List and describe the early stages of animal development, beginning with fertilization. Then describe two similarities and two differences between early plant and animal development.

Describe intracellular trafficking of CI-M6PR, with names of specific molecules involved in the process, and its role in mechanism underlying I-cell disease.

Compare the osmoregulatory challenges faced by saltwater and freshwater fish, and the ways in which their bodies achieve homeostasis with regard to osmoregulation.

Compare and contrast the roles of GNRH, LH, FSH and steroid hormones in the regulation of gametogenesis in human males and females.

Discuss the significance of antigenic drift and antigenic shift

Has WHO learned it’s lesson from Ebola in handling COVID-19? Why or why not?

Chlor?uazuron, Oxymatrine, and Spinosad (insecticides) were different in their activity for inhibition of AChE and ATPase in honey bees, what is the reason? Why is the rate of inhibition different in different honey bees?

Describe the key processes in urine formation in a mammalian nephron, beginning with the glomerulus and ending with the excretion of urine from the collecting duct into the renal pelvis.

This week we will address health assessment (ch 7) and technology (ch 8) as part of the policy process we discussed week 1 (problem definition, see page 7-8). The readings are really important this week as we begin to study the processes of policy analysis. After reading and skimming the Ppts, please answer the following.

-Discuss your interests or concerns in terms of technology in the healthcare workplace.

-Offer an example. What improvements can be made to this system for a benefit to patients?

-Relate this to chapter 8 in terms of the process, regulation, and opportunities you see.

Please minimum 1200 words, please.

Reference:

Health Policy Analysis: An

Interdisciplinary Approach. 2nd ed.

McLaughlin, C.P., McLaughlin, C.D.  

Jones and Bartlett. (2015)

ISBN: 978-1284037777

Q6. Imagine that the population of aquatic insects doubled in a certain pondweed area. How would the net primary productivity change from an area where the aquatic insect population were at the normal level? In your answer, make sure you explain what net primary productivity is and why it would change with more insects.

In addition to grass carp, another large herbivore in the Great Lakes are Canadian geese. Early accounts by naturalists in the 1800s suggest that grass carp and Canadian geese were often seen feeding side by side among pondweeds. However, in the last three decades, this is rarely seen. Imagine that grass carp and Canadian geese previously ate both floating-leaf pondweed and curly-leaf pondweed and there was significant competition between them. However, there were some individuals of grass carp that specialized on pondweed patches dominated by curly-leaf pondweed and there were some individuals of Canadian geese that specialized on patches dominated by floating-leaf pondweed.

Q7a. In the space below, draw 2 figures. The first one showing the niches for grass carp and Canadian Geese in the early 1800s with regard to the type of pondweed they fed on and then a second figure showing the niches now. Make sure you properly label the axes, tick marks, and including an appropriate figure legend.  

Q7b. What is an explanation for why we see the pattern shown in your figures above occur often in ecology?  

Q8. Imagine that a forest along a small inlet of the Great Lakes was clear cut and replaced by a large farm growing corn. The farmer uses a large amount of fertilizer just before a large rain storm comes through the area. Two weeks later there is a dead zone in the small inlet of the lake. List 3 ways in which humans have impacted the nitrogen cycle in this example.

1.

2.

3.

Q8b. Explain in 2 sentences why a dead zone occurs.

By and large, the features observed in animals, plants, fungi, and biological organisms, in particular, are representative of their function and shaped by natural selection in the context of their environment. When we, as scientists, observe forms in nature, such as differing limb structures in vertebrates, varying tooth shapes in mammals, a diversity of leaf shapes in trees, or even the different shapes and sizes of cell types, we see both the function of the trait in question as well as the constraints, and possibilities, of living in the physical world. In this lab, you will take some moments to observe a variety of structures representative of the Animal kingdom that have been shaped by natural selection, and whose function may be represented, and therefore inferred, by their form.

During this lab, we will investigate anatomy (form) to understand the physiology (function). Our investigation will begin at the cellular level, comparing cellular shapes and structures of various tissues, allowing us to understand their purpose. We will then bring our focus to an organismal level, using clues of morphology to conclude habits and even behaviors of different species of fish. We will also focus on a specific characteristic, dentition in mammals, to help us to determine their dietary type.

In particular, we will be looking at the relationship between the form and function of:

1) Cells - different cells and a virus

2) Tissues- representatives of animal tissue types,

3) Body Morphology- various fish species

3) Dentition - a variety of vertebrate skulls and the teeth that they possess.

Cells and Viruses

Observe and draw the following cells.  

Plant cell (slide) – Note cell wall, chloroplast

What does this tell you about the functions of this cell?

Pancreatic cell (slide) – Note large amounts of endoplasmic reticulum and ribosomes.

What do these structures reveal about its function?

Virus (Electron micrograph) – Note the lack of organelles. Why do viruses need to infect a host cell to reproduce?

  Table 1

Tissues

Tissues are groups of cells that have similar structure and function together. In this lab, we will investigate the anatomy of various tissue types and investigate the relationship between their structure and function.

Types of tissues we will investigate in this lab include:

• Epithelial – squamous, cuboidal, and columnar
• Connective tissues – connective tissue proper and muscle

Future labs will investigate additional tissue types study different organismal systems.

Epithelial Tissues

Epithelial tissues are comprised of tightly packed cells enabling them to form barriers:

- between the body and the outside world

- to line organs

- to line cavities.

In this exercise, you will be observing three different types of epithelial tissue squamous, cuboidal, and columnar, so named because of their shape.

Squamous

The cells of squamous tissue are flat and thin to allow for the critical diffusion of nutrients and gases in the alveoli of lungs and blood vessels.

(Think of the word squashed to remember the shape.)

Cuboidal

The cells of cuboidal tissue are, as the name implies, shaped like cubes.

Cuboidal cells are found in tubules throughout the body.

Observe the individual cells surrounding the tubules. Notice that when cuboidal cells form the circumference of the tube, they have a slightly trapezoidal shape, allowing the cells to form a tight seal around the tube, and to distribute the force, further supporting its integrity. Think of the keystone of a free-standing arch.

Columnar cells

Columnar epithelial cells are long and often found where large amounts of secretions or active absorption are essential.

Columnar tissue can be found in the intestines secreting enormous amounts of digestive enzymes and absorbing nutrients. They are also located in the trachea of the respiratory tract, where large quantities of mucus are created to help trap particles before they enter the lung.

In the columnar epithelium of the respiratory tract, you can see goblet cells that release mucus and cilia at the apical surface of many of the cells.

How do cilia and mucus in the respiratory tract protect provide protection?

Many columnar epithelial cells produce mucus. These cells are called goblet cells. (To remember their name, think of goblets filled with white mucus.) Look for goblet cells in your intestinal slide.

Table 2 Summary of Epithelial Tissue Analysis

Connective tissue

Connective tissue is so named because it connects tissues and organs throughout the body together.

Connective tissue contains:

• Cells
• Matrix (may be solid or liquid)
• Sometimes fibers are present to enhance strength, resilience, or elasticity.

Examples of connective tissue include:

• Blood
• Bone
• Cartilage
• Adipose (fat)
• Connective tissue proper

Dense regular connective tissue

Ligaments and tendons – are composed of fibers that attach muscle to bone (tendons) or bone to bone (tendons)

You can determine function from the types and placement of the fibers. Look at the two slides.

Slide 1 – Dense regular unilateral fibers

Slide 2 – Dense regular fibers swirl in more than one direction.

Which do you think undergoes forces in many directions?

Which supports forces in predominantly one direction?

Examine the slide below.

Note the direction of the collagen fibers. Do you feel that the fibers reinforce strength laterally or vertically? Why?

discuss the process and principle involved for screening/selection of hosts (last stage of cloning) containing the intended recombinant plasmid.

You have reviewed bacteria and how they cause disease. In some cases the spread of bacterial infections is actually caused by human error. In the Microbial Pie case, you saw how improperly prepared food, poor hand washing, or improperly stored food can cause outbreaks of bacterial infections. In remote areas this could occur as well. Discuss what measures you would take in a remote area of the world where you may be sent by WHO. Remember, you have limited resources, water may be contaminated, and there is no refrigeration.