Significance of Discoveries of Genetics and DNA Order Instructions: Please read below for information concerning assignment. Support responses with examples and use APA formatting in the paper.
Significance of Discoveries of Genetics and DNA
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https://mycampus.southuniversity.edu/portal/server.pt Please note that when you log into the website you must click launch class, and on the next screen click syllabus to view this week’s readings (week 4) and Academic Resources to access the school’s library. The minimum length for this assignment is 1,200 words.
The significance of Discoveries in Genetics and DNA
Our understanding of genetic inheritance and the function of DNA in producing the characteristics of the individual have been developing for more than 150 years. Consider our current state of knowledge. Link genetic characteristics to DNA structure. Explain how DNA through the process of protein synthesis is responsible for the ultimate expression of the characteristics in the organism. Describe how interference in protein synthesis can result in disruption of cellular and bodily processes? How does the significance of one class of proteins, the enzymes, relate to the importance of proper nutrition throughout life?
Assignment 2 Grading Criteria Maximum Points
Quality of initial posting. 20
Connections and higher order thinking. 10
Reference to supporting readings. 10
Language and Grammar. 10
Total: 50
The significance of Discoveries of Genetics and DNA Sample Answer
The significance of Discoveries of Genetics and DNA
Living things have numerous different expressed traits. However, long before the discovery of the DNA structure by James Watson and Francis Crick in 1953 (Berg, Tymoczko, & Stryer, 2012), the scientific community assumed that the genetics of living things was controlled by proteins, and not by DNA. This essay will discuss the link between genetic traits and DNA. The process of converting a DNA chain into a protein and the result of errors in the fineness of this process will also be described briefly. A special focus will be given to types of proteins called enzymes and their role in nutrition.
DNA as the Hereditary Material
Heredity is the transfer of genetic traits from the parent to the offspring. Genetics is the study of heredity, pioneered in the 1860s by an Austrian monk called Gregor Mendel. He developed the fundamental principles of genetics referred to today as Mendel’s laws of inheritance by cross-breeding garden peas. The Austrian monk deduced that factors that existed in pairs called alleles were accountable for the traits of a living organism. Mendel observed that some traits in the parent plants were expressed in the offspring. He also witnessed that some traits were dominant over others (Mneimneh, 2012; Singh, 2016). Biologist later understood that Mendel’s “factors” were indeed the basic units of DNA called genes that are used as the raw material for synthesizing proteins.
In 1952, a scientist called Chase showed that it was DNA, and not proteins, that controlled the genetic inheritance of individual traits. Chase conducted experiments in which he radiolabelled DNA with phosphorous and proteins with sulfur. A year later, Watson and Crick provided the convincing evidence that DNA, and not proteins, was the genetic material. These two brilliant scientists observed that bacteriophages passed radiolabeled DNA from the parents to the offspring and not radiolabelled proteins (Berg et al., 2012).
The Structure of DNA
DNA (deoxyribonucleic acid) is a linear polymer composed of four different monomers. It has a fixed backbone composed of repeating sugar phosphate units called nucleotides. The sugars are compounds of deoxyribose from which DNA derives its name. Each deoxyribose is joined to one of the four available bases: adenine (A), cytosine (C), thymine (T), and guanine (G). These bases are arranged randomly within a DNA strand.
The structure of DNA proposed by Watson and Crick in the year 1953 supports the role of DNA as the hereditary material. The sequence of bases along a strand of DNA constitutes the genetic information, which is used to make proteins. Watson and Crick deduced that DNA molecules have a three-dimensional structure, which is a double helix made up intertwined strands. The sugar-phosphate backbone lies on the outside of the strands while the bases on the inside allowing the bases to pair to each other using hydrogen bonds. Adenine pairs with thymine (A-T) while guanine pairs with cytosine (G-C). If the double helix is separated into two single strands, then each DNA strand can act as a template for copying its partner by specific base pairing. This is the rationale behind DNA as the hereditary material (Berg et al., 2012).
Gene Expression
As pointed out earlier, a gene is a basic component of DNA that can be converted into a functional unit, either RNA (ribonucleic acid) or a protein. RNA is a nucleic acid that is a bit similar to DNA. It is a linear polymer made up of monomers composed of a sugar, a phosphate, and a nucleic base. However, the sugar in RNA is ribose and not deoxyribose and uracil replaces thymine. In addition, unlike DNA, RNA is a single-stranded molecule. In some viruses, RNA is the hereditary material (Berg et al., 2012).
Gene expression is simply the conversion of DNA into a protein and involves two processes: transcription and translation. Transcription is the conversion of DNA into messenger RNA (mRNA) and is a complex, highly regulated process catalyzed by an enzyme called RNA polymerase. On the other hand, translation is the conversion of mRNA into a functional protein and is affected by the ribosomal machinery. Just like nucleic acids, proteins are also polymers made up of a repertoire of building blocks called amino acids. Protein synthesis is a complex process but the key concept is that a set of three DNA bases encode a single amino acid. A specific correspondence between a set of three bases (referred to as codon) and any one of the twenty amino acids is called genetic code. Several amino acids are joined by peptide bonds to yield a polypeptide or a protein (Berg et al., 2012; Nelson & Cox, 2013).
Proteins are the cellular worker bees, participating in essentially all processes. Some proteins such as keratin and collagen are key structural components, while others called enzymes function as catalysts that accelerate biochemical reactions. Special proteins called receptors bind to ligands such as hormones, neurotransmitters, and drugs to initiate signal cascades that affect other processes within the cell. Even the majority of hormones are proteins. Substrate transporters and ion channels are proteins that facilitate the exchange of molecules between a cell and its environment (Nelson & Cox, 2013).
Genetic Disorders
Occasionally, genetic errors called mutations do occur in the genome and this negatively affects protein synthesis. These gene mutations result in the inability to code the correct order of amino acids to form a protein. Mutations lead to coding of a defective protein that works falsely or the formation of a non-functional one. This interference of protein synthesis disrupts cellular and bodily processes. For instance, the loss of three thymine nucleotides in the gene that encodes for a transport protein called cystic fibrosis transmembrane conductance regulator (CFTR) results in the loss of single amino acid and the subsequent formation of a defective CFTR. This creates a life-threatening condition called cystic fibrosis characterized by a decrease in the secretion of fluids and salts by CFTR. Because of this genetic defect, pancreatic secretion is blocked, and a heavy dehydrated mucus accumulates in the lungs making one susceptible to chronic lung infections (Berg et al., 2012).
Hemoglobin is a protein found in the erythrocytes and plays role in the transport of oxygen in the body. In sickle cell anemia, a single nucleotide mutation results in the synthesis of a defective form of hemoglobin that cannot transport oxygen effectively. Metabolic disorders such as Tay-Sach disease, phenylketonuria, and glucose 6-phosphate dehydrogenase deficiency as well as a good number of autoimmune disorders are all caused by errors in the genetic material that result in the synthesis of non-functional or defective proteins (Berg et al., 2012; Nelson & Cox, 2013).
The Role of Enzymes in Nutrition
Enzymes are proteins that accelerate biological reactions in the body by facilitating the formation of the high-energy transition states. They have pockets called active sites and some are bound to either an organic or an inorganic prosthetic group. Nutrition is the process by which a living organism breaks down food and uses it for growth and development. Nutritionally, enzymes are categorized into two: digestive enzymes and metabolic enzymes (Voet, 2012).
Digestive enzymes are secreted into the gut by body organs such as the salivary glands, the stomach, the pancreas, and the small intestines. Digestive enzymes are secreted when there are substrates (food) in the gut and are thus inducible enzymes. Uncooked food also contains enzymes that help in digestion of food macromolecules. In addition, the gut contains microbial commensals that secrete enzymes that help in digestion. For example, ruminants can digest cellulose, thanks to a microbial cellulose enzyme. Digestive enzymes breakdown proteins, carbohydrates, and lipids into amino acids, monosaccharides, and fatty acids respectively. The building blocks are absorbed through the intestinal wall into the bloodstream (Voet & Voet, 2011).
Metabolic enzymes are present in the cells and are grouped into catabolic and anabolic enzymes. A few are inducible, but a majority are expressed constitutively. Catabolic enzymes further degrade the absorbed building blocks (sugars, amino acids, and fatty acids) to yield energy for use in biosynthetic pathways, muscle contraction, and active transport. Anabolic enzymes catalyse the assembling of the absorbed building blocks to form larger biomolecules such as polysaccharides (glycogen), proteins, lipids (fats and oils), nucleic acids, porphyrins among others (Nelson & Cox, 2013; Voet & Voet, 2011).
Significance of Discoveries of Genetics and DNA Conclusion
DNA is the conventional hereditary material in all cells while RNA is a hereditary material in some viruses. DNA is composed of genes that are transcribed to mRNA, which is then translated to produce a functional protein. These proteins range from transporters, enzymes, receptors, ligands, ion channels, and structural proteins. Errors in the genetic material result in the synthesis of non-functional or defective proteins, which leads to genetic diseases. Enzymes are proteins that play central roles in food nutrition, particularly digestion and metabolism.
Significance of Discoveries of Genetics and DNA References
Berg, J. M., Tymoczko, J. L., & Stryer, L. (2012). Biochemistry (7 ed.): W. H. Freeman and Company.
Characteristics of Water and Carbon Order Instructions: Please read below for information concerning assignment.
Characteristics of Water and Carbon
Support responses with examples and use APA formatting in the paper. You may access the school’s website by logging into:
https://mycampus.southuniversity.edu/portal/server.pt
Please note that when you log into the website you must click launch class, and on the next screen click syllabus to view this week’s readings (week2) and Academic Resources to access the school’s library.
Please provide substantial responses to the following classmate’s posts to Discussion Question #1 & #2
Discussion Question #1: Water and carbon are major components of all life. Describe the characteristics of these materials which make them so important to living things. Be prepared to discuss how life as we know it might be affected by slight changes in the characteristics of water or carbon.
Angela
Water and carbon are major components of all life. Describe the characteristics of these materials which make them so important to living things.
Water has several characteristics which make it important to living things. It is important as it makes up 70-95% of our bodies cells which is pretty darn important to us as living beings. The hydrogen in the water forms bonds and this cohesion of the like makes the surface tension of water very high (Simon, Dickey, Reece, & Hogan, 2016). This is great if you are a spider! Due to these hydrogen bonds, water is also resistant to temperature. Water can absorb and store heat, or it can release a large amount of heat depending upon what is happening to the water and the hydrogen bonds. Water is also less dense when it is in ice form which is why the ice floats. This is important particularly to our bodies of water. The frozen water on top of lakes, rivers, and oceans acts like a blanket insulating the rest of the water. This allows for the life underneath to flourish and thrive. If the ice were to not float the waters would be frozen and only the top portions would thaw out during the spring and summer months. Of course, water has an evaporative cooling process which helps to cool us down when we get too hot (and some other animals as well).
Carbon is necessary for our lives because it can make compounds by forming bonds with other atoms. Carbon has 4 electrons in its outer shell which makes carbon able to form bonds with up to four other atoms, or building blocks if you will. A carbon atom can bond with another carbon atom and those can then form bonds with up to 3 (a total of 6) other atoms. These are the building blocks from which is essential to life.
Thanks,
Angela
Characteristics of Water and Carbon References
Simon, E. J., Dickey, J. L., Reece, J. B., & Hogan, K. A. (2016). Campbell essential biology with physiology fifth edition.Pearson Education, Inc. Retrieved from https://digitalbookshelf.southuniversity.edu/#/books/1323125574/cfi/4!/4/2/2@0:92.5
Woodward, D. (2009, June 11). Carbon and life. Retrieved from Biology 110 – Basic Concepts and Biodiversity: https://wikispaces.psu.edu/display/110Master/Carbon+and+Life#CarbonandLife-Carbon
Camilya
Prokaryotic cells are found in organisms of the domains Bacteria and Archaea, known as prokaryotes. Prokaryotes have a cellular organization fundamentally different from that of eukaryotes, an d lacking structural features. Most prokaryotes have cell walls exterior to their plasma membranes. Prokaryotic cells have three common shapes. Spherical prokaryotic cells are called cocci, Rod-shaped prokaryotes are called bacilli and Spiral-shaped prokaryotes include spirochetes. Although all prokaryotes are unicellular, the cells of some species usually exist as groups of two or more cells. Prokaryotic species are also mobile. Prokaryotic cells are usually much smaller—about one-tenth the length of a typical eukaryotic cell—and are simpler in structure. Fossil evidence shows that prokaryotes were the first life on Earth, appearing more than 3.5 billion years ago.
All cells, whether prokaryotic or eukaryotic, have several features in common. They are all bounded by a barrier called a plasma membrane, which regulates the traffic of molecules between the cell and its surroundings. Inside all cells is a thick, jellylike fluid called the cytosol, in which cellular components are suspended. All cells have one or more chromosomes carrying genes made of DNA. And all cells have ribosomes that build proteins according to instructions from the genes. Prokaryotic cells and eukaryotic cells perform similar functions, but prokaryotes cells are much smaller and less complex. The most significant structural difference between the two types of cells is that eukaryotic cells have organelles, membrane-enclosed structures that perform specific functions, and prokaryotic cells do not.
The first eukaryotes did not appear until around 2.1 billion years ago. Eukaryotic cells have a membrane-enclosed nucleus and numerous other membrane-enclosed organelles. Organisms of the domain Eukarya are composed of eukaryotic cells and are called eukaryotes. The most important organelle is the nucleus, which houses most of a eukaryotic cell’s DNA. The nucleus is surrounded by a double membrane. A prokaryotic cell lacks a nucleus; its DNA is coiled into a “nucleus-like” region called the nucleoid, which is not partitioned from the rest of the cell by membranes. The walls within eukaryotic cells are made from membranes that help maintain a unique chemical environment inside each cubicle.
Characteristics of Water and Carbon Reference
Simon, E. J., Dickey, J. L., Reece, J. B., Hogan, K. A. (1–2015). Campbell Essential Biology with Physiology, 5th Edition. [South University]. Retrieved from https://digitalbookshelf.southuniversity.edu/#/books/1323125574/
Javier
Water and carbon are major components of all life. Describe the characteristics of these materials which make them so important to living things. Be prepared to discuss how life as we know it might be affected by slight changes in the characteristics of water or carbon.
The most important substance to life is water. In chemical terms, water is made up of two hydrogen atoms and one oxygen atom. It’s interesting to know that 70% of the earth is made up of water and that the human body is also composed of 70% water. Water exhibits properties like surface tension and capillarity; properties that are associated with the possibility of a liquid rising through a tube against the force of gravity. Other properties of water are adhesion and cohesion and boiling and melting temperature, which are temperatures where water changes state. Its level is not the same all over the world but depends on the altitude with respect to sea level.
The above-mentioned properties give water the possibility of fulfilling fundamental functions for life, such as to act as a general solvent for different water-soluble substance involved in many metabolic reactions and to give flexibility and elasticity to the tissues. Additionally, water is necessary for the process of osmosis and diffusion through different types of membranes. Water also participates throughout the digestive process from chewing and is especially important for the normal functioning of the kidneys, which is the purifying organ. Water dilutes the calories of food and helps regulate body temperature.
It’s already known throughout the scientific world that life depends exclusively on the existence of the molecules of carbon. Yet, living organisms are formed primarily of water that is composed of hydrogen and oxygen.
Apart from other elements like carbon, one of the most important criterion that life is based on and that is fundamental is the organizational ability of molecules to join in repetitive structures. An example would be carbon joining to form polymer chains that are key to the replication and the conservation of our DNA.
To form a chain of polymers as the carbon forms, we need the base element to link atoms to both the right and left, thus forming a kind of backbone, having on the sides the ability to bind to more atoms. But because of space, not more than four, and for that, the carbon is perfect because it has four links. In the periodic table, we can find it in the valence zone 4, along with other candidates to form chains, such as silicon, boron or sulfur, but it is known that these chains tend to be more inconsistent than carbon and end up undoing.
A bond between a carbon and another carbon is twice as strong as a bond between two silica, and the bond of carbon with its side chains in the side chain is stronger, which keeps the structure strongly united even in environments with variation of conditions subjected to extreme temperatures, at the same time as it allows other types of chemical reactions that can happen with normality in their secondary reactions, something that with other valence elements 4 does not happen.
Characteristics of Water and Carbon References
Simon, E. J., Dickey, J. L., Hogan, K. A., & Reece, J. E. (2015). Campbell Essential Biology with Physiology. New York, NY: Pearson Education Inc.
http://thelivingcosmos.com/TheNatureofLife/ImportanceOfWaterForLife_12May06.html
Discussion Question #2: Prokaryotic and eukaryotic are the two major categories of cells making up life on earth. Describe the differences in prokaryotic and eukaryotic cells. How have the characteristics of each kind of cell put limitations and provided opportunities for the survival and divergence of modern living things? Be prepared to discuss why both types of cells could be considered equally successful as life has evolved over time.
Rodney
The cellular composition comprises two cell structures being prokaryotes and eukaryotes. Prokaryotic cells do not consist of an internal nucleus and eukaryotic cells to consist of a nucleus, or internal membrane structure. As in a simple unicellular form, prokaryote structures range from gelatin capsules taken for medicinal purposes, and the cells divide in a binary fission process to form other cells. As such for more of the cells of some species to exist, it is done as groups of two or more cells. Division by binary fission consists of a single cell duplicating its DNA to become two cells, which then becomes 4, 8, and so on. The life span of prokaryotic groups can only go so far because of the metabolic waste produced that eventually pollutes the surrounding environment. On the plus side of this, the metabolic “talents” from prokaryotes make them excellent symbiotic, or ability to live together, partners with animals, plants, and fungi.
Eukaryotic cells are large, complex cell structures that contain a membrane-enclosed nucleus, or control center of a cell. Within this nucleus contain the DNA, nucleic acid that contains information that controls the pattern of growth and development in all organisms, and the nucleolus, or site of ribosome construction.
Both prokaryotic and eukaryotic cells are bound by a barrier called a plasma membrane that regulates the flow of molecules between the cell and its surroundings. Inside the structure is a thick, jelly-type fluid called the cytosol which suspends cellular components. Prokaryotic cells are simpler in structure and less complex between the two, even though they are able to perform similar functions. A notable fact between the two cells is that eukaryotic cells have organelles which are membrane-enclosed structures that perform specific functions, whereas prokaryotic cells do not.
Characteristics of Water and Carbon References
Simon, E. J., Dickey, J. L., Reece, J. B., Hogan, K. A. (1–2015). Campbell Essential Biology with Physiology, 5th Edition. [South University]. Retrieved from https://digitalbookshelf.southuniversity.edu/#/books/1323125574/
Connie
Prokaryotic and eukaryotic are the two major categories of cells making up life on earth. Describe the differences in prokaryotic and eukaryotic cells. How have the characteristics of each kind of cell put limitations and provided opportunities for the survival and divergence of modern living things? Be prepared to discuss why both types of cells could be considered equally successful as life has evolved over time.
Prokaryotic and Eukaryotic are made up of cells that surrounded by a cell membrane. The difference between the two is that eukaryote cell contains membrane-bound, organelles, and including a nucleus. Eukaryotic can be single-celled or multi-celled, like plants, humans, fungi and insects. Prokaryotic cells do not have a nucleus or any other membrane-bound organelle. Bacteria are an example of Prokaryotic. Eukaryote cells are bigger with more DNA and more protein. Having a nucleus is the biggest difference because the nucleus holds things together. Prokaryotes DNA is found in a region of the cytoplasm called nucleotide. The prokaryotic cell is organically older than the eukaryotic cell.
Eukaryotic and Prokaryotic Cells. (n.d). Retrieved from https://www.coursehero.com/file/p5pjvfa/Eukaryotic-and-Prokaryotic-Cells-2-to-compartmentalize-cellular-functions-That/
Shanae
Prokaryotic cells are the most primitive cells. They do not contain a definite nucleus. The chromatin bodies remain scattered inside the cytoplasm. Eukaryotic are believed to have been evolved from the prokaryotes. The chromatin bodies are enclosed by a nuclear membrane. Eukaryotic cells are larger than the prokaryotes. Eukaryotic cells are more complex than prokaryotes and the DNA is linear and found within a nucleus.
Characteristics of Water and Carbon Sample Answer
Responses
Angela
Discussion Question 1.
Water and carbon are major components of all life. Describe the characteristics of these materials which make them so important to living things. Be prepared to discuss how life as we know it might be affected by slight changes in the characteristics of water and carbon.
Response
Angela wrote a good essay but she is too wordy. She also concentrated more on the ecological importance of water at the expense of the physiological importance. As far as water surface tension is important to a spider and floating ice is important to a fish, we need to appreciate the integral roles played by water in the physiology of these animals.
Camiya
Discussion Question 2
Prokaryotic and eukaryotic cells are the two major categories of cells making up life on earth. Describe the differences in eukaryotic and prokaryotic cells. How have the characteristics of each kind of cell put limitations and provided opportunities for the survival and divergence of modern living things? Be prepared to discuss why both types of cells could be considered equally successful, as life has evolved over time.
Characteristics of Water and Carbon Response
Just like Angela, Camiya is too wordy. She wasted valuable space on similarities between the two cell types, which is outside the scope of the question. In addition, she does not explain how prokaryotic and eukaryotic cells are different function wise.
Javier
Discussion Question 1
Water and carbon are major components of all life. Describe the characteristics of these materials which make them so important to living things. Be prepared to discuss how life as we know it might be affected by slight changes in the characteristics of water and carbon
Response
Javier is using too many words to bring out his answers to this question. I would suggest he just state and describe briefly the properties of water as previously described by Lehninger Biochemistry such as high specific heat capacity, high heat of vaporization, the universal solvent, polarity, density, biochemical reaction, cohesion, and adhesion (Nelson & Cox, 2013). It is also not clear how carbon bonding allows us to withstand extreme temperatures as he puts it and yet we can barely survive at 50o C.
Rodney
Discussion Question 2
Prokaryotic and eukaryotic cells are the two major categories of cells making up life on earth. Describe the differences in eukaryotic and prokaryotic cells. How have the characteristics of each kind of cell put limitations and provided opportunities for the survival and divergence of modern living things? Be prepared to discuss why both types of cells could be considered equally successful, as life has evolved over time.
Characteristics of Water and Carbon Response
Rodney’s discussion on this question is the best I have read so far. He has explored in detail the differences between prokaryotic and eukaryotic cells. However, he needs to explain how these differences limit or provide an advantage to each type of the cell.
Connie
Discussion Question 2
Prokaryotic and eukaryotic cells are the two major categories of cells making up life on earth. Describe the differences in eukaryotic and prokaryotic cells. How have the characteristics of each kind of cell put limitations and provided opportunities for the survival and divergence of modern living things? Be prepared to discuss why both types of cells could be considered equally successful, as life has evolved over time.
Response
Connie did poorly cover the differences between prokaryotic and eukaryotic cells. She only covers membrane-bound organelles, but there are more differences between prokaryotic and eukaryotic organisms. For instance, prokaryotic cells lack some organelles found in eukaryotic cells such as endoplasmic reticulum, Golgi apparatus, peroxisomes, and lysosomes, cytoskeleton. As a result, prokaryotes lack cell functions performed by some of these organelles such as post-translational protein modification, cytoplasmic movement, endocytosis, and phagocytosis (Berg, Tymoczko, & Stryer, 2012).
Shanae
Discussion Question 2
Prokaryotic and eukaryotic cells are the two major categories of cells making up life on earth. Describe the differences in eukaryotic and prokaryotic cells. How have the characteristics of each kind of cell put limitations and provided opportunities for the survival and divergence of modern living things? Be prepared to discuss why both types of cells could be considered equally successful, as life has evolved over time.
Response
Just like Connie, Shanae needs to include more points to her response to this question. In addition, she should appreciate that the absence of a nuclear membrane does not make prokaryotes primitive per se but allows them to carry out both transcription and translation simultaneously, while in eukaryotes the two are separate processes (Berg et al., 2012)
Characteristics of Water and Carbon References
Berg, J. M., Tymoczko, J. L., & Stryer, L. (2012). Biochemistry (7 ed.): W. H. Freeman.
Nelson, D. L., & Cox, M. M. (2013). Lehninger Principles of Biochemistry (6 ed.): W.H.Freeman.
Your purpose is
to provide an overview of your proposed analysis and convince me of the merits of your research project.
In seeking approval for your research, you should include the following in your proposal:
– an introduction that provides background on the problem/question
– the purpose of your analysis (your analytical question)
– the intended professional audience who wants the answer to your research question
– perceived benefits of your research for the intended audience
– the scope of the study (i.e., areas of investigation)
– potential research sources (some specificity expected here; URLs not appropriate)
– a conclusion that reaffirms the value of your project and requests approval to proceed
Format your proposal as a memo, directed to me, and use subheads to make the content accessible. Limit the memo to one page
Drug, Society & Human Behavior
Effects of Heroin Abuse (Refer to attachment for full details)
The paper needs to be 6-7 pages long plus a title page, abstract page, and references pages. You must reference at least 5 peers reviewed journal articles.
Your paper should address the following:
What is the history of the drug?
Why is the drug a problem to society? What are problems or issues that surround the drug?
How does the drug work? What are the adverse health effects of taking the drug?
What are the psychological and physiological effects of the drug?
What is being done to combat the problems or adverse health effects associated with the drug?
Are there any current treatments? How effective are they?
What recommendations do you have for a drug education/prevention program for this particular drug?
Epistemology is one of the basic hypothesis, along with ontology/methodology/others, to discuss philosophy and the starting point to construct any nature/science research. Epistemology explores topics like what is the nature of knowledge/fact, how are they acquired, the boundary between experiential/critical knowledge and what is the criteria to evaluate knowledge (Harmon & Mayer, 1986). Various concepts are drawn upon to address these topics. For example rationalism, empiricism and criticism are used to discuss the nature & source of knowledge, idealism & realism to discuss the very existence of object that knowledge interacts with (how do we know what we know) and dogmatism, skepticism & positivism to sense the boundary of acquiring knowledge (is it possible to have knowledge at all). By contrasting & discussing epistemological stance certain knowledge constructs its theory upon, more critical understanding of the limitation & possibility of the knowledge/authors can be acquired (Easterby-Smith, et al, 2008)
Management & business research focuses on the applicability of certain theory. Since such research is built upon established theory/knowledge (standing on the shoulder of giant), originality is mainly claimed through critical understanding of the limitation & possibility of the researched theory/knowledge, which marks the difference with doctoral thesis where contrition to theory of or even creation of new theory is required. Such requirement connects the formulation of a management research problem with the critical examination/evaluation of epistemological stance towards the authors of particular theory as well as the researcher itself. Having similar epistemological stance between theory author & researcher, for example both believes in knowledge empiricism & objects realism and use social constructionism model, might lead to similar composition of the researcher’s management & business research & produces similar observation/results, which may not satisfy the expectation of originality, applicability and creativity for master level student. In this sense, understanding the epistemological stance both parties take can potentially help the researcher to balance the objectivity of the research by carefully reviewing discussions (supports & criticism) upon the theory researched and acquire in-depth view of the history, contribution, limitation & future trend of certain theory. The author can then base on its own epistemological stance to decide what & how it wish to access the theory itself: Will it choose to support, argue, or neutralize (seeking common ground) different epistemological stances of certain theory that may ultimately lead to new discovery of its applicability.
My research interest is operation model simulation’s applicability in complicated situation (like demand planning & forecasting or factory operation) where human interventions happens a lot. And i see this topic offers an interesting perspective with its epistemological stance embedded between two concepts mentioned by Easterby-smith, et al (2008): social constructionism & positivism. Whilst operation model simulation is a computer science based theory that believes in the connection between data and consequences (a reflection of positivism), demand planning & forecasting/factory operation to a very large extent is an interaction involves multiple stake holders on the supply chain where collective intelligence is valued (a reflection of social constructivism). In fact this observation goes beyond the operation modeling itself but to the underpinned philosophy of supply chain management framework: How to balance various parties’ interest and seek to maximize the efficiency of the supply chain and minimize the cost. Positivism usually offers a starting point from a data mining & phenomenon understanding stand point but when investigation goes deeper social constructivism comes into play from a knowledge/expertise/interest interaction stand point between various parties. From my own experience in managing both, i believe in seeking a common ground between positivism & social constructivism will offer benefit to operation improvement. This might also reveal certain prospect of human-machine interactive relationship into the future.
Reference:
Harmon, M. M., & R. T. Mayer. (1986), Organization Theory for Public Administration, Boston: Little, Brown
Easterby-Smith, M., Thorpe, R. & Jackson, P. (2012) Management research, 4th ed. London: SAGE Publications
SAMPLE ANSWER
Epistemology: Reply
In this post, the student is spot on by stating that epistemology is one of the fundamental hypotheses, along with ontology and methodology, for discussing philosophy and is in fact the basis for constructing science or nature research. Generally, methodology is concerned with the research techniques and tools, and ontology focuses on people’s suppositions with regard to the nature of things and how the world is made up (Burrell & Morgan, 2011). Conversely, epistemology is concerned with people’s beliefs with regard to how a person may discover knowledge regarding the world (Harmon & Mayer, 1986). In essence, epistemology is a core area of philosophy that is focused on the limits, sources as well as nature of knowledge; this is something which the student has rightly pointed out in the post. To add on what the student has stated in the post, epistemology focuses on issues to do with the creation as well as dissemination of knowledge (Easterby-Smith, Thorpe & Jackson, 2012).
In addition, the student’s area of research interest, which is the applicability of operation model simulation in complicated situations where there is a great deal of human interventions, is actually an exciting area of research. This topic is really fascinating since it will allow the researcher to delve into the twin concepts of positivism and social constructivism which embed the epistemological standpoint. While positivism offers the basis from a phenomenon and data mining view, social constructivism offers understanding from a knowledge, expertise or interest interaction stance between different parties. Finding a common ground between social constructivism and positivism may present benefit to operation improvement, and may as well allow the researcher to determine particular prospect of human-machine interactive relationship (O’Gorman & MacIntosh, 2015). As such, the topic which the student identified will be a very interesting one to look into.
References
Easterby-Smith, M., Thorpe, R. & Jackson, P. (2012) Management research, 4th ed. London: SAGE Publications
Harmon, M. M., & R. T. Mayer. (1986), Organization Theory for Public Administration, Boston: Little, Brown
O’Gorman, K. D., & MacIntosh, R. (2015). Research Methods for Business and Management, 2nd Edition, Goodfellow Publishers Ltd: Oxford.
Burrell, G., & Morgan, G. (2011). Sociological paradigms and organisational analysis: Elements of the sociology of corporate life. Heinemann: London
Assignment requested deadline May 7 by 8am. Please read below for information concerning assignment. Support responses with examples and use APA formatting in the paper. You may access the school’s website by logging into https://mycampus.southuniversity.edu/portal/server.pt
Part 1 Status of Contracts
Select two of the scenarios below and explain the contractual issues and possible outcomes.
• Wally contracted to sell his home to Wendy for $295,000. Before the deal closed, Wilson offered to purchase the house for $315,000. Wally accepted Wilson’s offer and refused to sell the property to Wendy.
• Nathan agrees to paint Ned’s single story home for $2,000. Ned realizes that he will not enough funds to pay Nathan, so he transfers his rights under the agreement to his neighbor, Nancy, who has a three story home. Nancy calls Nathan to let him know that Ned assigned the contract to her and requests that Nathan pain her house for $2,000.
Part II
Select two of the following topics, explain them, and provide a relevant example that does not appear in the textbook:
•Compensatory damages
•Consequential damages
SAMPLE ANSWER
Status of Contracts
Part I
The law of contract postulates that an offer becomes a binding agreement once the seller and buyer reach a consensus. In this respect, the Wally is bound by the law of contract to sell the house to Wendy. However, given that the deal had not be finalized, it means that there is no written contract and as provided by Cross and Miller (2014), a verbal contract could easily be easily escaped; with Wally providing that he had not entered into the contract yet.
The transfer of burden and obligations stipulated in a contract is not allowed and Ned therefore has no right to transfer the painting contract to Nancy (Miller, 2011). In order for a transfer to be done, the parties in the contract must both be involved and provide consent, in which case Nathan did not consent on the change. Furthermore, the initial contract involved a single storey and transfer of the contract insinuates that the terms of contract have changed from one to three storey, increasing Nathan’s obligation without increasing the compensation.
Part II
Compensatory damages refer to charges that a court issues through a civil action to compensate the plaintiff for loss, injury or detriment resulting from another individual’s unlawful conduct (Miller, 2011). An example is where the parties enter into a contract to provide goods and upon delivery the buyer cancels the order. The buyer should then be required to pay for compensatory damages in terms of time and transport costs incurred, as well as lost opportunity to sell to another willing buyer.
Consequential damages are used to demonstrate damages resulting from a contractual party’s failure to meet their part of the obligation. This may also include actions outside the contract that result from failure to accomplish (Cross and Miller, 2011). An example is where an individual gets into a contract to purchase a house within a given time but fails to fulfill the promise. If the seller was relying on the money to pay off the mortgage but fails due to unavailability of money and the house is auctioned, consequential damages are experienced.
References
Cross, F. B. & Miller, R. L. (2014). The Legal Environment of Business: Text and Cases.
London: Cengage Learning, 2014
Miller, R. L. (2011). Business Law Today: Comprehensive: Text and Cases. London: Cengage
Learning.
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The British High Speed Rail HS2 Project The essay requires a balance in the use of theory e.g. the type of issues that projects face in initiation and practice (about the management of /
reaction to the HS2 project).
The British High Speed Rail HS2 Project
For the purposes of scope and depth, you should try to cover no less than three and no more than four distinct issues.
Focus on Project HS2 only.
Write about the theory of initiation, communication, and leadership.
I need examples to support ideas.
Support your argument with evidence.
Here some links may help.
Cleland, D.I. and Ireland, L.R. (2017), Project Management: Strategic Design and Implementation (5/e), McGraw-Hill, USA. Library 658.404CLE, also available
as an electronic source
Meredith, J.R. and Mantel, S.J. (2016), Project Management: A Managerial Approach, (8/e), John Wiley and Sons, Inc. Library 658.404MER
Larson, E.W. and Gray, C.F (2011), Project Management: The Managerial Process (5/e), McGraw-Hill, USA. Library 658.404GRA
Schmidt, T. (2015), Strategic Project Management Made Simple: Practical Tools for Leaders and Teams, John Wiley & Sons, NJ. Library 658.4012SCH
Basically, you will need to read 10-12 pages and answer the questions below in an essay form please.
1- Statement of the issue – one or two sentences.
2- Review of the authors arguments – one or two paragraphs stating at least three major points made by each author.
3- Comparison of arguments – at least one paragraph contrasting what each author had to say.
4 – Your opinion – at least one paragraph explaining either
a) why you agree with one of another, or
b)why you disagree with all the authors.
5- Discussion Question – an open ended question that you derive from the readings.
This is the textbook name just in case you need to know or if you want to quote anything. “The Enduring Debate (Norton, 2014)
SAMPLE ANSWER
Statement of the Issue
According to the authors in these literatures, the central theme that stands out is the evolution of the media industry. The authors therefore address some of the areas that have been impacted by the advent of internet.
Review of the Authors Arguments
The first author takes a look at the element of future political journalism in which he describes the manner in which people primarily depended in the newspapers and the broadcast television networks as their sources of information(Norton, 2014). Cable news therefore emerged in providing an alternative to the already existing forms of media. However, the rise of the internet in the 1990s resulted in a dramatic change in communication technology, a factor that has seen the social media networks receive much attention in the presentation of opinions. The changes in communication and technology have therefore wrought different changes in political practices and the manner in which people learn about the government.
Paul Star in the next article articulates the manner in which newspapers are taken for granted. The newspapers according to him remain the center of American politics, culture and business. This author therefore denotes that through newspapers, people are in a position to determine the welfare of the state and determine several elements within the civil society(Norton, 2014). However, the advent of the internet has changed the manner in which information is dispensed within the society. This therefore points out to the fact that there has been a decline on the newspapers that has been superseded by the growth of the internet as a source of information with this impacting how people receive information.
On the other hand, James Fellow through his literature points out on the effective approaches directed towards saving the news. It is essential to note that this author alleges that the news business is being killed considering the fact that Google is fighting to bring this back to life(Norton, 2014). Googles power in this case is viewed as the creator or the destroyer of the newspaper industry. One of the things that stand out for this author is in the number of newspaper subscriptions that are made in each and every household that is quickly falling, a factor that is ascribed to the founding of different communication technologies.
Comparison of Arguments
It is essential to consider the fact that all of these authors argue their cases out on the power on the communication technology within the society. The first author considers the manner in which the society entirely depended on newspapers and cabled news in providing information and news about the factors that revolved around the society(Norton, 2014). The author depicts the manner in which the old forms of media that included pamphlets, newspapers, and the radio and the television dominated the era of ascendency. However, the author depicts the fact that the advent of the interned turned around this factors.
Paul Star on the other hand depicts the manner in which newspapers are today taken for granted. He gives a historical background stating how the newspapers remained an important tool in the American society that would inform the community on several elements. The author therefore laments that the advent of the internet has changed this factors into a new regime that discredits the old forms of communication.
James Fellow also ascertains the effective approaches directed towards saving the news. According to him, the advent of information technology has killed the news business with google trying to fight this back. However, the author alleges that Google may turn out to be the destroyer or the creator of the newspaper industry.
In my opinion, these authors therefore depict the manner I which information and technology has eroded the older forms of information and technology. They therefore give their opinions on the old forms of communication approaches and their advantages during the period. However, they fail to understand that the globalization of the world has changed the manner in which communication is dispensed today. It is in my view essential to consider that the changes in technology are to the advantage of the society since this has made work easier and information so first to get. The society would wait for some time to read the newspaper and grasp information about an issue. However, in this dispensation, there is access to information at the click of a button, a factor that has broadened the manner in which the society views things.
References
Norton, (2014).The Enduring Debate. An Empirical Investigation. Journal of Management Information Systems, 28(3), 45-84.
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Euthanasia is defined as the intentional administration of drugs that are lethal with the intention of terminating person’s life in a painless manner; to relieve patient from continued suffering from an chronic and incurable condition which that is unbearable. There are three types of euthanasia; a) voluntary euthanasia- which refers to euthanasia conducted upon patient requests; b) Non- voluntary euthanasia- which refers to euthanasia performed but not from patient wish/ request and c) Physician assisted suicide- where the physician willing and knowingly terminates patient life at the patient request (Dierckx de Casterlé, Denier, De Bal & Gastmans, 2010).
Impact on nursing practice, social values, morals, and norms
The advancement in technology and medical knowledge has led to changes in the causes as well as death timing in the modern world. The advancement in technology have made life expectancy to increase; but the longer they live, the more people are subjected to degenerative diseases which are chronic and have gradual health deterioration to old age, who are admitted in the palliative care where they get end of life are. In the diverse healthcare facilities, the physicians and the nurses are part of the interdisciplinary team but the role of the nurses differs from the other healthcare providers. This is because the nurses are closer to their patients, and are often confronted with the mourning and distress from the family members and relatives (Sharp, 2012).
Human euthanasia is legal in few countries including Luxembourg, Belgium, Colombia, Netherlands, Germany, Switzerland and Japan. In the USA, the euthanasia is legal is few states including New Mexico, California, Vermont, Oregon, and Montana (Sharp, 2012).
For example, in nursing profession, there is the issue of trust, i.e. the patient should trust the nurse that he or she will not be killed by the nurse. In this context, euthanasia concepts develop the dimension of suspicion that conflicts with the nurse roles as healer and comforter. On the other hand, the patient expects the nurses to be their advocates, thus, institutions that co-opt euthanasia in their policy could cause the rise of the concept of distrust due to the interrupted confidence in relationship between the service user and the service provider (Quaghebeur, Dierckx de Casterle & Gastmans, 2009).
The integrity of nurses should never be used mainly to meet the patient goals i.e. patient wishes to die. Although utilitarian theory supports this practice, it is against the nurse moral and professional dignity for the nurses. Although involvement of the nurses in executing euthanasia adversely affect the society faith as well as trust in nursing practice; it is in line with the nurses professional responsibility of protecting human dignity, caring and promoting as well as protecting patient interest. Thus it can be said it is compatible with nursing practice (Salladay, 2015).
Ethical theory and principle
The four medical ethical principles impact significantly about the nursing debate about euthanasia. These principles include non-maleficence, autonomy, justice and beneficence. For instance, the nurses are obliged to respect for the patient autonomy. This justifies the issue of euthanasia, as the nursing professional ethics indicates that patient’s autonomy must be respected. The patient request on their private life must be respected by the physician, government and the nurses. Therefore, the nurses must never feel guilty when undertaking these tasks as it is respecting autonomous (Salladay, 2015).
The critics that arise in this context include the fact that these practices have little respect to empathy and autonomy of the patient family and relatives. It is argued that a patient autonomy is not vital if it erases all the importance of the community social paradigm. Life is a valued paradigm in the society. Secondly, it is strange that euthanasia supporters advocate for patient autonomy even when the patient does not enjoy his/her autonomy. Therefore, euthanasia is an indication that the healthcare providers are unable to deal with death, which causes the questioning the quality of autonomy if the patient flees from anxiety or their uncertainty by choosing death. This is a mere defeatist perspective, where there lacks room for positivity or hope in ending the person suffering (Sharp, 2012).
Rejection of euthanasia is mainly supported by the nursing ethics principle of non-maleficence. If this principle is applied, euthanasia is a drastic interventions applied in the end of life care, which makes it difficult to deal in with death correctly. This principle supports the sanctity of life making it difficult to acknowledge euthanasia as ethical practice. Therefore, this principle calls for respect for life. This is also supported by the ethical principle of beneficence delineates the importance of promulgating the legitimate interests of all other people involved. On the other hand, the ethical principle supports in practicing the overall good of the patient, which requires in stating what is medically appropriate for the patient (Quaghebeur, Dierckx de Casterle & Gastmans, 2009).
Additionally, in protecting patient’s request, then, euthanasia is viewed as justice as it illustrates the expression of delivering good care for the patient. Although the consequentialism theory criticizes euthanasia, the ethical principle of justice here implies that the patient needs are addressed to according to their needs or according to their possibilities. Additionally, this principle is likely to be affected by the danger of being self-righteous or self-gratification attributes associated with the new movement- which euthanasia is a part of (Salladay, 2015).
Conclusion
The increased lack of consensus between the nurses on this ethical issue points the importance to analyse the world view and ideologies as well as the nurse’s attitudes and beliefs about euthanasia. Attention should be focused on the role of euthanasia in essence of care by evaluating the evidence based studies. This is especially important because of the specificity nature of the nursing expertise in care, especially in end of life care.
Quaghebeur, T., Dierckx de Casterle, B., & Gastmans, C. (2009). Nursing and Euthanasia: a Review of Argument-Based Ethics Literature. Nursing Ethics, 16(4), 466-486. http://dx.doi.org/10.1177/0969733009104610
Salladay, S. (2015). Ethical Problems. Nursing, 45(2), 14. http://dx.doi.org/10.1097/01.nurse.0000459548.37627.9a
Sharp, R. (2012). The dangers of euthanasia and dementia: how kantian thinking might be used to support non-voluntary euthanasia in cases of extreme dementia. Bioethics, 26(5), 231-235. http://dx.doi.org/10.1111/j.1467-8519.2011.01951.x
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Field Experience and Interpreting Linear Models Order Instructions: My essay is already half way through so please follow the line of reasoning to complete a full essay on the subject. the essay is about a math lesson. I will upload the directions.
Field Experience and Interpreting Linear Models
SAMPLE ANSWER
Field Experience Part 2
Part A: Context
I have been teaching mathematics at the New Britain High School in Hartford county Connecticut for six years, previously I taught at the middle school level in the same district for four years. New Britain High School has a very diverse population of approximately 2700 students, the ethnic make-up include Hispanics, polish, Asians, middle-eastern, and others to a lesser extent. The school’s diversity makes it mandatory for schools initiate programs to support students’ variability in the classroom (Marzano, 2009) and for teachers to make adjustment through differentiated instructions to create an equal opportunity for everyone to learn.
This field experience project will be done with a group of 10 standard algebra 1 ninth graders that I taught during the 2014-2015 school year at New Britain High School. I handpicked these students specifically for this task because they fit perfectly into the situation that will produce the desired outcome for this assignment. Four of these students are English language learners (ELL) that are still enrolled in the program at varying level, two of these students are level one and two ELL respectively and are receiving mandated language transition support and participate in a transitional bilingual education program. The other two participate in English as a second language (ESL) pull-out model program. Another student had a cerepalsry condition affect his speech and walking, it is recommended that he uses a wheel chair to move around and he also gets an elevator key. He however refused to use the wheel chair and seem to do fine without it, he just get out of his classes and the lunch room 5 minutes before everyone else. He is very reserved and only rarely raises his hand to indicate that he needs something. One other student has a 504 plan to accommodate his ADHD diagnosis. The remaining students have problems ranging from math anxiety, poor retention and low skills.
The lesson content will be scatter plots, analyzing scatterplot, draw and find equation of line of best fit/regression line (linear model). Use linear model to make predictions about the data represented by a scatter plot. This lesson covers Connecticut common core state standard for high school algebra 1 and includes the following standards and skills
1. 9-12.HSS-ID.B.6c Fit a linear function for a scatter plot that suggests a linear association.
Skills- Scatter plot: line of best fit
Skills- Linear regression
9-12.HSS-ID.C Interpret linear models
9-12.HSS-ID.C.7 Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data. (The Common Core in Connecticut, n.d.)
In addition to the content standards to be covered by this lesson several international standard for technology in education (ISTE) standards will also be accommodated. These include communication and collaboration, critical thinking and problem-solving, communication and collaboration and research and information literacy.
In addition to applying and learning new math skills and processes, students will also be required to complete a performance task which involves gathering data and creating a report after analyzing the data. This performance task involves team work and research. The lesson itself is approximately 3 days however, students will be given extended time to complete the performance task. Skills to be learned includes, observing and drawing best fit line on scatterplots, finding the equations of the line of best fit using two methods and then using the line of best fit (linear model) to analyze the data. The performance task will be completed over several days, the students will be given the assignment during the second day of this lesson. Students will be required to research and collect data about a real life scenario, this assignment will require student to research, collect, and organize a scatter plot of data showing the rise in sea level over the past century. Fit a trend line, find the equation of the trend line and use it to predict the sea level in the year 2020 or any year thereafter. Students will create a report of their finding and given options to present this report to the class.
Part B: Pre-assessing and lesson planning for Field Experience and Interpreting Linear Models
In order to fully comprehend the mathematical process involved in this lesson, students need to know and be able to apply some perquisite skills. Since this lesson is continuation of a series of units in logical sequential order. These skills were taught in previous lessons. After these previous skills were taught, students were assessed to determine mastery of the content or skills. The results of these assessments were used to determine what area needs review and whether students were ready for the next lesson/unit. Some of these skills included finding slope and y-intercept from a linear graph, finding the slope from two points on the line, identify slope and y-intercept from an equation in slope-intercept form, finally finding the equation of a linear model from two points on the line. I specifically designed a pre-test for the ten students in my study group; this test was to determine the readiness of these students for the lesson ahead. The pre-assessment determined that eighty percent of these students were ready to move on, and twenty percent needed remediation, I continued to reinforce necessary prerequisite skills through daily do nows to help the struggling students solidify needed concept.
Since this lesson will involve the use of technology, we did a brief overview of the different technology that were available to us. Students were questioned about their familiarity with the different technology tools and which ones they are most comfortable using to. Although the internet has surpassed other traditional media forms for information gathering in many schools, homes, and the workplace, many people are unable to use this resource effectively. (Eagleton & Dobler, 2007).
In order to make the students aware of the expectation or outcome of this lesson and get a better understanding of any real life experience they may have. I have engaged them in a conversation about some real life scenarios that could involve the use of scatter plots example, I started a discussion about a company yearly net profit and the amount spent on advertising life expectancy and year of birth, number of horsepower and fuel efficiency
Students are expected to learn and apply three main skills/concepts in this lesson
Find the equation for the line of best fit/regression line by problem-solving and or using a graphing calculator. Once students find the equation there are expected to be able to use it to make predictions about the data (answer questions). The pre-requisite skills had a direct bearing on this lesson, like I said these skills were reinforced in previous classes, I started the lesson off by having students finding the equation of a line given two points on the line, this warm-up/review activity is important because students will use the same skill to find the equation of best fit lines in the lesson. I will then introduced/show several pictures of scatterplots with best fit lines . I will then guide students by modeling how to draw their own best fit line on a scatterplot hand-out. Students would now reflect on the starting activity and suggest ways how they could find the equation of the of best fit line displayed on the whiteboard, this scatter plot will be interactive so the dots representing the scatterplot can be hidden leaving the best fit line only. This will help students to more readily make connection to previous lesson or the lead off activity.
This lesson is designed to be more student-centered therefore to shift the responsibility to the students they will get in their pre-assigned cooperative group (citation) to discuss and apply a previously learned strategy to come up with the equation for the line of best fit. The teacher will walk around and check the accuracy of student’s work. Once students are done they will write their equation on the board. I will now use modeling/scaffolding the step-by-step problem-solving strategy that will be used to find the equation of the line of best fit, then we will compare answers and students who used the correct mathematical process will know, those who did not would have learned the process while modeled the steps on the whiteboard. This whole process will involves motivation, collaboration, problem-solving, and critical thinking and build self confidence. The process also allow students to see relationships and make connections to earlier learning experience. I will continue to use the strategy of scaffolding and questioning to demonstrate how to use the equation of best fit to answer question (extrapolate/interpolate)) about the data represented by the scatterplot. Questioning will activate previous knowledge and simultaneously assess student’s comprehension of the concept while the lesson is in progress (citation).
Day two, students will be taught to use the graphing calculator to derive the line of best fit for a scatter plot, each student received a graphing calculator and a hand-out with step by step direction of how to use the t-83 graphing calculator to derive the equation of the regression line. I will also walk students through this process on the whiteboard (modeling/scaffolding) . Students who are more advance will be allowed to follow the direction on the hand-out to complete this activity on their own or if they so wish they may follow while I model the process first. The whole idea here is to differentiate the lesson, doing the same thing in different ways. This will ensure that I am giving each individual a fair chance of learning the concept. Add more here and (cite).
Once I am done modeling this strategy students will get another handout with data for a scatterplot, they will now get in their pre-assigned group and working together as a team they will use the calculator to find the equation of the regression line and make predictions about the data using the regression line. During this time I will play the role of a facilator, walking around the room and giving advice and help where needed (CITATION).
Finally students will be required to used both strategies, problem-solving and calculator to find the best fit line for the same problem, students will know that both methods will give slightly different answers and should be fine. Students will identify the slope and the y-intercept after deriving the equation and discuss in their groups what these values represent in the context of the problem. they have previous knowledge of this and should not have much trouble here, otherwise I will use questioning to elicit the correct answer from them.(cite)
Various strategies were utilized throughout this lesson including, modeled talk: Show while you talk, visual scaffolding, questioning sessions, cooperative learning, and multimedia presentation. Modeling and talking allows me to provide examples in a step-by-step fashion using gestures and visuals to help students easily make vocabulary connection. Students also had the choice of writing down the steps of the problem-solving process so that can make reference to it when the need arise, this strategy was very effective for all students especially English Language learners (Herrell & Jordon, 2008).
Part C: Implementing Lesson, Analyzing Student Work and Adjusting Instruction
Implementing Lesson
Implementation of the lesson basically entails covering the content of the lesson. First, the 10 standard algebra 1 ninth graders would be taught scatter plot. During this lesson, these learners would analyze scatter plots, draw and find equation of line of fit or regression line; that is, linear model. They will use linear model in making predictions with regard to the data which is represented by a scatter plot. The lesson also covers Connecticut Common Core State standard for high school algebra 1 and are as follows:
9-12.HSS-ID.B.6c Fit
This is a linear function for a scatter plot which suggests a linear association. The skills that would be acquired by the learners are Linear Regression and, Scatter plots: Line of best fit (Algebra 1 – N.7). This lesson would also entail finding the equation of a regression (Precalculus – Z.8) (Connecticut Core Standards, 2015).
9-12.HSS-ID.C Interpret Linear Models
This comprises 9-12.HSS-ID.C.7 Interpret the slope (rate of change) and the intercept (constant term) of a linear model within the context of the data. It consists of (i) Interpreting regression lines (Precalculus – Z.9); and (ii) analyzing a regression line with the use of statistics of a data (Precalculus – Z.11) (Connecticut Core Standards, 2015).
Analyzing Student Work/Formative Data
Assessing the learning of the students has to be linked directly to improving student learning. To analyze the work of the students, formative assessment would be conducted. This type of assessment basically entails using assessment in providing feedback to the educators and learners (Cornelius, 2014). The information which would be obtained from informal assessment will be helpful in making alterations to how I teach. The objective of carrying out formative assessment is essentially to monitor the learning of students in order to provide continuing feedback which the instructor could utilize in improving his/her teaching and by the learners to improve their learning (Jacoby et al., 2014). In particular, the formative assessment which I will carry out will: (i) help me to know where my students are struggling and then I will immediately address any problems; and (ii) help the learners to identify their weaknesses as well as strengths and target the areas which require work. In general, these types of assessment are low stakes; that is, they lack or have low point value. Some of the formative assessments that I will carry out include asking the learners to do the following: submit a few sentences in which the student identifies the key points of the lesson; draw a concept map that represents their comprehension of a given topic that I have covered in class; turn in a research proposal for early feedback.
Formative assessments offer comprehensive information regarding student learning clearly and directly not just to the educators but also to the learners. It is notable that formative assessments allow for re-doing and re-teaching of instructional tasks (Torrance, 2012). As the educator, using formative assessment will allow me to make necessary changes to learning and instruction activities in order to ensure that the students actually achieve learning goals. In addition, this assessment will provide me with opportunities of developing vital assessment skills as well as crucial knowledge of both standards and my students. The formative assessment will provide an effective way of building my ability to analyze the work of the students, plan and adjust teaching which is focused on the progression of learning and needs of the students, and comprehend the nature of educational goals (Cornelius, 2014).
The formative assessment with the right and proper feedback is a very effective moderator in enhancing achievement. The main elements of the formative assessment are as follows: (1) identifying the gap: the difference between what the learners know and what they really need to know would be defined. (2) Feedback: rich conversations between the learner and the educator would provide the educator with the information that is required to recognize the present status of a student’s learning and the exact steps which the educator could take in order to improve. As the educator, the feedback which I will give to the learners would be timely and constructive to allow the learners to advance their learning. Student feedback as well as reflection could alert me of the need to make modifications to instructional approaches.
(3) Learning progressions would be utilized by the educator in breaking a learning goal into subgoals that are smaller and more manageable. As the educator, I will identify the location of a student on the learning continuum and work with the learner in a collaborative manner to formulate a series of smaller goals (Jacoby et al., 2014). (4) Student involvement: involving the learners in decisions as regards their own learning and in self-assessment will help the learner engage in reflection and develop their metacognitive skills.
Adjusting Instruction on Field Experience and Interpreting Linear Models
When formative assessment process is included into classroom practice, it can provide information which is required in adjusting learning and teaching as they are still taking place. It is notable that the process of formative assessment will serve as practice for the students as well as a check for understanding in process of learning (Torrance, 2012). Formative data would guide me as the educator in making decisions with regard to future instruction.
The formative assessment will help me in: identifying the current state of the skills and knowledge of the learners, making the necessary and appropriate adjustments in instruction so that the learners meet with success, and notifying the learners of their progress to assist them in setting goals. It is worth mentioning that I could utilize the formative data in adjusting my teaching strategies and match the learners with suitable learning conditions and materials. In essence, the information that is obtained following formative assessment could help me, the educator, determine the following: (i) whether the learners require alternative materials; (ii) how to group the learners. (iii) I will also be able to determine the duration of time to assign to particular learning activities; (iv) which learners are actually ready to advance; and (v) which concepts should be taught again to particular learners.
Part D: Post-Assessment, Data Analysis and Project Reflection
Post-Assessment
The components of assessment include the following: (i) analyzing scatter plots; (ii) drawing and finding equation of line of best fit/regression line (linear model) – these two components of the assessment basically assessed new math skills which the students have gained as a result of the lesson. The components also assessed how the students apply the new math skills and processes covered in the class. The 10 students were also assessed on the following skills: finding slope and y-intercept from a linear graph, finding the slope from two points on the line, their ability to identify slope and y-intercept from an equation in slope-intercept form, and finding the equation of a linear model from two points on the line.
(iii) Communication and collaboration: this component of assessment assessed the communication skills of the students as well as how a student cooperates with others and relates with fellow students when given group work. (iv) Critical thinking and problem-solving: the students were assessed on how to reason effectively, which entails using different sorts of reasoning – for instance deductive and inductive – as suitable to the situation. They were also assessed on how they utilize systems thinking; that is, analyzing how parts of a whole interact with one another to create overall outcomes within complex systems (Saavedra & Saavedra, 2011). Furthermore, they were each assessed on solving various sorts of non-familiar problems in both innovative as well as conventional ways, and how they are able to identify and ask important questions which elucidate and explicate different viewpoints that result in better solutions (Shaw, 2014). (v) Research and information literacy – this component entailed assessing the students on how they properly complete a performance task that involved collecting data and writing a report following the data analysis. It is notable that this performance task required the students to engage in team work and research.
Field Experience and Interpreting Linear Models Data Analysis
Math skills: Each of the 10 students in the class was able to successfully learn math skills, although with varying degrees of success. For instance, the student with ADHD diagnosis and the one with celebralpalsy had difficulty grasping the lesson materials and contents and needed assistance regularly unlike the other 8 students. The results reveal that out of the 10 students who were selected, 9 of them demonstrated excellent application of math skills and process that were covered during the course of the lesson; that is, they were able to properly apply the new math skills. These students were able to correctly analyze scatter plots, and draw and find equation of line of best fit/regression line. The student with ADHD diagnosis did not apply the new math skills according to expectations.
The results also demonstrated that 5 out of the 10 students had some difficulty in finding slope and y-intercept from a linear graph. Two students had trouble finding the slope from two points on the line. Three students had trouble in identifying slope and y-intercept from an equation in slope-intercept form and 1 student had difficulty finding the equation of a linear model from two points on the line.
Communication and collaboration: all of the students demonstrated effective communication and teamwork particularly during the performance task which required the students to work in team work and carryout a research. When conducting the performance task, the students effectively organized themselves into 3 small groups: two groups comprising 3 members each and one group comprising 4 members in total. It is worth mentioning that communiation in these groups was satisfactory as each group member contributed to the group effort.
Critical thinking and problem-solving: the students were able to learn new critical thinking and problem solving skills. This is because they demonstrated different kinds of reasoning as apt to the situation, they reflected critically on learning processes and experiences, and interpreted information and drew conclusions basing upon the best analysis. They also solved various sorts of non-familiar problems in ways that were innovative and conventional, and effectively identified and asked important questions which clarified different views and led to them making better decisions.
Research and information literacy: the students carried out the research and completed the performance task within 5 days. The assessment revealed that the students effectively learned new skills. For instance, the students properly observed and drew best fit line on scatter plots, they successfully engaged in finding the equations of the line of best fit with the use of 2 methods and they properly utilized the line of best fit/linear model in analyzing data. In completing the performance task, the learners researched and gathered data regarding a real life scenario. They successfully and effectively researched, collated and organized a scatter plot of data that showed the rise in sea level over the last 100 years. They fit a trend line, found the equation of the trend line and utilized it in predicting sea level in the year 2020 or any other year after 2020.
Field Experience and Interpreting Linear Models Project Reflection
In this assignment, the desired outcome has been achieved. This is partly because only 10 students were included in the lesson, which is a relatively small number that enabled personalized learning and effective instruction to take place during the lesson. Moreover, the desired outcome was achieved because the selected learners fitted perfectly into the situation considering that they had a wide array of problems since the students ranged from those who are English Language Learners to English as a Second Language learners to a student with ADHD diagnosis to student with celebralpalsy condition which significantly affected the students’ walking and speech. All the students completed the lesson successfully since none of them opted out during the course of the lesson. This was essential for the attainment of desirable results. Even so, it is important to note that one student was a little troublesome perhaps due to the condition that he had: the student with celebralpalsy was a bit slow in comprehending the lesson contents in comparison to the other learners, but in the end he also attained the outcomes which are considered desirable taking into consideration his condition. On the whole, the assessment helped to find out the readiness of the 10 selected students for the lesson ahead. It has been established that 8 out the 10 students, or 80% of these students, are actually ready to move on with the lesson ahead, whereas 2 students, or 20% of all the students, require remediation.
References for the Field Experience and Interpreting Linear Models
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Link between Rise of Surgery and Laboratory Science
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