In section 7.3 we learn about errors that can occur in the process of meiosis, and several types of errors are mentioned. Select of these types of errors (e.g. chromosome number, non-disjunctions, etc.) and provide a brief description of the error (in your own words). Then do a little bit of online research related to the type of error and identify and describe one disease or condition that can result from this type of error (example – Trisomy 21 is where there is an extra chromosome in the 21st pair, and is responsible for the condition of Down Syndrome). Be sure to describe the symptoms and any treatments that are associated with the condition you select. The concept of DNA replication is a complicated one – and often pretty difficult for us to visualize/grasp. Review 9.2 regarding DNA replication and then do some online searching to find a reference or resources (not one of the ones on Padlet) that does a good job of explaining this process. In your post, identify: One aspect of process of the DNA replication that the video/animation does a good job of describing, or that made things easier to understand (for instance, if you didn’t understand what Okazaki fragments were and a video you find helps explain it, describe what makes the concept more understandable in the video/animation) At least one aspect of the process.

A student measures 10.5 ml of blue liquid in a graduated cylinder and 5.2 ml of red liquid in another graduated cylinder. She then pours the red liquid into the graduated cylinder containing the blue liquid, and the liquids do not mix. Instead, the red liquid remains on top of the blue liquid.

A) What causes the red liquid to remain on top of the blue liquid?

B) Have you seen two liquids that do not mix before? What were they?

C) What is the volume of the two liquids after they were combined?

D) Would you be able to easily separate the liquids in this case? How would you do that?

I need to turn sections 3.1 and 3.2 into a methods and material section that is around 100-200 words. My experiment is how effective the granularity of coffee is with removing copper ions from water. Thanks.

3.1

Calibration Curve 1. Collect six 25 mL Sample vials and label a vial for each of the concentrations (blank, 0.5, 1, 2, 5,
10 ppm) 2. Dispense 10 mL of each Cu2+ solution into five separate labelled 25mL sample vials 3. Add 10 mL of Deionised Water (found in your bench cupboards) into the vial labelled blank. 4. Add 5 mL of ammonium acetate buffer solution into each sample vial 5. Add 5 mL of Alizarin Red solution to each sample vial 6. Place the lid on the vials and gently agitate the vials using either a vortex mixer or your hands
(moving in a swirling motion) 7. Retrieve a cuvette to use for your experiments – all measurements must be performed in the
same cuvette. 8. Using a plastic pipette, rinse the curvette with your blank solution. You can dispose of your rinses in a beaker. All waste must be disposed of in the aqueous heavy metal salt solution
containers 9. After two rinses, place enough of your solution in the cuvette (until it reaches the line) 10. Place the cuvette in the spectrophotometer with the ‘striped’ side facing you. Make sure you
clean the smooth side with a kimwipe to remove any fingerprints. 11. Allow the reading to stop fluctuating before recording your measurement in the excel
spreadsheet. 12. Rinse the cuvette with your next solution to be measured (0.5 ppm) twice repeat steps 7-10 for
each solution to be measured, until all solutions have been recorded.
3.2

Extraction of copper ions using coffee grounds
1. Collect two new 50 mL centrifuge tubes 2. Dispense 30 mL of solution of a chosen concentration into your centrifuge tube (e.g. 1 ppm) 3. Dispense 30 mL of solution of another concentration into your centrifuge tube (e.g. 2 ppm) 4. Add 15 mL of ammonium acetate buffer solution into each centrifuge tube 5. Place the lid on the centrifuge tubes and gently agitate the centrifuge tubes using either a
vortex mixer or your hands (moving in a swirling motion)
6. From each solution, remove 10 mL of your mixed solutions and transfer each to a new labelled
25 mL Sample vial.
7. Add 5 mL of Alizarin Red Solution to each of these new sample vials.
8. Transfer a sample of a solution to your cuvette and record the value from the
spectrophotometer in your excel spreadsheet. Repeat this process another two times for each
solution (you should collect 3 readings for each concentration of copper ions).
9. Collect six 15 mL centrifuge tubes, label each tube with the concentration of the solutions
10. Transfer 10mL of the solutions WITHOUT ALIZARIN RED for each concentration into three
separate labelled 15 mL centrifuge tubes.
11. Add 0.1 g of the coffee grounds into each centrifuge tube.
12. Vortex/stir each tube for 5-15 seconds (be consistent with each solution)
13. Allow the solutions to rest for 10 minutes.
14. Place the centrifuge tubes into the centrifuge. Ask you demonstrators to help you. Centrifuge
the solutions at 5000 rpm for 5 minutes.
15. Remove tubes from the centrifuge and pipette out the solution into a 25 mL vial.
16. Add 2.5 mL of Alizarin Red to each vial.

Self-talk is what we tell ourselves in the privacy of our own thoughts. It can be a powerful way of uplifting yourself or a dangerous way of hurting yourself. It is important to give ourselves positive messages on a daily basis (positive affirmations). a) If you have a recurring negative thought about yourself, write it down and examine it closely. Write down why you think this about yourself. b) Write down real life examples of why the negative thoughts may be distorted. If you still think they are true, then write about something you feel really good about and explain why you feel good about this. Write down two different positive messages (affirmations) you can use with your breathing to give yourself a lift. Affirmations are usually short and to the point. Make sure they work for you and don’t make you feel worse.

Be sure to clearly state the hypotheses in the hypothesis tests and state the conclusions in terms of the problem. Use ?=.?? for all tests.

The following table presents shear strength (in kN/mm) and weld diameters (in mm) for a sample of spot welds.

Diameter Strength

4.2                51

4.4                54

4.6               69

4.8                81

5.0                75

5.2               79

5.4                89

5.6               101

5.8                98

6.0               102

1.Construct a scatterplot of strength (y) versus diameter (x). Does it appear as though a linear model is appropriate? Explain.

2.Compute the correlation coefficient between x and y.

3.Compute the least-squares line for predicting shear strength from weld diameter.

4.Compute the fitted value and residual for each point. (This can be done with a simple option selection in Minitab.

5.Predict the strength for a diameter of 5.5 mm.

6.Can the least-squares line be used to predict the strength for a diameter of 8 mm? If so, predict the strength. If not, explain why not.

7.For what diameter would you predict a strength of 95 kN/mm?

8.Compute the coefficient of determination and explain what it represents.

9.Compute a 90% confidence interval for the mean shear strength of welds with diameters of 5.1 mm.

10.Compute a 99% prediction interval for the shear strength of particular weld with diameter 5.1 mm.

11.Construct two residual plots (residuals versus the fitted y values and a normal probability plot of the residuals) and discuss what they tell you about the fit of the model and whether the model assumptions are satisfied.

Please solve using Minitab and show step

Does Red Increase Men’s Attraction to Women?

A study¹ examines the impact of the color red on how attractive men perceive women to be. In the study, men were randomly divided into two groups and were asked to rate the attractiveness of women on a scale of 1 (not at all attractive) to 9 (extremely attractive). Men in one group were shown pictures of women on a white background while the men in the other group were shown the same pictures of women on a red background. The results are shown in Table 1 and the data for both groups are reasonably symmetric with no outliers.

Table 1 Does red increase men’s attraction to women?

To determine the possible effect size of the red background over the white, find a 99% confidence interval for the difference in mean attractiveness rating μR-μW, where μR represents the mean rating with the red background and μW represents the mean rating with the white background.

Round your answers to two decimal places.

The 99% confidence interval is

68 56 76 75 62 81 72 69 91 84 49 75 69 59 70 53 65 78 71 87 71 74 69 65 64

You have been charged to conduct a statistical test in SPSS to verify the claim that the‘average weekly student expenses’ is different than 74 dollars using an alpha level of 5%. What is the appropriate test that is applicable in this case. Explain your reasoning. State the null and alternate hypotheses in this case using proper statistical notations. List one assumption that you are making about the distribution. Insert a copy of the summary table of descriptive statistics generated in SPSS. Insert a copy of the table for the statistical test you conducted in SPSS. Drawing on information from the tables in (e) and/or (f) show how they relate to t-statistic as obtained in SPSS. What is/are the critical value(s) of the test statistic at the 5% significance level. What can you conclude about the claim based on the results generated from the statistical test? Make sure to support your conclusion by referencing the appropriate statistics from the test. Compute the 90% confidence interval for the average weekly expenses. Compute the Cohen’s d effect size.

Week 3 Discussion: Creating a Work Breakdown Structure (WBS)

* The project is building and opening up a small 24 hour coffee shop*

The work breakdown structure can be confusing, especially for new project managers. Despite its name, it doesn’t actually involve breaking down work; it involves breaking down deliverables.

This, among others, is one of several reasons why you need a thorough understanding of the work breakdown structure before you can create your own.

What is a WBS or Work Breakdown Structure?

A Work Breakdown Structure is the foundation of the project as seen through the project management professional certification training. A WBS has many benefits that will ease the project team’s work during the project life cycle. It helps to better manage, estimate, coordinate and monitor the project. But how is this achieved?

WBS Project Management subdivides project deliverables and project work into smaller and manageable components, or levels. WBS levels are branched in a hierarchical way.

* The numbers next to each item indicate the number of hours or resources required to complete the work. The sum of all these must be 100 at each level. This is the oft-quoted “100% rule” - that the sum of the work at each “child” level must be 100% of the work at the “parent” level.

WBS Levels

1. The first of the WBS Levels (Level 1) is the Project Title. Why? By the end of the project, the overall project scope will be completed, therefore, all project work and deliverables are under the project title respectively.
   
2. The second WBS Level (Level 2) is related to Control Accounts. Control accounts are major parts, systems, phases or deliverables of a project. For instance, if we're building a bicycle, the major parts of the bicycle (frame, wheels, etc.) constitute its control accounts.
   
3. The third WBS Level detail the Work Packages associated with each control account. A work package is a group of related tasks within a project. Because they look like projects themselves, they are often thought of as sub-projects within a larger project. Work packages are the smallest unit of work that a project can be broken down into when creating your Work Breakdown Structure (WBS).
   
   Since work packages are the smallest parts of a WBS that are delivered to the customer, they must be explained clearly to the project stakeholders. To explain work packages in detail, Work Breakdown Structure Dictionary is used. Work packages themselves only state nouns and name of the deliverable. But what needs to be delivered must be explained in detail and that is achieved by WBS dictionary.
   
4. The last WBS level details the Activities to be accomplished. Activities are the tasks that must be assigned to project team members to complete the work package and are (typically) based on geographical area, engineering discipline, technology, or the time needed to accomplish them.

For This Discussion

1. Based on your course project, create a four-level WBS consisting of two control accounts (you'll expand on the number of control accounts for your assignment this week)
2. Create a WBS Dictionary that explains your identified Work Packages
3. Activities are grouped into individual work packages based on any number of variables. Explain your rationale for these groupings.

Go to Motley fool website. Scan the content or pick any article. Write at least one paragraph to summarize the item you picked and what you learned from it. Be sure to include which website you chose, and reference the section of the website where you found the item or article you wrote about.

You are the nurse manager of an outpatient medical clinic. Your patients are diagnosed with heart failure. You have noticed that recently, patients have seemed unhappy with the care they receive in your office. You want to design a quality improvement project to increase patient satisfaction with their office visit. You do not know specifically why patients are unhappy.

You will create a plan to gather information to help you understand why patients are unhappy with their care. Please do the following:

I. Choose a method that you will use from this list. Explain why you choose this method.

                1. Written survey

                                a. Questionnaire that the patient will complete at the end of the visit

b. Questionnaire that staff will read to the patient in a telephone interview one week after the visit.

                2. Interview

                                a. A focus group of patients

b. One-to-one interview with the patient using open-ended questions that will take place after the visit.                      

II. Whichever method you choose, write an introduction to the patient

III. Write the questions you will have the patient answer – Be sure the questions are specific and will get you the most information you need to decide what the problem is at your office.

Use the above (I, II, III) sections to divide the content of your paper. Each section must have complete information.