe and to communicate these points in a written format.

What information belongs in my case study?

· Have at least 3-4 key referenced points in each of the five areas shown in the Case Study Information Chart (see below).

· The left-hand heading in the chart suggests the type of information requested for the pathogen.

· Outlines can be in whatever form you prefer (bullets/charts/outlines/diagrams or a mix).

· Be sure to include two discussion questions (and provide thorough, complete answers) that you can incorporate into your case study (place them at the end of your write-up). These questions should help connect your case to other material in the course. For example, what other microbes have an endotoxin? What other viruses are transmitted by fecal-oral spread?

Avian Influenza H5N1

How much information should I provide for my case study?

· For the Case Study, you are asked to provide at least the information requested in the chart below.

· The boxed questions are suggestions for the minimum amount of information within each category.

· The more detailed the information, the better the study. You may consult your textbook, CDC, WHO, Access, Medicine, Google Scholar, Pub Med at NCBI, WebMD, etc. to find the information. For example, if you perform a Google search using the name of the pathogen and the word ‘vaccine’, you will find information on current vaccines (if any), those in clinical trials, vaccines used only in animals, etc.

Case Study Avian Influenza H5N1

Chief Complaint: “I got a really bad cold”

HPI: 46 y/o, make patient present to the emergency department complaining of flu-like symptoms for the last 2 days. Patient reports shortness of breath, persistent, acute cough, headache, sore throat, eye redness and discharge, nasal congestion, low grade fever, fatigue, and body aches. Patient reports symptoms have gotten progressively worse, which made him come to the ED today. Patient denies prior medical history. Denies previous surgeries. Patient states no one else is sick at home. Patient is married with two children. He works at a poultry farm, where he has daily exposure to live chickens and poultry meat.

Review of Symptoms:

Constitutional: Positive for fever, chills, fatigue, malaise. HEENT: Positive for sore throat, nasal congestion, rhinorrhea, headache. Negative for ear pain or sinus pressure. Eyes: Positive for redness, discharge, and vision changes. Respiratory: Positive for non-productive cough, mild shortness of breath.

Cardiovascular: Negative for palpitations, chest pain. Gastrointestinal: Denies nausea, vomiting, or diarrhea. Musculoskeletal: Positive for myalgias, arthralgias, generalized body aches. Skin: Negative for rash or lesions. Neurological: Positive for headache. Negative for dizziness, weakness, numbness. Psychiatric: Negative for confusion, anxiety, or depression.

Physical Exam:

General: Appears ill, fatigued. Febrile.

Vital Signs: Temp: 101.3°F, HR 110 bpm, RR: 24, BP 110/72 mmHg, O2 Sat 92 %

HEENT: Conjunctival injection, nasal congestion, rhinorrhea. Pharyngeal erythema without exudates.

Respiratory: Abnormal breath sounds: crackles audible in lungs bases, bilaterally.

Cardiovascular: Tachycardia, regular rate and rhythm, no murmurs.

Neurologic: Alert, awake and oriented x 3. No neuro deficits noted.

Laboratory Data/Imaging:

Upper respiratory Panel: Positive for Influenza A

RT-PCR: ordered, pending results

Chest X-ray: Diffuse, multifocal infiltrates, especially in lung bases, bilaterally.

CBC: Leukopenia, Thrombocytopenia, neutropenia. Elevated liver enzymes.

DOI: 10.1056/NEJMc2405371

https://www.nejm.org/doi/full/10.1056/NEJMc2405371

(Please address questions below)

Description of the infectious agent

· If it is a bacterium, how is it classified?

· If it is a virus, what kind of nucleic acid does it have?

· Does it target specific cellular types (tropism)?

· Does it form a spore?

· Is it aerobic?

· Is it intracellular?

· Can it only be grown in a specific type of media?

· How is it distinguished from other members of the species?

· Does the pathogen have a significant history with humans or animals?

Epidemiology

· What do you feel are the most important points about the epidemiology of the disease?

· Incidence? Portal of entry? Source?

· Is it a normal microbiota component in the human body?

· Does it only occur in certain populations or certain geographical areas?

· Is there a map of the disease’s current range or geographic occurence?

· Is there a vector involved?

· What and who is the vector? Is it zoonotic? Does it seasonally?

· Are there currently any outbreaks of this pathogen?

· What is its ecological niche?

· Is there a reservoir?

· Are there currently any outbreaks or epidemics of disease from this pathogen?

Pathogenesis

· What is the range of diseases caused by the agent?

· What organs are affected?

· What symptoms might the patient have?

· What is the disease course?

· Will the patient recover?

· Are there any long-term sequelae of infection?

· Latency?

Prophylaxis/Treatment

· Is there an antitoxin?

· Specific antibiotics or a class of antibiotics that are used?

· Is there a vaccine available?

· Is treatment curative?

· Does infection make you immune?

· Is this immunity life-long?

· Is there drug resistance?

· Are there novel treatments?

Discussion Questions With Responses

· Two (2) discussion questions with responses and scientific literature

references are required to complete the Case Study;

· These questions should help connect your case to other material in the course. For

example, what other microbes have an A-B toxin? What other viruses are transmitted by fecal-oral spread? Is this pathogen a candidate for use as a biological weapon?

If it is a virus what kind of nucleic acid does it have?,
What do you feel are the most important points about the epidemiology of the disease?,
What is the range of diseases caused by the agent?,
Is there a vaccine available?,
Two discussion questions with responses and scientific literature references are required to complete the Case Study

September 25, 2025

Reforming Stop-and-Frisk

By Academic Wizard Blog

Reforming Stop-and-Frisk

This assignment requires students to critically examine the constitutional foundations, empirical research, and contemporary legal debates surrounding stop-and-frisk, with an emphasis on enhancing constitutional compliance, community trust, and police accountability.

Memo Requirements & Structure (3-5 Pages)

Background and Legal Context Summarize Terry v. Ohio and Illinois v. Wardlow, demonstrating a nuanced understanding of the legal principles that define and regulate stop-and-frisk practices.

Explain how these rulings shape law enforcement discretion and constitutional limitations under the Fourth Amendment.

Analysis of Current Issues

Critically assess how police discretion, racial profiling, and/or community perceptions influence public trust in stop-and-frisk policies.

Empirical Research Integration

Synthesize key findings from Carmichael et al. (2021) and Huff (2021) on police behavior during stops in your analysis of the current issues.

Incorporate at least one additional peer-reviewed article to strengthen the analysis and provide a broader research-based perspective on the issue.

Policy Recommendations

Propose specific, actionable reforms that address the identified issues while balancing public safety and constitutional rights.

Justify recommendations with legal precedent, empirical evidence, and policy considerations to demonstrate feasibility and effectiveness.

Concept Map Reforming Stop-and-Frisk

Incorporate a visual representation of your analysis by utilizing a concept map or logic model. The visual representation should demonstrate an understanding of the policy’s structure, actors, and outcomes. You may integrate your concept map in text or as an appendix. Reforming Stop-and-Frisk

What is the background and legal context of Terry v. Ohio and Illinois v. Wardlow, how do they shape law enforcement discretion and constitutional limitations under the Fourth Amendment?,
How do police discretion racial profiling and community perceptions influence public trust in stop-and-frisk policies?,
What key findings from Carmichael et al. (2021), Huff (2021), and at least one additional peer-reviewed article inform our understanding of police behavior during stops?,
What specific, actionable policy reforms can address the identified issues while balancing public safety and constitutional rights?,
How can a concept map visually represent the policy’s structure, actors, and outcomes?,

Comprehensive Answer (General Policy Memo Draft)

Background and Legal Context

Terry v. Ohio (1968) established that police officers may briefly detain individuals based on “reasonable suspicion” of criminal activity and conduct a limited pat-down for weapons if safety is at risk. This decision created the constitutional foundation for stop-and-frisk but required that actions be grounded in specific, articulable facts rather than vague hunches.

Illinois v. Wardlow (2000) expanded Terry’s framework by holding that unprovoked flight in a high-crime area can contribute to reasonable suspicion. The case reinforced police discretion but also highlighted the tension between officer judgment and individual constitutional protections.

Together, these rulings define the balance between law enforcement authority and Fourth Amendment safeguards. They allow flexibility in policing while requiring that discretion not cross into arbitrary or discriminatory enforcement.

Analysis of Current Issues

Controversy over stop-and-frisk arises from three interrelated issues:

Police discretion: Officers have significant latitude in determining what constitutes reasonable suspicion. This flexibility, while operationally useful, risks inconsistency and abuse.
Racial profiling: Studies repeatedly show disproportionate targeting of Black and Latino communities. Even when stops do not lead to arrests or recoveries, the experience can reinforce perceptions of systemic bias.

September 25, 2025

Varicose Veins: Risks & Care

By Academic Wizard Blog

Varicose Veins: Risks & Care

Topic: Are Varicose Veins Dangerous? Here is What You Need to Know Primary Keywords: varicose veins Secondary Keywords: varicose veins complications, varicose veins legs treatment Promotional Keywords: general surgeon near me, general surgeon in Gurgaon Varicose veins are usually seen as just a cosmetic issue. They are twisted, bulging veins that make many people self-conscious about their legs. But the question that usually remains in the back of the mind is: “Are varicose veins dangerous?” While they are not always a serious health issue, ignoring varicose veins can, in some cases, lead to complications that should not be ignored. In this blog, Dr. Anubhav Sangwan, senior general surgeon in Gurgaon, provides insight into the potential complications varicose veins carry and when you should consult a doctor.

Are Varicose Veins Dangerous? In many cases, varicose veins are not life-threatening and cause only cosmetic concerns or mild symptoms such as heaviness, swelling, or aching in the legs. However, ignoring them for too long may increase the risk of complications.

Varicose Veins Complications 1. Pain and Discomfort

● Swelling, aching, or throbbing legs ● Heaviness, especially after standing for extended periods

2. Skin Changes ● In the long term, it may cause skin discoloration, itching, or eczema. ● In some cases, prolonged vein issues may cause the skin to weaken and lose

thickness. 3. Venous Ulcers

● Open sores or ulcers may develop near the ankles when blood circulation is poor. ● These ulcers can be painful and hard to heal.

4. Blood Clots ● Blood may clot in the affected veins, causing inflammation, redness, and

tenderness. ● Though not as dangerous as deep vein thrombosis (DVT), it still requires medical

care. 5. Deep Vein Thrombosis (DVT) Varicose Veins: Risks & Care

● In a few serious situations, varicose veins can raise the chances of developing DVT.

https://www.miracleshealth.com/general-surgery

https://www.miracleshealth.com/blog/simple-and-effective-tips-to-treat-varicose-veins-at-home

● DVT occurs when a clot forms in deeper veins, which can travel to the lungs (pulmonary embolism) and become life-threatening.

When Should You Worry About Varicose Veins? You should consult a doctor if you notice:

● Sudden swelling in one leg ● Severe pain or tenderness ● Redness or warmth in the skin over a vein ● Open sores or ulcers near the ankles ● Bleeding from a varicose vein

These may be signs of a serious complication that needs immediate medical attention.

How to Prevent Complications from Varicose Veins? While not all cases can be prevented, you can reduce your risk of worsening symptoms:

● Stay Active: Walking or exercising helps improve blood circulation. ● Elevate Your Legs: Lifting your legs above heart level improves circulation and reduces

vein stress. ● Maintain a Healthy Weight: Extra weight puts added pressure on leg veins. ● Avoid Prolonged Standing or Sitting: Change positions frequently. ● Wear Compression Stockings: These support blood flow and reduce discomfort.

Varicose Veins Legs Treatment Options If lifestyle changes are not enough, various safe and effective treatments are available, including:

● Sclerotherapy: This treatment involves injecting medicine into the vein to block the flow of blood and shrink it

● Laser Therapy: It uses light energy to close off veins. ● Endovenous Ablation: It is a minimally invasive treatment that involves the use of heat

or radiofrequency. ● Surgery (Vein Stripping/Ligation): Reserved for severe cases.

Conclusion: In most cases, varicose veins are seen as a cosmetic concern and cause only mild discomfort. However, in some cases, they can lead to serious complications like ulcers, blood clots, or even DVT. If you are constantly experiencing pain, swelling, or any signs of complications, it is important to consult a general surgeon near you. Early treatment can help prevent serious risks and improve both your health and confidence.

https://www.miracleshealth.com/general-surgery/general-surgeon-near-me

Topic: Are Varicose Veins Dangerous? Here is What You Need to Know
Are Varicose Veins Dangerous?
Varicose Veins Complications
When Should You Worry About Varicose Veins?
How to Prevent Complications from Varicose Veins?
Varicose Veins Legs Treatment Options
Conclusion: Varicose Veins: Risks & Care

Are varicose veins dangerous?,
What are varicose veins complications?,
When should you worry about varicose veins?,
How can you prevent complications from varicose veins?,
What are varicose veins legs treatment options?,

September 25, 2025

Innovation in Life Science Project

By Academic Wizard Blog

Innovation in Life Science Project

“Innovation in life science will be the major driver of meeting four major societal challenges: challenges of

climate, challenges of food, challenges of energy, and challenges of health.” Phillip A. Sharp, MIT, Co-chair, NRC Committee, A New Biology for the 21st Century

This is your chance to ask your own question about how scientists are working to meet ONE of the four

challenges, and then spend 4-7 hours finding answers to your question using credible sources and preparing a

BRIEF oral presentation for the class.

Examples of questions:

How can biomimicry help architects design buildings that use less energy?

How are stem cells being used to treat illnesses?

How are genetically-modified foods being used to help meet world food insecurity?

Learn about a NEW technique/discovery/approach/invention, etc. related to the challenge – this is the

innovation part!!! Don’t just describe a disease or a problem, but focus on what is currently being done to

address the problem/issue.

Be particular about the websites and/or magazines that you choose to learn information from – always ask

yourself: What is the motivation of the website’s creator? Are they selling something? Is it an academic

institution? Is it a government website? Don’t take anything at face value – snoop around before you settle in…

Doing a search through academic databases is a MUCH better way to find reputable sources than simply

googling!! If you cannot identify the organization or author, and have no way to verify the credibility of the

information, I suggest that you DON’T use it.

It is important that you cite each reference correctly – Do not just provide the link!

This helpful website http://www.easybib.com/reference/guide/apa/general has examples for all types of

sources. I suggest that you use the APA format.

1. Prepare 6 slide deck (Powerpoint, Google slides, Canva, Prezi, etc.) of your findings.

a. Slide #1: Title of your presentation and your name

b. Slide #2: What question did you ask, and how does this relate to one of the four challenges: health,

energy, food, or climate? Innovation in Life Science Project

c. Slide #3: The innovation that you learned about (include at least one helpful image)

d. Slide #4: Use details to further describe HOW the innovation functions, its structure (what it is made

from, how it is produced, the cost, etc) and HOW it addresses the challenge. Provide any other important

fact we should know about the INNOVATION.

e. Slide #5: Connect the innovation that you learned about to a topic discussed in the course or one of the

core concepts of the course. WHY should we care? HOW does this relate to us?

f. Slide #6: List your four sources (you will not show or talk about this slide, so the font can be small.) For

each source, identify the author (or organization) and explain why you think the source is credible. Use

the examples for citing your sources.

2. Submit your slides to Canvas before due date

3. Present your slides on presentation day – you have only 2-3 minutes to present your slides.

http://www.easybib.com/reference/guide/apa/general

Biology Innovation Project Name____________________ Topic_______________________

Area (each worth up to 20 points)

10 points

12 points

14 points

16 points

20 points

Points earned

Neatness, grammar, and spelling

Numerous errors, not typed,

Numerous errors Some errors Few errors No errors, neat, and very creative!

Topic related to one of the 4 major challenges and related to BIO 101

No relationship, no innovation

Weak relationship to either challenges OR BIO 101, Innovation not relevant

Good relationship to challenges OR BIO 101, Innovation unclear

Good relationship to both challenges & BIO 101, Innovation mentioned

Very strong relationship to both challenges & BIO course material, innovation clearly described

Quality and quantity of sources/ references

Poor sources; 1 source

Poor sources; 1-2 sources, No evidence of credibility

Good sources; 1-2 sources. Little evidence of credibility

Good sources; 3 sources, Some evidence of credibility

Excellent sources; 4 or more sources, credibility explained

Biological content (ideas, vocabulary)

Many biological errors, no connection to class

Some biological errors, minimal connection to class

Minimal bio knowledge, some connection to class

Good use of biological knowledge, good connection to class

Excellent use of biological knowledge, excellent connection to class

In-class presentation

No slides, No presentation

Slides poorly done, Reading slides much of the time

Slides and summary okay, summary MUCH too long or too short. Some reading of slides

Slides well done, good summary, but too long or too short, read slides occasionally

Slide very well done with appropriate images, excellent summary, presentation good length, No reading of slides

What question did you ask and how does this relate to one of the four challenges: health, energy food or climate?,
What is the innovation that you learned about?,
How does the innovation function what is it made from, how is it produced what is the cost and how does it address the challenge?,
How does the innovation connect to a topic discussed in the course or one of the core concepts?,
What sources did you use, who created them, and why are they credible?,

September 25, 2025

Microbiology Discussion

By Academic Wizard Blog

Microbiology Discussion

The discussion is based on the textbook readings from Microbiology (2016). Once you have completed your assigned readings (see Unit Overview page) and your assigned activities for this unit, please answer both prompts below.

Prompt 1 Galen’s first program outcome is “Safe, Patient-Centered Care.” Upon completion of this program, you should be competent and able to deliver safe, patient-centered care to all your patients. Every course you take in this program should help you towards those goals. Please address the questions below:

What did you learn in Microbiology that will help you deliver safe, patient-centered care?
Are there any patient care behaviors that you have changed in your nursing practice this quarter as a result of your new microbiology knowledge? If not, are there any Microbiology-related mistakes that you see your colleagues making in your places of employment?
What is the most important thing that a nurse should know about Microbiology?

Prompt 2 – Pick 2 of the following to discuss. Microbiology Discussion

Explain the diagnostic methods used in identifying unknown organisms (i.e., microscope, metabolic, etc.). (USLO 11.1)
List differences between pathogens (fungi, bacteria, protozoan, etc.) that could be a selective target for drug treatment. (USLO 11.2)
Describe the modes of action of antimicrobial drugs (ie: cell membrane, cell wall, protein synthesis, etc). Please provide an example drug for each. (USLO 11.3)
Explain how antiviral drugs work and how do they differ from other organisms’ treatment? (USLO 11.4)
Discuss antimicrobial resistance. Be sure to include the mechanisms used by organisms and the implication on treatment options. (USLO 11.5)
Discuss the methods used to select appropriate drugs (ie Kirby Bauer). Why is it important for the clinician to select the most appropriate drug? (USLO 11.6)
Discuss the misuse of antibiotics in the clinical setting. How does this misuse play a role in antibiotic resistance? (USLO 11.7)

What did you learn in Microbiology that will help you deliver safe, patient-centered care?,
Are there any patient care behaviors you have changed in your nursing practice this quarter as a result of your new microbiology knowledge? If not are there any Microbiology-related mistakes that you see your colleagues making?,
What is the most important thing that a nurse should know about Microbiology?,
Explain the diagnostic methods used in identifying unknown organisms (i.e. microscope, metabolic etc.).,
Discuss antimicrobial resistance including mechanisms used by organisms and implications on treatment options.,

September 25, 2025

Biology Exam 1 Guide

By Academic Wizard Blog

Biology Exam 1 Guide

Students MUST know and understand: – The core concepts of the course (STEMS) and how they are applied

– The steps involved in the scientific method, scientific laws and scientific theories

– Steps involved with gathering and analyzing data and forming and testing hypotheses

– Characteristics of living organisms and the levels of organization of organisms (from

atoms to biosphere)

– The features of credible sources

– Levels of organizations of matter and living organisms

– The three domains of life

– Atomic structures, elements and compounds, electron distribution and electron orbitals

– Formation and function of molecules and ionic compounds depend on chemical bonding

between atoms. Describes what happens and what are the results of ionic bonds,

covalent bonds (polar and nonpolar), and hydrogen bonds.Biology Exam 1 Guide

– What chemical bonds are and identify the general components of them

– The properties of water

– Hydrophilic vs. hydrophobic substances

– Acids vs bases and how those conditions affect living organisms

– The pH Scale and buffers

– Carbon and the biomolecules (structure function sources hydrophobic/hydrophilic)

What are the steps involved in the scientific method scientific laws and scientific theories?,
What are the characteristics of living organisms and the levels of organization from atoms to biosphere?,
What are the three domains of life?,
What are the types of chemical bonds (ionic, covalent, hydrogen) and their results?,
What are the properties of water acids vs bases the pH scale and buffers?,

September 25, 2025

Enzyme Jell-O Lab

By Academic Wizard Blog

Enzyme Jell-O Lab

Materials

· 1 package of gelatin – any brand or flavor (If you cannot use a cow or pig-based gelatin for any reason, try using a vegan gelatin based on agar-agar or carrageenan.)

· 3 Styrofoam or plastic cups

· Small amount of fresh pineapple, kiwi, papaya, mango, or figs (must be fresh)

· Canned pineapple, fruit cocktail, or boiled (for at least 5 minutes) pineapple, kiwi, papaya, mango or figs

Procedure

1. Prepare for the lab by first filling out the table in the Background section (following the Procedure section).

2. Prepare the gelatin as directed on the package.

3. After preparing the gelatin, pour equal amounts into each of your three cups.

4. Label cup 1 as control. Do not add anything to the cup.

5. Label cup 2 fresh fruit and add several chunks of the fresh fruit to the cup.

6. Label cup 3 canned fruit, and add several chunks of canned pineapple, several spoonfuls of fruit cocktail, or several pieces of boiled fruit.

7. Complete your Hypothesis on the next page.

8. Place the cups in the refrigerator and leave until the gelatin in the control cup has set.

9. Remove cups from the refrigerator.

Enzyme Jell-O Lab

10. Get a piece of paper and write your name and UAG student ID on it. Place the paper next to the cups. Then take a picture of the cups with the paper clearly showing.

11. Complete the Data Table on the next page, insert or paste your picture in the Evidence section, and answer the questions.

Background

To prepare for the lab, fill out the following table. Questions you are to answer are in the left column. Do a search either in your reading materials or on the internet to answer the questions. In the column Source, write down or provide a link to the source which provided the answer. In the Quote column, copy and paste what the source says which answers the question. In the Your Paraphrase column, write the answer to the question in your own words. You will probably only need only one or two sentences for each answer.

Question	Source	Quote	Your Paraphrase
What is the main ingredient in gelatin?
What is a protease, and what does it do?
What fruits contain protease?
What happens to an enzyme when it is heated to a very high temperature?

Hypothesis

Do you think that the gelatin in all the cups will set? Why or why not?

Data Table

Materials	Specific Material Used
Gelatin used (animal, vegetarian – agar, carrageenan, etc.)	(Type in here what gelatin you used: animal or vegetarian. If vegetarian, what was the gelatin using? Agar, carrageenan, etc.)
Fresh fruit	(Type in here what fresh fruit you used.)
Canned/boiled fruit	(Type in here what kind of canned fruit or boiled fruit that you used.)
Cup	Condition of Gelatin After Refrigeration
1 – Control
2 – Fresh fruit
3 – Canned fruit

Evidence

Insert the picture you took of your cups after refrigeration. Make sure the picture includes a piece of paper with your name and UAG student number clearly legible.

Conclusions (Write in complete sentences.)

1. Was your hypotheses correct? Explain.

Enzyme Jell-O Lab

2. Which cup(s) did not gel? Explain why.

3. Does the way that the fruit is prepared make a difference in the gelatin? Explain. Be thorough.

What is the main ingredient in gelatin?,
What is a protease, and what does it do?,
What fruits contain protease?,
What happens to an enzyme when it is heated to a very high temperature?,
Do you think that the gelatin in all the cups will set? Why or why not?,

September 24, 2025

Research Proposal Essentials

By Academic Wizard Blog

Research Proposal Essentials

PROBLEM STATEMENT &SIGNIFICANCE

•Highlight&describekey featuresoftheproblem.

•Beexplicitinyour descriptionofthe researchquestion, objectives,orhypothesis. Emphasizethepurpose& benefitsofthestudy. Justifyhowyourproject contributestothebodyof knowledge.

RESEARCH DESIGN&DATA COLLECTION

•Describeyourproposed design&rationale. •Itmustsatisfytheaimof thestudy. •Clarifyhowyouaimto findyoursample&collect yourdata. Languageisfuturetense; thisiswhatyouintendto do.

TIMELINE

•Indicateyourstart&finish dates. •Chronologicallylistthe majorphasesofthe project. Usethistobreakdown

thesephases.

LITERATURE REVIEW

•Theculminationofall yourscrutinized research. •Demonstratea thoughtfulsynthesisof thismaterial. •Emphasizeyourkey constructs. Showthestateof currentknowledgein relationtoyour problem.

DATAANALYSIS

•Focusontheprocess: record,transcribe. extrapolatethemes. Discusswhethermanual ordigital&why. •Plantimetolearndigital applications&processes.

RESOURCES REQUIRED

Research Proposal Essentials

•Includespeople,services equipment. •Anyresearcher’stime. travel&accommodation

•Purchasingofsoftware. •Transcriptionword processing,orgraphicart services

THE DALE METHOD

Formoredetails,youmayvisitwww.thethesiscoach.com.

What do you want to do, why do you want to do it, and how do you propose to do it?,
What is the title and introduction of the project?,
What is the problem statement and significance of the study?,
What is the research design and data collection plan?,
What are the timeline, literature review, data analysis, and resources required?

General Comprehensive Answer

A research proposal is a structured plan that lays out what you want to study, why it matters, and how you intend to carry out the study. Its purpose is to provide clarity, direction, and justification for undertaking the research.

First, every proposal begins with a clear explanation of what the researcher wants to do, the reasons for choosing this topic, and a practical outline of how the study will be conducted. This includes identifying the research question or hypothesis and situating the topic within existing knowledge.

The title and introduction play an important role by presenting the project in a memorable, professional way while also providing background context. A strong introduction explains the scope of the issue and frames the study in relation to broader academic or real-world problems.

The problem statement and significance section highlights the core issue that the research will address. Here, the researcher outlines objectives, defines the purpose, and explains how the project will add to existing knowledge. The emphasis is on showing the importance of the research and justifying its contribution.

In terms of research design and data collection, the proposal must specify the methodology to be used, why it is suitable, and how participants or data will be selected. The plan must align with the research objectives and be described in the future tense, since it reflects what the researcher intends to do.

A timeline is also required, laying out the start and end dates of the project as well as its major phases in chronological order. Alongside this, the literature review demonstrates familiarity with prior scholarship. It synthesizes what is known, identifies gaps, and positions the study in relation to previous findings.

Data analysis focuses on how the researcher will handle the information gathered. This could involve recording, transcribing, coding, or identifying themes, either manually or with digital software. The researcher should explain why a particular method is chosen and allow time to learn necessary tools.

Finally, resources required must be identified. This includes people, services, equipment, software, and even logistical needs such as travel or transcription. Recognizing these needs ahead of time ensures the project is realistic and feasible.

Overall, a strong research proposal is both a roadmap and a justification for a study. It demonstrates careful planning, situates the work in academic discourse, and shows that the project is worthwhile and achievable.

September 24, 2025

Civic Responsibility Reflection

By Academic Wizard Blog

Civic Responsibility Reflection

Upon completion of this assignment, you will be able to:

SLO 2: Understand the value of serving the community and being socially responsible and are motivated to act in a socially just manner by engaging in inclusive behavior and promoting diversity and understanding of others’ circumstances.

Description

Understanding of civic responsibility is developed through celebration of diverse cultures, advocacy for the needs and identities of all members within the community, recognition of the diverse communities within the campus and beyond, education and awareness of the concerns of those communities, and support of the ongoing inclusion, understanding and dignity of all members within the campus and beyond. Being able to understand one’s own identity, as well as recognizing the similarities and differences of others, will equip students to serve and lead as citizens in a global society.

Civic Responsibility Competence :

Promotes understanding others’ circumstances
Understands the value of serving the community and being socially responsible.
Equips students to effectively serve and lead as global leaders.

Examples of how one can demonstrate competence in Civic Responsibility:

Volunteering and participating in the Human Library Event
Peer Mentors participation in the FIU Human Library Event will strengthen their understanding of different perspectives and provide a safe space for students of diverse backgrounds to have meaningful conversations. This is a truly unique event that allows FIU students and Peer Mentors to embrace FIU’s diverse student body.
Serving as a moderator in the class group chats and canvas discussion boards, setting the example of leaving a positive digital footprint. If they see something, they say something, PM’s report to their instructors to work towards a resolution.

Civic Responsibility Reflection

Give a specific example of how this involvement used/demonstrated the Civic Responsibility Competency (200 word minimum). Please include an example or mention how the example demonstrates each of these:

Motivated to act in a socially just manner.
Promotes diversity and understanding of others’ circumstances.
Engages in inclusive behavior.
Understands the value of serving the community and being socially responsible

Civic Responsibility example: I serve on an events committiee for the city of defuniak springs. I often give input and advise on planning strategies for our events in our community.

Give a specific example of how this involvement used/demonstrated the Civic Responsibility Competency,
How were you motivated to act in a socially just manner?,
How did you promote diversity and understanding of others’ circumstances?,
How did you engage in inclusive behavior?,
How did you show that you understand the value of serving the community and being socially responsible?

September 24, 2025

Activism and Agency

By Academic Wizard Blog

Activism and Agency

pare papers (they said X and they said y). They are argumentative persuasive essays. You must make an original argument by juxtaposing weekly themes together. You don’t have to compare themes equally; you can prioritize one and use it to discuss the other theme, but the art and skill of writing requires deep analysis and argumentation logic that weaves things together. college-level writing takes practice. Theme 1: racism, sexualiTY, internationalism racism, sexualiTY, internationalism Use the reading “queering the color line within the color” Use lecture slides “lecture week 6 on japan” Theme 2: Palestine, activism, geopolitics Use the reading “spirit in opposition” Use lecture slides “week 8 on palestine” Theme 3: coloniality, authoritarianism, aesthetics Use the reading “Enmeshment aesthetics” Use lecture slides “week 9 on coloniality”

● USE QUOTES FROM THE 3 FILES OF THE READINGS THAT I ATTACHED. ● REFER BACK TO THE LECTURE SLIDES AND USE IDEAS FROM THERE Activism and Agency

TOO. ● CITE PAGE NUMBERS AND CITE IN MLA FORMAT. ● DON’T USE AI. ● DON’T USE OUTSIDE SOURCES.

How is activism tied to agency the ability to shape one’s own life?,
Do people who have no or little agency have recourse to activism?,
Does activism deliver or provide much agency?,
How can three weekly themes—racism/sexuality/internationalism Palestine/activism/geopolitics, and coloniality/authoritarianism/aesthetics—be connected to activism and agency?,
How can deep analysis and argumentation weave these themes together into an original argument

Previous page 1 … 9 10 11 12 13 … 490 Next page