Cellular Respiration vs Photosynthesis Project

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Cellular Respiration vs Photosynthesis Project

Grading: This project is worth 45 points.

The goal of this project is to creatively describe the processes of photosynthesis and cellular respiration. You will also include the connections between the two processes while comparing them to each other.

You may pick any creative media/expression you wish as long as the information in the rubric is included. Some ideas for creative expression are below, you are not limited to these you may come up with your own. Be sure to include a written summary or transcript of your project. For instance if you record yourself doing an interpretive dance I need a written summary describing what is happening in the dance and how that relates to the two processes. If you do a video or perhaps have a narrator for your interpretive dance include a transcript of what your narrator says in case the audio is hard to hear. If you need more than two people to perform your creative account you may recruit volunteers to help you perform but the plot etc must be designed by you and your partner. For instance you could recruit backup dancers but you must determine the choreography and how it tells the story you wish.

Creative Ideas (Pick one or create your own):

  • • Song – at least 2 minutes long, any genre of music, lyrics typed, and song recorded. Submit both recording and typed lyric
  • • Comic Strip – must include all the necessary information and make the connection between photosynthesis and respiration.
  • • Poem – must include all the necessary information and make the connection between photosynthesis and respiration.
  • • Children’s book– must include all the necessary information and make the connection between photosynthesis and respiration.
  • • Interpret Dance– must include all the necessary information and make the connection between photosynthesis and respiration. Submit both recording and typed explanation and narration transcript.
  • • Theatrical Performance/Movie/Skit– must include all the necessary information and make the connection between photosynthesis and respiration. Submit both recording and typed explanation and narration transcript.
  • • Newspaper– Make a newspaper with stories covering photosynthesis and cellular respiration.
    • Draw or paint the process– must include all the necessary information and make the connection between photosynthesis and respiration. Submit a written description of what the drawing is depicting if you do not want to label and write on your drawing.
    What you need to include for full credit:

5. a. MLA

1.

Cellular Respiration (12 points total see break down below)

  1. Overall equation of cellular respiration: include reactants and products. You do
    not have to write it out but you must at least include what the reactants and
    products are and how of many of each are used/produced. (3 points)
  2. Where does it occur in a eukaryotic cell, which organelles (2 points)
  3. What are the steps of the process (5 points)
  4. What type(s) of organisms perform this process (bacteria, plants, animals,
    fungi?) (1 point)
  5. What is the goal of this process? Why is it important to the cell? (1 point)

Photosynthesis (12 points total see break down below)

  1. Overall equation of photosynthesis: include reactants and products. You do not
    have to write it out but you must at least include what the reactants and
    products are and how of many of each are used/produced. (3 points)
  2. Where does it occur in a eukaryotic cell, which organelles (2 points)
  3. What are the steps of the process (5 points)
  4. What type(s) of organisms perform this process (bacteria, plants, animals,
    fungi?) (1 point)
  5. What is the goal of this process? Why is it important to the cell? (1 point)

Describe the connections between these two processes. (6 points total see break down below)

  1. How do they interact and influence one another (2 points)
  2. What happens if an organism can only do cellular respiration? (2 points)
  3. What would happen if all the photosynthesizers disappeared from the planet? (2
    points)

Creativity (10 points total see break down below)

  1. Project is original, creative and well thought out (7 points)
  2. Project is neat clear and understandable (3 points)

Works Cited (5 points)

format; 2 or more sources (these can be written at the end of your transcript if doing a video)

Create 8-10 sentence paragraphs for each of the 3 following subjects

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 The Farmlink Project/The Kroger Co. Zero Hunger | Zero Waste Foundation — Accelerating A SV to Address Food Loss & Security-
The Farmlink Project is an initiative originated by students at Brown and Stanford University with a mission to build a more diverse and equitable food system by connecting the billions of pounds of fresh produce that would otherwise go to waste to feed people in need, reduce carbon emissions and heal the planet. The Farmlink Project and WWF will collaborate to design, build and launch a digital marketplace that connects receiving communities and agencies with surplus produce so that they may source fresh produce at a reduced cost.​

Discovery — Project CAT-
January 31, 2017: In support of Project CAT, Discovery and WWF’s communications-focused partnership to engage with Discovery’s 3 Billion subscribers world wild regarding WWF’s efforts to double the wild tiger population by 2022. Discovery will be utilizing a third-party vendor, Pledgeling, to raise additional funds for WWF (restricted to our global Tx2 work). Currently, this is just planned for the US but will likely roll out globally following the recent January 16 endorsement by the Global Partnerships Committee on the partnership. Pledgeling will create a widget for use in conjunction with the discovery.com/projectcat website and a text to donate platform to raise funds for WWF’s Tx2 work. The call to action for text to donate is currently planned to be included on In Program Messaging (IPM) for Animal Planet and to accompany a:30 tiger spot for broadcast in the US launching 2/18. This text to donate call to action will also accompany the anticipated global PSA launching International Tiger Day (July 27) 2017.

Google — Australia Wildlife Recovery and Preparedness-
​3-year project with Google.org funding work around monitoring and recovery following the Australian bushfires. This project leverages the Wildlife Insights platform (a joint camera trapping data initiative created by 7 conservation NGOs, including WWF, CI, WCS, and other nonprofits, to monitor changes in wildlife populations and landscapes over time and better understand if response efforts are working through data analysis.) that Google has also helped support in the past, and would look to leverage that platform to monitor the fire’s impact on key species in burned areas.

Standards and Objectives

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  1. Describe the purpose of a learning standard  and the critical components of a learning objective. 
    • How would you differentiate between the two if attempting to explain it to somebody else?
    • What is the relationship between formative assessments during instruction and the standards and objectives of that lesson?
  2. Take the challenge Karen Lea presents in her blog article Meaningful Connections: Objectives and Standards . Select a grade level standard and design two learning objectives AND a way to assess students FOR learning for each objective.  Be sure to use the criteria for writing high-quality objectives as discussed in your assigned reading and videos.

 Lea, K. (2013). Meaningful connections: Objectives and standards . Edutopia. Retrieved from http://www.edutopia.org/blog/meaningful-connections-objectives-and-standards-karen-lea 

 

HINTS AND TIPS: WRITING LEARNING OBJECTIVES

Hello Class,

I have noticed that writing objectives tends to take some time in mastering (believe me, been there, done that) and I wanted to provide you all with a resource that walks you through the process:  http://www.bu.edu/cme/forms/RSS_forms/tips_for_writing_objectives.pdf  

Complete the first part of the question about the difference between a learning standard and learning objective.  Be sure to refer to the LeFranois text to support your response.  Then please use the following as you complete the last part of your discussion and here is an exemplar below.

I am using Virginia Science State Standards for the exemplar, but you are expected to select one of the standards from Karen Lea’s blog. http://www.edutopia.org/blog/meaningful-connections-objectives-and-standards-karen-lea

VA Science Standard: 

SOL 2.3: The student will investigate and understand basic properties of solids, liquids, and gases. Key concepts include 
a) identification of distinguishing characteristics of solids, liquids, and gases;

Learning Objectives

  1. At the conclusion of this lesson, students will be able to identify among a solid, liquid, and gas by completing a partner sort.
  2. At the conclusion of this lesson, students will able to explain the characteristics of a solid, liquid and gas by creating a visual poster.

Here is a video to help you with writing learning objectives:

Assessment:

Students will complete an exit ticket where they will draw an example of each state of matter and write one word to describe the characteristics (**You can see here how I used one assessment to assess both learning objectives).

Here is a link to a variety of formative assessments or assessments FOR learning that you might want to consider choosing from when developing your assessment:

https://docs.google.com/presentation/d/1nzhdnyMQmio5lNT75ITB45rHyLISHEEHZlHTWJRqLmQ/pub?start=false&loop=false&delayms=3000&slide=id.gb1e798ac_12012 

1 pg Nursing /Public Health) (Selecting Research Methods)

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Due 5/30 4 p.m EST

1 PG APA FORMAT, NOT INCLUDING MIN 4 REFERENCES (NOT PAGE)

READ scenario and answer the 3 questions

  

Discussion: Selecting Research Methods

Health researchers not only systematically plan and implement health studies but also apply research findings to advance the health professions’ knowledge base and professional practice. The types of questions the researchers ask are what determine whether a quantitative, qualitative, or mixed-methods approach is most suitable for a particular research study.

Research questions that ask “what” explore relationships between variables. Such questions require a quantitative approach. For example: “What” is the rate of influenza in my community? “What” is the relationship between selected demographic characteristics and a diagnosis of influenza?

Questions that ask “why” or “how” require a qualitative approach. For example: “Why” might Latina women in a particular neighborhood be wary of accessing reproductive health services?

Studies that seek an answer to “what,” “why,” and “how” questions employ a mixed-method approach of both quantitative and qualitative methods.

Post an explanation of the research method you would choose to conduct the public health study proposed in the scenario. Explain why you would choose this research method over others. Include in your explanation the benefits and limitations of the research method you selected. Be sure to indicate the sources used in your response, either course readings or other outside sources, using correct APA 6th edition form and style.

SCENARIO: Discussion Scenario Imagine that you are the director of a community health clinic that specializes in diabetes mellitus type 2 (DB2) diagnosis and management. According to research conducted by clinic employees, a significant percentage of the individuals who attend the clinic for this disease are not adhering to the diabetes management plans that the clinic provides. As the director, you wonder if there is some way to identify, at the point of diagnosis, those patients who are most likely to avoid adhering to their medications and post-diagnosis management plan. Doing so would enable the clinic to target potential nonadherers for more intensive education about DB2 management. You have hired a professional health researcher to design a study to answer the following questions: 

1. Are there demographic and other characteristics associated with people who are likely to be nonadherers to the DB2 post-diagnosis management plan? If so, what are the determinants? 

2. Can one predict who is likely to be a nonadherer? 

3. What type of research study design is required to answer these research questions, and why?

Reflection on Achievement of Outcomes Concept Map

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Requirements

  1. The Concept Map must visually connect all of the specified objectives  (Program Outcomes, MSN Essentials, and NONPF Competencies) to course work (such as specific discussion board topics, written assignments, exams, lessons, and reading content).    
  2. All items should be labeled, for instance, label the objectives and label the course work you select with name of the assignment/reading/discussion board topic and which week it was introduced.
  3. Use Microsoft Word or a PowerPoint to create a Concept Map. You can use the features found on the “Insert” tab of a Word doc (in the horizontal ribbon on the top of a Word doc page). For instance, if you click on “insert” you will see shapes and SmartArt. You can use a PowerPoint slide with shapes and lines to create a concept/mind map. This is not a PowerPoint presentation, but a PowerPoint slide can be used to “draw” the Map.

Outcomes/Competencies to be connected with course learning: 

MSN Program Outcome #2:

Create a caring environment for achieving quality health outcomes (Care-Focused).

MSN Essential VIII:

Clinical Prevention and Population Health for Improving Health

National Organization of Nurse Practitioner Competencies #4: Practice Inquiry Competencies

  • Recognizes that the master’s-prepared nurse applies and integrates broad, organizational, client-centered, and culturally appropriate concepts in the planning, delivery, management, and evaluation of evidence-based clinical prevention and population care and services to individuals, families, and aggregates/identified populations.

Your Concept Map will visually depict how you see the assignments of the course meeting the outcomes above.

Preparing the Assignment

ViewHow to Create a Concept Map (Links to an external site.)

textbook:  Curley, A.L. & Vitale, P.A. (2016). Population-Based Nursing: Concepts and Competencies for Advanced Practice (2nd ed.). New York, NY: Springer Publishing. 

 

Description 

MSN Program Outcome #2 

  • The Map visually connects the Category to a minimum of two (2) assignments. 
  • Each assignment is clearly labeled with week and content topic. 

MSN Essential VIII

  • The Map visually connects the Category to a minimum of two (2) assignments. 
  • Each assignment is clearly labeled with week and content topic. 

NONPF Competencies #4 

  • The Map visually connects the Category to a minimum of two (2) assignments. 
  • Each assignment is clearly labeled with week and content topic. 

Anthology

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Create an Anthology– For this option, you will compile an anthology (i.e. collection) of articles, poems, and/or short stories that are from the same period, same theme, or same literary form. You must include an introduction to show your understanding of the subject and provide an annotated bibliography that includes a summary and justification for inclusion into the anthology (i.e. collection).

GUIDELINES

An anthology is a collection. You are putting together a collection of readings!!

STEP 1 – Choose a topic for your anthology/collection. How are your sources connected? Are they all from the same author? Are they all from the same time period? Are they all poems? Are they all short stories? Are they all the same theme?

STEP 2 – Choose what will be included in the anthology. You may include short stories, poems, drama, books (fiction and nonfiction), films, journal articles,  and magazine articles. There should be a minimum of 10 sources in your anthology. Six of the sources must be from the textbook.

STEP 3– Write an introduction to your anthology. The introduction should state explicitly the topic/theme of your collection. The introduction should also show that you are knowledgeable about the subject. If you cite any information (i.e. quote, summarize, or paraphrase) in your introduction, be sure to include the full bibliographic information on a work cited page at the end of your anthology. 

STEP 4 – Include an annotated bibliography of your sources in MLA format. There should be a minimum of eight sources. Six of the sources must be from the textbook. The annotation (paragraph) must include a summary AND an explanation of why that source is included in the anthology. The annotation (paragraph) should be a minimum of 100 words. YOU DO NOT NEED A WORKS CITED page unless you cited a source in your introduction.

STEP 5– Make sure your sources are listed in alphabetical order by the author(s) last name. Please include ALL the bibliographic information (where it may be found) in MLA format. If you need help with getting the full bibliographic information, please let me know and/or contact one of the campus librarians. They are NOT on campus because the campus is closed, so please send the librarian an email if you need assistance. I have included additional resources in the the Anthology folder to help you with writing an annotated bibliography.

Sales Letters

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Magrino specifies 4-5 pages single-spaced for the Sales Letter (excluding the references). I’m translating that into a wordcount of 2000 words for the final draft. 

Format: Times New Roman or similar serif font; one-inch margins; single-spacing.

Work with eight or more sources, quoting (briefly) from most to all of them. At least five sources in the final draft should be scholarly. Include all (and only) these sources in a separate reference section at the end of the letter (on a separate page)

Remember to give page numbers when quoting and to supply the DOI for digital resources wherever available (some older ones may lack a DOI but expect recent sources have one). Use APA style for all references and in-text citations.

For additional details on the assignment, please consult Magrino, chapter 5, starting on p. 157.

Notes on the Sales Letter

1. There should not be a section in the SL with the heading INTRODUCTION. You have an unlabeled “introductory” paragraph (the first paragraph that you worked on last week). Having a subsequent section labeled “Introduction” will confuse the reader.

2. Similarly, since you should have several short sections devoted to the problem, having a section called just THE PROBLEM could be misleading or confusing (as I think it is in the first sample SL in Magrino). 

You could have a section called THE GLOBAL PROBLEM indicating that you will then narrow your focus in subsequent sections. Depending on your project, you might have one section on the affected population or you might have two sections on two different affected populations. Or you might combine population with location and other factors of the problem into a single section, following this with a section on causes of the problem (etc.).

Descriptive titles are best: TWO MAIN CAUSES OF X, THE EFFECT OF X ON POPULATION Y.

3. Try to avoid single-paragraph sections. Some sections will be short but try to have two or more paragraphs in most of your sections (but it’s not the end of the world if you have some single-paragraph sections).

4. Keep your paragraphs relatively compact. Break up longer paragraphs into shorter, more focused units.  Generally, shorter paragraphs will be more appealing to read and easier to follow, encouraging your patron to attend to your letter.

If paragraphs get to be too long, remember some of the good writing guidelines from expos:

(1) one idea (main point) per paragraph
(2) start each paragraph with a topic sentence that makes the main point of the paragraph clear to your reader from the start
(3) use transitional language to guide your reader between paragraphs by showing how each new paragraph or section relates to the preceding paragraph or section

Notes on Paradigm Research

1. For the final draft of the letter (and ideally for the RD as well), I strongly recommended that you have at least four sources for the paradigm that you are working with (more than four would be better) and that at least three of these sources for the paradigm are scholarly — or at least of high quality and written by an expert in the relevant area.

2. Remember that not all the sources used in your discussion of the paradigm will necessarily support your approach in a direct way.

For example, you may present some of the models, methods, or theories as unsuccessfulalternatives that your approach, or your chosen paradigm, will surpass. That said, most sources for the paradigm should be supporting your approach.

Recall how Gawande contrasts the merely short-term success of the use of oral rehydration for cholera in West Bengal in 1971 with the success of the BRAC oral rehydration campaign in 1980. Gawande uses the failure of the former example to achieve a lasting change in the world to clarify the value of the latter example as a model of success for his project (one of achieving a lasting change).

3. A successful paradigm will often adapt models from one context to the context of the current project. Again, we see this in Gawande. His focus is infant hypothermia, not cholera. But the method by which the BRAC project promoted oral rehydration (making it a norm of treatment in West Bengal and beyond) serves as a model for the way Gawande wants to promote kangaroo care (making it a norm of infant care in Uttar Pradesh and beyond).

4. In presenting your paradigm research, work to show the connections between your sources. Does a second source add additional information to what you gain from a first source? Does it challenge or contradict what you gain from the first source? Does it clarify an ambiguity or fill a gap in what the first source offers? Does it offer a second perspective on what the first source claims? Does it provide background or a context for the first source? Does it correct an error in the first source? Does it suggest an alternative or novel application of a method described by the first source?

Bus320 week 7

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 Mark Zuckerberg, the founder of Facebook, once proclaimed in an interview that the “age of privacy” had to come o an end.  According to Zuckerberg, social norms had changed and people were no longer worried about sharing their personal information with friends, friends of friends, or even the entire Web. This view is an accordance with Facebook’s broader goal, which is, according to Zuckerberg, to make the world a more open and connected place. Many Facebook features are premised on this position.  Supporters of Zuckerberg’s viewpoint believe the 21st century is an age of “information exhibitionism,” a new era of openness and transparency.

Although Facebook started out at Harvard and other campuses with a simple privacy policy of not fiving anyone except friends access to your profile, this quickly changed as tis founder Mark Zuckerberg realized the revenue-generating potential of a social networking site open to the public.

Facebook has al long history of invading the personal privacy of its users. In fact, the very foundation of Facebook’s business model is to sell the personal information of its users to advertisers. In essence, Facebook is like any broadcast or cable television service that users entertainment to attract large audiences, and then once those audiences are in place, to sell air time to advertisers in 30-to 60-second blocks. Of course, television broadcasters do not have much if any personal information on their users, and in that sense are much less of a privacy threat. Facebook, currently with over 2 billion users worldwide, clearly attracts a hug audience.

In late 2017 and 2018, concerns about Facebook and privacy invasion came to the fore with the Cambridge analytical scandal mentioned in the video. In march 2018, Facebook announced changes to its privacy settings, which are discussed in the video “Facebook Privacy Settings Tutorial” below —

https://www.youtube.com/watch?v=Ajrt_U_UrUQ (Links to an external site.)

Hello Abderrahim, Abdul, Ahmed, Bijay, Eldev-Ochir, Meetkumar, Meenakshi, Milan, Muhammad, Sameer, Selin, Shoaib, Soban, Sukru, Suresh and Rana,

Question #1: Do people who used Facebook have a legitimate claim to privacy when they themselves are posting information about themselves?

Question #2: Why did Facebook announce changes to its privacy settings in March 2018?

Question #3: What changes to privacy settings did Facebook announce?

Question #4: How will changing your settings on Facebook help protect your privacy?

Elder Abuse

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1- List and define the seven types of elder abuse that were identified by the National Center on Elder Abuse (NCEA).

 2-How would you approach the Ethical Dilemmas and Considerations that might arise regarding Euthanasia, Suicide, and Assisted Suicide?

Requirements:

-APA 7th edition

-Must have more than 500 WORDS. No abstract nor conclusions. 2 pages of content

– Must cite and reference correctly at least 5 resources given.

Resources: Must use them

 

Watch

 

  • State of Aging and Health in America (Links to an external site.)
    U.S. Department of Health and Human Services, & Centers for Disease Control and Prevention. (2014). The state of aging & health in America 2013. CreateSpace. https://www.cdc.gov/aging/pdf/state-aging-health-in-america-2013.pdf

  • Visit the CINAHL Complete under the A-to-Z Databases on the University Library’s website and locate the articles below:
    1. Wessel, K B. (2015). How an aging population is transforming nursing. Nursing 2015, 45(6), 52-55.
    2. Mullen, E. (2013). Health literacy challenges in the Aging Population. Nursing Forum, 48(4), 248-255.
    3. Ogden, L. L., Richards, C. L. & Shenson, D. (2012). Clinical prevention services for older adults: The interface between personal health care and public health services. American Journal of Public Health, 102(3), 417-425.
    4. Williams, B. A., Stern, M. F., & Mello, J. (2012). Aging in correctional custody: Setting a policy agenda for older prisoner health care. America Journal of Public Health, 102(8), 1475-1481.
    5. Phillips, J. A. & Miltner, R. (2015). Work hazards for an aging nursing workforce. Journal of Nursing Management, 23(6), 803-812.
    6. Matt, S. B., Fleming, S. E, & Maheady, D. C. (2015). Creating disability inclusive work environments for our aging nursing workforce. Journal of Nursing Administration, 45(6), 325-330.
    7. Cohen, J. D. (2006). The aging nursing workforce: How to retain experienced nurses. Journal of Healthcare Management, 51(4), 233-245.
    8. Sherman, R. O., Chiang-Hanisko, L. & Koszalinski, R. (2013). The aging nursing workforce: A global challenge. Journal of Nursing Management, 21(7), 899-902. 5.
    9. Stichler, J. F. (2013). Healthy work environments for the ageing nursing workforce. Journal of Nursing Management, 21(7), 956-963.

All sports club

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 After you have analysed your collected information, produce the following UML diagrams for proposed system as the specifications for a new automated information system for ASC.

 1. Identify classes that should exist in the proposed systems and develop class diagrams for the proposed system of ASC.

 2. Draw at least two use Case diagrams for the proposed system of ASC. 

3. Write Use Case scenarios for above use cases. Use the simplified template form the slides. 

4. Draw the Entity Relationship Diagram for the proposed system. Clearly indicate entities, attributes, relationships and cardinalities 

5. Draw a Data Flow diagram (DFD) – Context Diagram depicting the external entities and data flow to the system 

6. Draw an activity diagram for the proposed system to model the activity flow of the system.

 7. Select four functions and develop interfaces for selected functions. When analysing an organization’s business processes, there are usually some issues which need to be clarified before you can proceed, particularly when the issues affect the way you developed your models. When developing each diagram, you may make some assumptions which will affect the result  of your presented modelling diagram. For example, right after a presented diagram, explain each diagram to your readers and your assumptions made in modelling it. 

 Section B- Marking Criteria Due Date: Week 11 Sunday 5pm Task Allocated Marks Scored Marks Class Diagrams • Well-explained and well-justified • Assumptions supporting the model 5 Use Case Diagrams • Well-explained and well-justified • Assumptions supporting the model 5 Use case Scenarios for above use case diagram 5 Entity Relationship Diagram (ERD) 5 Data Flow Diagram(DFD) 5 Activity Diagram 5 Functions and interfaces 5 Conclusions and Recommendations • A summary of your findings • Recommend whether or not the project should continue/ how to continue 3 References 2 Total (Out of 40) 40 Total (Out of 30) 20