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Discuss the molecular causes of disease phenotypes, including cell death, and understand how they can be detected.

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BY263 – Assessment Information

There are two assessed components for this 20-credit module:

  • Laboratory Report (30% of total marks awarded)
  • Exam (70% of total marks awarded)

The laboratory report relates to a single, three-hour laboratory class timetabled during semester 2 (typically midway through the module). The report comprises three elements:

  • Results obtained from class
  • Short Answer Questions relating to the laboratory activity
  • Written scientific abstract

Elements (1) and (2) will be completed during the laboratory session. Element (3) will be due for submission via TurnItIn two weeks after the final timetabled laboratory session. The provisional marks (until ratified by an Examination Board) will be released within 20 working days from the submission date and written, electronic feedback will be available via TurnItIn.

The exam is a two-hour paper that takes place during the end of academic year exam period. The exam will comprise MCQs (50% of exam marks) and SAQs (50% of exam marks). Written feedback on exam papers will be available for students to see and discuss during July. The specific date will be broadcast via a Student Central Announcement three weeks prior to the date.

The laboratory report relates to the learning outcome 4, specified in the module descriptor: On successful completion of the module, the student will be able to apply and evaluate molecular biology investigations.

The exam relates to learning outcomes 1-3, specified in the module descriptor: On successful completion of the module, the student will be able to

LO 1 – Demonstrate a critical understanding of the molecular genetic basis of organism phenotypes with an appreciation of the role omics plays in this understanding.

LO2 – Discuss the molecular causes of disease phenotypes, including cell death, and understand how they can be detected.

LO3 – Critically understand the mechanisms of cell cycles and signalling.

General Grading Criteria for Laboratory Report

Specific guidance for what is expected is given in the “Practical Handbook”. A general overview is provided below.

  • Results obtained from class.

These will generally comprise instrument readings (eg, spectrophotometer) and will in themselves not be awarded a mark. They are, however, essential for the completion of the SAQs and the scientific abstract.

  • Short Answer Questions relating to the laboratory activity

SAQs will be found at the end of the laboratory class “Practical Handbook”. Typically, several SAQs will be presented with a range of available marks. For example, some SAQs will be awarded 1 mark, whereas others may carry 10 marks. It is important to recognize that the magnitude of the mark offered is indicative of what is expected in the answer. Typically, 1 mark requires a single sentence making a single point of fact in response to the question. When more marks are available, the answer will typically require a combination of points of fact and supporting justification/working for your answer. The question should indicate this. Generally:

1 mark available: awarded if correct argument given.

2 marks available: full marks awarded if two correct arguments given; half marks if only one correct argument given. And so on.

For more detailed SAQs:

100% of marks awarded: correct argument is strong and clear. Additional details to support definition or concept provided. Clear and unambiguous sentence structure.

75% of marks awarded: Some details of the argument given and generally correct. Some additional details provided that show understanding of concept. Generally acceptable vocabulary used that relates to question. A few spelling/grammatical errors, but do not affect meaning.

50% of marks awarded: Limited or weak argument provided. Limited supporting detail. Grammatical errors that introduce ambiguity into the answer.

<50% marks awarded: Question has not been fully attempted or answer is ambiguous. Few or no supporting details. Limited vocabulary and many grammatical mistakes.

  • Written scientific abstract

This is a 300 word abstract based upon the results of the laboratory practical.

Twenty-five marks are available for this assessment. Broadly:

15-25 marks: A title must be provided and be informative. A general purpose and all relevant methods need to be stated using the correct and appropriate scientific terminology. Important numerical results need to be given with correct units and significant figures. Important descriptive results must also be given within the appropriate context. Conclusions must be given that are based on the results generated. Where statistical analysis has been conducted, this must be briefly described with p-values and error values provided. For full marks to be awarded, the abstract must be well written, contain minimal grammatical error and make the purpose, relevance and methods clear.

5-15 marks: Marks will be lost if the title is somewhat ambiguous or incomplete, contains errors, or is written without appropriate scientific terminology. Marks will be lost if the aims or methods are partially incomplete and unscientific. Similarly if the result section is incomplete, omits important results or incorrect units or significant figures are used. Marks will be lost if the conclusion section is incomplete and fails to identify the relevance of the results to the title/question posed. Marks will be lost if the abstract is poorly written (eg, contains grammatical errors and poor sentence construction).

0-5 marks: A failure will result if: A title is absent, or is neither informative nor appropriate. If the aims and methodology section is absent or not relevant to the experiment. If the results section is absent, incomplete, or not relevant to the experiment. The conclusions section is absent, incomplete, or not relevant to the experiment. Finally, a failure will result if the abstract is poorly written, making the aims and relevance unclear.

The pass mark for both the laboratory write-up and the exam is 30%, with an overall module pass mark of 40%.

Critically discuss whether the company puts any particular emphasis on any particular Principles – or whether the 10 Principles are reported upon equally?

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SCoRE Module MHN222568-19-B

Individual Assignment – Suggested Report Structure (Version 1)

Background:  The individual assignment carries a weighting of 70% of marks for this module, and has a submissio.  The module handbook contains details of marking criteria, and students should use this marking grid to inform the design and writing of their reports.  Submissions are to be made inside Turnitin, with the appropriate cover sheet, and appendices.

The Task:  Students have been allocated a company – normally a corporate member of the United Nations Global Compact initiative, and been asked to critically analyse the company’s reporting on its corporate responsibility and sustainability activities and impact. Students are asked to undertake this critical analysis with reference to Global Reporting Initiative metircs (using WikiRate), the UN Global Compact 10 Principles;  the SDGs, and academic literature on what constitutes good practice in reporting. The task has three phases, each with a deadline:

Phase 1: Deadline Friday February 21st – Completion of WikiRate research on an allocated company, using the company’s latest available sustainability and/or UN Global Compact CoP Report.  In this phase, students will familiarise themselves in general terms with the organisation under study, its main products and/or services, the scale and scope of its operations, its latest sustainability report, and its level of commitment to ‘sustainability’ as self reported using GRI metrics.  The outputs of this phase are:

  • an upload of the company’s latest sustainability report in to the GSBS WikiRate project page;
  • an understanding of metrics for corporate responsibility and sustainability reporting;
  • identification and analysis of the extent of sustainability self-reporting using GRI metrics;
  • a summary spreadsheet of WikiRate GRI metrics for use in the individual report;

Phase 2: Deadline Friday – Verify the accuracy of the WikiRate research carried out by a fellow student, by going in to and checking whether the analysis and reporting done by a fellow student is accurate, or whether something has been overlooked.  Student needs to check answers, and cited page numbers, and check unknowns to see whether they are really unknown!

End of Phase 2: – Post a confirmatory statement (following instructions inside the Discussion Board) inside the discussion thread entitled “Individual assignment – WikiRate Section: Student Confirmation Statements of WikiRate Research Undertaken”.

Phase 3: From March 6th to Submission Deadline

Ensure that you participate in the SCoRE academic writing lecture, run by the LDC, on March 25th.

  • Research materials on the UN Global Compact website – UNGC 10 Principles
  • Read academic papers (GCU Learn) about corporate reporting of CSR (useful for critical evaluation)
  • Review lecture materials for things to look for in sustainability reports

Design and write your report  – raise any emerging questions in your seminar class(es)

Suggested Structure of Report (add as required and use your discretion). To be used in conjunction with the Individual Assignment Marking Grid (see module handbook).

Executive Summary (Not in word count) – brief and succinct – good ½ page – last thing you write!!!

  1. Purpose of the report (brief description); What and how did you do it? Which report did you use?
  2. Tabular summary of the company (Name, HQ, Time in UNGC, No. Employees, Turnover, Products/Services;
  3. Brief overview: to include name of report; year; length of report (no. of pages); no. of sections; any special section summarising GRI metrics and/or reference to the UN Sustainable Development Goals?
  4. Summary conclusion: based on what you have found in your report, do you feel that the company is committed to being a good corporate citizen, following UNGC guidelines – or do you feel the company is greenwashing / blue washing? In either case, explain briefly why.

WORD COUNT STARTS HERE! Point 5 – 350 WORDS

  1. Brief summary and critical evaluation of your primary WikiRate research, using the spreadsheet to inform your analysis and evaluation (No. of metrics reported, which ones (not), etc..); Summarise any differences in the number and/or extent of metrics reported by the company in the previous year (e.g. commenting on whether reported metrics are biased towards environmental, social or are balanced); If you wish, benchmark the no. of metrics reported by your company, with the number reported by another organisation in the same sector….is it a similar number? Different? What does this tell you? May be add a short section where you talk about any differences with the (2nd) company whose data you verified?
  2. Description and critical evaluation of quality and comprehensiveness of reporting against the 10 UNGC Principles (and the SDGs); Does the firm report explicitly against each of the 10 Principles? Does it discuss its contribution to the SDGs? Does it report against the SDG’s? (Read UNGC article from GCU Learn (Lecture 2) to help you to understand the relationship between the 10 Principles and the SDGs. Critically discuss whether the company puts any particular emphasis on any particular Principles – or whether the 10 Principles are reported upon equally? How does this map against what you found when researching GRI metrics inside WikiRate? Guidelines for Word Count Point 6 : 1000
  3. Conclusion: drawing together your critical evaluation of the report overall, and what it tells the reader about the company’s commitment to both the letter and spirit of UN Global Compact Principles. If you were to imagine an “Ideal Report” – how far off such an ideal report is your company’s?  To what degree do you feel that the company is following UN Global Compact Advice on Communication on Progress (CoP) reporting (download and read UNGC Advice on CoP Reporting form the UNGC website)? Please access and read UNGC reporting guidelines (from UNGC website and also article provided in GCULearn on integration of reporting on the 10 Principles and aligning with GRI Metrics) and also read a selection of academic articles about corporate reporting, available in GCULearn (see Week 2 Lecture materials and readings).  Maybe conclude with some well-supported argument as to whether the company you are looking at appears from its reporting to be very clearly committed to the 10 Principles of the UNGC – or whether you feel that there may be aspects of ‘greenwashing’ or ‘bluewashing’ in the report.  Make sure that you back up any statements with reference to specific sections of the report. Ask for seminar tutor for guidance.  Guidelines for Word Count Point 7: 650

Appendices (mandatory, but not included in the 2000 word count)

  1. Spreadsheet summary of WikiRate research, clearly formatted with a clear header;
  2. Scanned copy of cover page of sustainability/annual/CoP report uploaded to WikiRate;
  3. Anything that you could not fit in to main body of report, but you would like assessor to see;
  4. A 200 word reflective piece on what you have learned on this assignment, and how you found doing the assignment.

Did you observe anything during the Jominy Test that confirms the idea that the quenching rate is lower away from the quenched end?

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Jominy End-Quench Test.
In this lab, we will perform a Jominy Test on a sample of 1018 Steel, which contains 0.18 wt % C.
Our first step is to austenitize our sample, meaning that we heat it up to a temperature where the sample transforms from the BCC α-Fe to the FCC γFe, also called austenite. For our sample, we’ll use a temperature of 1700 °F (about 927 °C), holding it at temperaure for 30 minutes. Notice where the sample would be on the Fe-Fe3C phase diagram, shown below, when it is held at 1700 °F.
Shackelford’s Figure 9.19, page 272. The Fe-Fe3C phase diagram.
The sample is quickly removed from the furnace and placed in the Jominy tester (see Figure 10.21), and the water cooling begins. Notice that only one end of the sample is directly cooled by the water flowing in the Jominy test apparatus. This means the highest quench rate occurs at that end and decreases as we move away from the quenched end. You may be able to demonstrate the validity of this last statement by something you may observe during the test.
When the sample reaches room temperature, we may safely remove it for further testing.
Shackelford’s Figure 10.21, page 325. The Jominy End-Quench test.
Measure the Rockwell hardness at various distances from the quenched end, every 1/16 inch up to one-inch, then every 1/8 inch up to twoinches. Present your data in a graph like Figure 10.24 shown below.
Shackelford’s Figure 10.24, page 326. Hardenability for various grades of steel. These grades all contain 0.40 wt % C.
Some questions you may wish to ponder as you write your report.

• Is there a standard size for Jominy samples?

• How does the Jominy apparatus actually work? Note that our apparatus was designed and constructed by one of our students.

• Did you observe anything during the Jominy Test that confirms the idea that the quenching rate is lower away from the quenched end?
• How does your data for 1018 steel compare to the other grades of steel shown in Figure 10.24?

• Can you find for Jominy data for 1018 steel? How does it compare to our data?

• What is ideal hardenability behavior?

• How do the curves we have seen, both in the lab and in our textbook, compare to this ideal?

• What can you conclude about the effect of quenching rate on hardness?
SRT 4/20/2020

Explain the different sources of EU law and with reference to the EU Treaties and the European Union (Withdrawal) Act 2018

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Explain the different sources of EU law and with reference to the EU Treaties and the European Union (Withdrawal) Act 2018 discuss the extent to which the sources of EU law that exist at the end of the transition period will apply in the UK thereafter.

How do you address the problems of flat nipples or pendulous breasts? What are the signs and symptoms of mastitis?

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Describe the 3 common positions.
How can mom tell the baby is getting enough milk over the course of 2 days?
How do you address the problems of flat nipples or pendulous breasts?
What are the signs and symptoms of mastitis?

APA formatting required (abstract not required.)
a. Title Page
b. Reference Page
c. Running Head
d. Page Numbers

What has been your most significant learning experiences in light of these values (whether in the classroom or out of the classroom)?

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GEN400—Visioning a Future of Justice, Compassion, and Service

Final GEN400 Project Guidelines:

The final project of GEN400 asks you to pull together what you have been learning about the Mercy Core Values and the Visioning of a Future that we have been discussing since our earliest weeks together. This project should be from 5-6 pages (minimum of 1,250 words). It must include the citation of at least seven sources. At least two of these sources should be R/Vs that you encountered in this course: one assigned source from Unit One and one assigned R/V from a student presenter in Unit Two. Besides these two sources from our GEN400 readings, you also must include at least four scholarly research materials — either scholarly journals or academic books — related in some way to these readings or the topics referenced in them. The 7th source is “free choice” … it can be another R/V or an interview with an expert in the field or a website from a credible source or another article, book. The final paper also must integrate some aspect of learning gained through the service learning experience. The final version will be submitted to Safe Assign on Blackboard within its assignment link.

To develop your project, it may help to think about three different parts to the final essay. This outline is a guide throughout the research and writing process, modify, as needed. Be sure to use the scoring rubric as your guide.

Proposed Components of Final Project (feel free to modify to fit your research):

PART ONE:     Introductory Reflection Piece:  Reflection on Mercy Core Values

What is your present understanding of the Mercy Core Values of respect, integrity, justice, compassion, and service? How has your understanding of justice, compassion, and service evolved over the course of the semester?  How do you see these Mercy Core Values connected to living a good life?

What has informed your current perspective on these values? Cite readings and academic research, service learning exploration and experiences, relevant academic discourse in and out of the classroom, and personal reflection on these values as important (or not) to you.

PART TWO: Research – Application of Core Values to a Critical Concern  

Name a current critical concern / problem that you feel is worth your continued involvement or consideration.

Why is this critical concern / problem important to you?

Do you feel alone in your perspective?  Do others see the critical concern / problem as important?

If this problem continues unabated, what are some possible consequences?

Explore the complexities and complications of the critical concern / problem.

Define the concern or problem clearly and succinctly.

What are some general assumptions about this problem? What were your presumptions prior to your investigation of the problem?

What information can you gather about the extent of this problem? (Research data, expert analysis, observations, experiences)

How do you interpret this above information? What is not being said/considered that should be said/considered?

Consider Solutions to the Critical Concern or Problem.

What moral principles do you think address this issue? How could an application of the Mercy Core Values address this issue?

What creative idea and response would most effectively address the issue? Explain

Is there a group working on this issue that you could work with on this topic? In what way? What support would you need to start or continue involvement?

What would be the upside and downside consequences of your response? Explain

PART THREE: Concluding Personal Synthesis – Give a personal touch to your reflection and research.

This personal reflection should be the final two pages of your text.  If you would prefer a different format from a written statement, you can articulate your vision via poetry, artwork, and/or through other creative media presentation. It will be presented to an audience of your peers and professors.

Articulate a personal vision based on your integration of the Mercy Core values of respect, integrity, justice, compassion, and service.

How has your experience of GCU’s Mercy Core Values (either past or present) contributed to the person you are today? What has been your most significant learning experiences in light of these values (whether in the classroom or out of the classroom)?

After graduation, how do you plan to be a person of Mercy in both your professional and personal world? What do you see as your commitment towards the ongoing internalization of these values and their expression in your life? Do you plan any personal commitment, advocacy, or continued service based on the importance of these values to your continued personal and / or spiritual development?

What specific intervention strategies have you tried or plan to use to facilitate the desired changes or goal attainment based on the theories you have chosen?

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FINAL PAPER

In this final paper, you are asked to apply all you have learned from the family

systems theories in analyzing a case you have handled or are handling. It aims to help you to integrate the theoretical concepts in an actual case. The analyses and discussion of intervention should be drawn from you learning through the assigned reading, lectures, videos, discussions, etc.

Address each of the following questions in your paper.

You should give background information of the family, the agency setting, and the circumstance under which the family sought help or was referred for service.

1) State clearly and succinctly the presenting problem(s) of this family, that is, what caused  them to come in for help or be referred by others for help.

2) Analyze the case and suggest some intervention strategies using concepts from at least two schools of family therapy you have learned in this course addressing the following aspects:

  1. a) The theoretical formulations of the “causes” of the presenting problem(s) or other

problems you have noted in this family.

  1. b) Describe the relational structure or other important dynamics of the family according to the theoretical orientations.
  1. c) How may the flaws of the family dynamics/unmet needs/self-defeating narratives/negative interactional cycles/limited emotional repertoire/misguided attempted solutions/previous generational legacies, etc. relate to the presenting or other problems?
  2. d) Based on the theoretical orientations, what are the treatment goals you have formulated accordingly, in addition to the reduction or eradication of the presenting problem(s)? Set specific and realistic goals as far as possible.
  3. e) What specific intervention strategies have you tried or plan to use to facilitate the desired changes or goal attainment based on the theories you have chosen?

 

This section is the major bulk of the paper and should constitute at least 5-6 pages.

3) What are some of the strengths of the family that you have observed, which could be mobilized?

4) Address the impact of the ecological contexts or the larger systems on the family. What are some of its resources and limitations for this family?

5) How may diversity issues affect the functioning of the family, if applicable?

6) Do you see issues that warrant advocacy for the family, which otherwise would be a violation of the basic human rights of the client/family and social justice?

7) What are some of the interface issues, including your own background (cultural or otherwise, similar to or different from the family) and counter-transference that you have to face in working with this family? Are there ethical dilemmas you may have to face as well? How have you handled them or plan to do so?

You may give the background information of your case by integrating it into your paper as you address the above questions. Or, you can write the case summary first, then analyze it according to the above guiding questions. The APA style of citation is expected if you cite references.

Do not give detailed explanation of the concepts, the main point is to apply the

concepts in analyzing your case.

You can cite references if it is appropriate and helpful in advancing understanding of the point you are making in relation to the case situation.

 

General Instructions:

  1. Use double line spacing and font size 12 for your paper.
  2. The length of your paper is expected to be 8 pages

Criteria for Evaluating the Paper:

1) The paper addresses each part of the questions and demonstrates understanding of the concepts.

2) The response shows familiarity with materials covered in the readings, lectures, videos and discussions.

3) The paper demonstrates efforts in integrating the learned concepts with case materials.

4) Relevant case materials or evidences are cited in support of your analyses and assessment. However, do not repeat some of background information provided in the case summary.

5) The stated treatment goals and suggested intervention strategies are specific and relevant in facilitating change and are family systems oriented instead of individually oriented.

6) The writing is grammatically correct and organized in a clear and logical fashion.

7) Compliance with the page limit and format.

8) Demonstration of competence according to the grading rubric towards the end of the syllab

Describe the architect’s purpose and thoughts behind the design. Provide some history about the construction and why it took so long to build it.

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African American History Museum in Washington D.C.

Describe the architect’s purpose and thoughts behind the design. Provide some history about the construction and why it took so long to build it.

Discuss how it fits into the pre-existing surroundings. Don’t miss the important part about the angles incorporated into the design.

Discuss his use of specific materials and some of the difficult choices that had to be made along the way.

Given this information, what is the organism causing the man’s pneumonia? What condition is the girl suffering from?

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It will cover any pathogenic agents and diseases covered in the course, mainly those from chapters 19-25 PowerPoint that is provided but need to do online research for the correct answers . Remember, answer has to be correct which you will only need a few words to answer each study correctly.

QUESTION 1

A 19 year old female presents with a violent, painful cough that causes her to have persistent headaches.  She has petechiae on her upper body and blood shot eyes.  The patient tells you these coughs have going on for a little more than a week, but have become less productive and more violent since it has progressed from a wet cough to a dry cough.  You prescribe her erythromycin and tell her it should clear up in about 10 days.  What is she suffering from?

QUESTION 2

A 31 year old female presents with abdominal pain and an excessive amount of gastrointestinal gas.  She tells you these symptoms began a year days ago after going camping with some friends.  After further evaluation, she tells you her stool has been frothy, greasy and have a very bad odor.  You tell her that the condition should resolve itself in a few weeks, but she needs to make sure she drinks plenty of fluids to replenish the amount she’s going to lose.  What does the patient have?

QUESTION 3

A patient presents with intense abdominal pain and bouts of diarrhea.  The diarrhea ranges from mild to bloody, and a stool sample shows the presence of pseudopod-forming protozoans.  You tell the patient he’s lucky he came in now, as this could lead to hepatitis or colon cancer.  What does the patient have?

QUESTION 4

A 10 year old girl presents with a headache and difficulty breathing.  Her mother says she’s had sporadic fevers for the past week, which has interfered with her sleep.  Inspection of her throat showed the presence of a dark gray pseudomembrane in the back of her throat, which prompts you to prescribe penicillin.  What condition is the girl suffering from?

QUESTION 5

A 6 year old child comes in with crusted pustules localized around her mouth.  When the doctor finds out the causative agent is Staphylococcus aureus , he prescribes pencillin and rest.  The doctor assures the patient’s mother to not worry, as this condition is one of the most common child infections.  What does the child have?

QUESTION 6

A 28 year old woman presents with a swollen eyelid that is emitting a yellow discharge.  After finding out the causative agent is Staphylococcus aureus, you prescribe penicillin and tell the patient to check back with you after 1 week.  You tell her to be careful, as this condition is extremely contagious.  Which eye condition does this patient have?

QUESTION 7

A patient presents with a high fever and pain in his feet when walking.  You’re about to start a full body check up when you are distracted by a foul odor emanating from the patient’s right foot.  Upon closer inspection you notice his toes are a dark brown, almost black color, surrounded with a discolored pus.  When you ask the patient about his feet, he tells you they’ve been like that for a while, but he only noticed it when a snapping and popping sound came from his toes.  What does the patient have?

QUESTION 8

A 38 year old woman presents with a persistent fever and cramps that she says she’s had for the last week days.  Upon further evaluation, she tells you she’s had bloody stool with mucus for the last few days. A colon biopsy shows destruction of colon cells, leaving areas of destruction and inflammation.   You recommend the constant replenishing of fluids, as this is how death with this condition usually occurs.

QUESTION 9

A 40 year old patient presents with a low fever, tiredness and a persistent cough that the patient has had for a while now.  You order a sputum test, which shows the presence of green, bloody sputum.  A chest X-ray shows the presence of a large baseball sized mass in the lower left lung, which prompts the staff treating him to wear masks in his presence.  You start the patient on treatment immediately, but warn him he might be on this medication for a long time given the diagnosis.  What is the patient suffering from?

QUESTION 10

A 19 year old male presents with a fever, body aches, and loss of appetite.  He has a large localized swelling near his bottom lip and his lymph nodes in his neck are enlarged.  Following a blood test, you detect euglenozoa antibodies and tell him how uncharacteristic it is to find reduviids in this part of the world.  What does the patient have?

QUESTION 11

A patient presents with bouts of frequent diarrhea.  He tells you he felt off since the banquet he went to last night, where they served a turkey dinner with gravy and vegetables.  You tell him that he should be okay, and that the organism will clear itself withing 48 hours.  Given this information, what organism is causing his food poisoning?

QUESTION 12

A 26 year old male presents with frequent diarrhea and abrupt vomiting.  The patient tells you he just returned from a trip to India and seems to be getting worse by the hour.  A stool sample shows a characteristic rice water stool and you immediately prescribe tetracycline and fluid therapy.  What condition does the patient have?

QUESTION 13

A 33 year old female presents with fever, chills, and clammy skin.  A sputum test shows a bright red colored sputum and the presence of a Gram negative, nitrogen fixing rod.  Given this information, what is the organism causing the woman’s pneumonia?

QUESTION 14

A 43 year old male presents with a very intense localized pain in his side.  Upon further observation, you notice a small red rash near the bottom of his rib cage and immediately ask him if he’s been infected with the Varicella-Zoster virus before. What disease does this patient have?

QUESTION 15

A 35 year old female presents with fever, nausea, and headaches.  She is complaining of painful muscle spasms in her throat and her husband tells you she’s had bouts of hallucinations.  Her husband manages to tell you about an encounter she had with an oddly behaving squirrel a week ago, but doesn’t know the details.  You immediately give her a fast-acting treatment shot and keep the patient overnight for observation.  What is the patient most likely suffering from?

QUESTION 16

A patient presents with bouts of vomitting and intense diarrhea.  The patient tells you he just came from a chinese food buffet, where all’s he ate was pork fried rice.  You tell him that he should be okay, and that the organism will clear itself withing 24 hours. Given this information, what organism is causing his food poisoning?

QUESTION 17

A 34 year old woman presents with a headache, nausea, and muscle pain throughout her body.  She tells you she has night sweats, but is constantly shivering throughout the day.  During your evaluation, she seems to have small body-wide convulsions as you’re talking to her.  You take her blood expecting to see rings within her red blood cells, as well as signs of anemia.  What does she have?

QUESTION 18

A patient presents to the emergency room with extremely hot and localized pain in her lower limb.  Upon visual observation, the doctor calls for immediate debridement of the necrotic area.  The doctor tells the patient they are lucky to have come in before amputation was necessary to prevent systemic shock.  What is the patient suffering from?

QUESTION 19

A 70 year old woman presents with flu-like symptoms and swollen lymph nodes.  You take a blood test and find apicomplexan antibodies in the sample.  You tell your patient that because of her age, you need to start treatment right away in order to decrease the chance of encephalitis.  What does the woman have?

QUESTION 20

A 45 year old female presents with a fever, chills, and shortness of breath.  She tells you she thinks she has rabies because a squirrel bit her when she was tending to her garden a couple of weeks ago and she still has the mark to prove it.  Upon further observation, you have questions since the bite mark you see on her hand looks more like a tick bite and is in the early stages of becoming an ulcer.  You notice her lymph nodes in her armpits are larger than normal.  What does the patient have?

QUESTION 21

A 32 year old female presents with severe dehydration, nausea, and diarrhea.  She tells you she is an avid body builder, as her diet consists solely of grilled chicken and eggs.  You tell her to go home, rest, and drink plenty of fluids as she will be okay in a few days.  What kind of food poisoning does the woman have?

QUESTION 22

A 8 year old boy presents with a sore throat and swelling of the cheek and jaw area.  A biopsy shows syncytia of the infected area and you begin supportive care until the condition resolves itself.  You tell the boy’s parents they are lucky to have brought the child to you before any swelling or damage to the boy’s testes occurred.  What condition is the boy suffering from?

QUESTION 23

A 30 year old male presents with a high fever that he says he has had for the past few days, along with abdominal pain and diarrhea.  The patient has enlarged lymph nodes and an intestinal biopsy shows an ulcerated colon.  You tell him he is lucky, as most people with this disease are asymptomatic until it’s too late.  What does the patient have?

QUESTION 24

A 2 year old girl presents with a fever and dizziness.  She has developed a characteristic rash on her torso that she seems to be itching profusely. The father tells you he’s been reading online that aciclovir is the best treatment option for his daughter, but you tell him that that is unnecessary since she has a competent immune system.  What disease does the girl have?

QUESTION 25

A 30 year old male presents with chills, and clammy skin.  After an inconclusive sputum test, some of the sputum was cultured on agar.  These colonies produced a characteristic fried egg appearance.  Given this information, what is the organism causing the man’s pneumonia?

Discuss how the assigned film exhibits this “character arc” aspect of classical Hollywood style: which characters struggle to achieve goals, how successful are (or are not) they, and what do they discover in the process?

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ENG. 215 Film Genres Analysis #1: Classical Hollywood Style

In an original analysis, thoroughly address the following prompts:

  1. Most genre films are presented in what our text calls “classical Hollywood style,” an approach to storytelling dominant in Hollywood since the early 1900s (Ch. 2-3). Classical Hollywood style has several defining characteristics, primary among

 which is the notion of “invisibility” or “verisimilitude.” These terms refer to the illusion of immediacy and authenticity in cinema: in other words, when we watch movies, we seem to be witnessing events, beings, and locales appear and move as we watch. In truth, we are watching an elaborately constructed artifice built from the multi-layered creative details of filmmaking–camerawork, acting, sound design, editing, costume and set design, etc.–but the experience seems like we are watching a story actually “happen” firsthand, even if the story is improbable or unrealistic (i.e., animated, involving improbable or impossible situations, set in non-existent places).

Discuss 2 scenes from the assigned film which are particularly impressive in terms of their invisibility / verisimilitude. (Important note: verisimilitude / invisibility should not be examined based on how “realistic” something is in comparison to our own experiences or expectations: instead, we’re addressing those creative elements in the movie which make the events depicted seem as if they are actually happening as we watch, no matter how unrealistic the movie may be).

  1. According to renowned film scholar Jim Belton in our text American Culture, American Cinema, classical Hollywood cinema is primarily “character centered,” meaning that while plot is important to this style, the characters involved in the story are the most immediate focus of our viewing attention: over the course of the story, some of the characters–usually, but not exclusively, the main characters–undergo internal and / or external struggles in the course of trying to achieve specific goals or solve certain problems, and along the way, these characters discover important things about themselves, others, and the environments in which they exist. Discuss how the assigned film exhibits this “character arc” aspect of classical Hollywood style: which characters struggle to achieve goals, how successful are (or are not) they, and what do they discover in the process?
  2. In classical Hollywood style, the mise en scene–a movie’s visuals and accompanying sound design–is purposefully constructed to emphasize the emotions and the actions of characters as they progress through the narrative. Keep this in mind and examine 2 scenes from the assigned film which demonstrate this purpose of mise en scene: discuss how character actions and emotions are emphasized in each scene by visuals and sounds. (For example, camerawork, lighting, special effects, dialogue, music, and sound effects are all creative elements which can be used to emphasize character actions and emotions).
  3. Often, Classical Hollywood style develops themes which are directly connected with

 “accessible” subject matter featured in a film’s story. “Themes” are the main points / observations that a story makes about its subject matter. For example, a film may

have “parenting” as one of its primary subjects: what the film says about parenting (how to do it well, why good parenting matters, etc.) is a theme of the film.  Keep this in mind and try to identify the main subject(s) and theme(s) of the assigned film, with detailed scene support.

  1. Based on your current knowledge of film genres, to which of the 10 genre(s) we will study in this class–melodrama, musical, comedy, war, thriller-noir, western, horror, science-fiction, fantasy, or action-adventure–do you think the assigned film belongs? Discuss in as much detail as you

Be sure to support your claims with specific evidence from the movie, textbook, and lecture notes: generally speaking, the more direct synthesis created among these three entities, the more substance and length your analysis will have. Each prompt should be given roughly equal attention and space in your analysis.

Assessment, Formatting, Due Date

Assessment: submitted essays earn one of five marks.

70-63 points: essay is extremely detailed and exceeds 2 full pages in length 62-56 points: essay is very detailed and is 1 ½- 2 full pages in length

55-49 points: essay is adequately detailed and is 1-1 ½ pages in length 48-42 points: essay lacks detail and is 1/2 to 1 full page in length

41-00 points: essay has little or no detail and is less than 1/2 page in length

Improperly formatted or incomplete papers earn no more than 48 points, regardless of their content / length. Points are earned only by papers that are submitted on time: missing or late essays earn 0 points.

Papers must address only the prompts detailed on this assignment sheet. Papers which are designed to address, or which include discussion of, prompts from assignment sheets used in previous sections of this course earn 0 points.

Format: single-spaced; 12-point Times font; name and response # centered at top of p. 1; double-space once in between heading and beginning of essay; do not double- space in between paragraphs; 1” margins on all sides