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Compare and contrast two different genetic disorders that result from nondisjunction of sex chromosomes. Include a description on how it is inherited, what gender of person has it, their genotype, and phenotype and any other relevant information.
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U3 Project Acme Employee’s Actual Exposure - Radiation Safety Report
Radiation Safety ReportThe executives at Acme Manufacturing Co. were impressed by your first report, and they have asked y ...
U3 Project Acme Employee’s Actual Exposure - Radiation Safety Report
Radiation Safety ReportThe executives at Acme Manufacturing Co. were impressed by your first report, and they have asked you and BSCI to return for more work. BSCI has been contracted by Acme Manufacturing Co. to conduct a study to determine employee exposures to radiation. In addition, your company has been contracted to determine the effectiveness of engineering controls, including shielding. After conducting a field assessment, prepare a written report for Bob Sanders (CSP) to present to the Board of Directors. During your field investigation, you find the following field observations: Test Equipment and Repair Facility The company has an on-site test equipment and repair facility. Much of the test equipment contains a radiation source. Normal practice inside the facility is to limit the time of exposure of employees working on this equipment as a method of control. However, the company is looking at the possibility of installing lead shields or increasing the distance from the source, thus increasing employee time working on equipment. Based on the following information determine the employee’s exposure: LocationEmployeeDistance (Initial)Distance (Proposed)Intensity (Initial)Intensity at proposed distanceBench #3Rita Ray D'Ashun0.5 ft.2 ft.110 mrem/hUnknownBench #5Robert Long1 ft.3 ft.137 mrem/hUnknownBench #6Paul Row0.75 ft.1.5 ft.102 mrem/hUnknownBased on this information, determine the employee’s actual exposure rate to the radiation source. Show your work (either in the report or as an appendix). The second option under consideration is to install lead shields in order to reduce the employee’s dose rate. Using the information provided in the table above, determine the intensity at the same distances listed above if a 5 cm lead shield was placed between the source and the detector. [µ for lead, (662 keV gamma ray) = 1.23 cm-¹] Radar Testing Facility As part of your assessment, you have been asked to evaluate the estimated power density levels for both near and far fields. When there is no gain listed in the problem, always defer to a gain of 10. You have conducted your assessment and measurements with the following data: LocationDiameter (cm)Antenna Power(watts)Distance(r) from Antenna (cm)Power Density (Near Field)(µW/cm²)Power Density (Far Field)(µW/cm²)Radar Unit #148 in50,000150 ft. Radar Unit #226110,000150 ft. Laser Laboratory Acme Manufacturing is currently considering constructing a laser laboratory, which will contain Class III, IIIA, and IIIB lasers. Identify the safety control measures that the client must consider before proceeding to the design phase of the project. Respond to the details in each section, and format your report in APA style. Include at least each of the following in your report for this unit:Introduction-briefly describe why the studies were performed (why you started the study).Report details-briefly discuss the details of the scenario (what you found from the study).Conclusions and recommendations-briefly describe your recommendations based on your findings (what you recommend to resolve any deficiencies).Appendix-Measurements and calculations (show your work).Two pgs (double-spaced) in length (not including the reference page and appendices).APA formatting for all references and in-text citations.
University of California San Diego Plot the Data for The Shells Collected Paper
Plot the data for the shells collected in the 1980s on the topgrid at the right. If you’re working with a partner, one o ...
University of California San Diego Plot the Data for The Shells Collected Paper
Plot the data for the shells collected in the 1980s on the topgrid at the right. If you’re working with a partner, one of youshould read the number while the other places an X on the gridfor each shell. We have put an X on the grid for the firstshell (with a thickness of 14); you add the rest. When you havemore than one shell with the same thickness, stack the X’s ontop of each other. Next, plot the data for the shells collected in 1871 on the bottom grid at the right. [ 1.1 ] Which snail population has the larger average shell thickness, the populationfrom 1871, or the population from the 1980s? [ 1.2 ] Which snail population has the larger range of variation in shell thickness? [ 1.3 ] Was Seeley’s prediction correct? In other words, is the average shell thickness and/or the range ofvariation in thickness different for the 1980s snail population versus the 1871 population? [ 1 ][ 2.1 ] Which shell thicknesses are most common? Which are least common? [ 3.1 ] Are the proportions of snails with different shell thicknesses in the histogram similar to the sample of snails youexamined in Question 2.1? [ 4.1 ] First, make a prediction. What do you think will happen to the shell thickness distribution in this population ofsnails as you eat some of them? [ 8.1 ] Do you notice any differences in the histogram of shell thicknesses now compared to the starting snail population? Ifso, explain why this change happened. [ 12.1 ] Compare the starting histogram you saved earlier to this fourth-generation histogram. Has the distribution of shellthicknesses changed as you predicted in Step 4? Explain. [ 16.1 ] Which snails tended to get eaten? Which snails tended to survive? [ 17.1 ] How does the evolution of the snail population when predatory crabs are present compare to the evolution of the snailpopulation when you acted as predator? [ 3.1 ] Is there any variation in shell thickness among the snails now? [ 4.1 ] Make a prediction: Do you think this population of snails will evolve as predators start eating them? Explain why or whynot. [ 6.1 ] Was there a change in the distribution of shell thickness among the snails? Explain why this is different from when you or thecrabs were eating snails before. Why does the distribution of shell thickness stay the same now, even though predators were eatingjust as many snails?[ 9.1 ] Do the children have the same shell thicknesses as the parent (are the snails identical within each pair as before)? [ 9.2 ] Do you think that the distribution of shell thickness in the population will change over several snail generations aspredators start eating snails? Why or why not?[ 13.1 ] Why are the starting and ending shell thickness distributions similar to each other in shape, even after your crabs had threemeals of the thinnest-shelled snails?[ 17.1 ] Do you think the distribution of shell thickness in the population will change over time as your super-crab startshaving meals? Why or why not? [ 20.1 ] Was there a change in the distribution of shell thickness among the snail population? Is this what you expected? Explain. [ 23.1 ] Are there changes in the shell thickness distribution from the initial pattern? Are these changes consistent among allthree of your trials? [ 23.2 ] Try to explain any changes you observed in the populations. Consider whether the changes happen for the samereason as the changes in distribution in Exercise 1 of this lab. Could random chance result in any of the types ofchanges you’ve seen? [ 1.1 ] Using the data from your experiments, describe the conditions under which the snail population will evolve towardthicker shells and the conditions under which it won’t. Refer back to your notes and the histograms you saved as evidence.[ 2.1 ] Is there a limit to how far predatory crabs can drive shell thickness in the snail population? Why or why not? [ 4.1 ] Are the children identical to each other (and to the parent)? Are there cases where one of the children is differentfrom the parent? If so, is the change usually towards a thinner shell, a thicker shell, or is it equally likely to be towardseither one? [ 5.1 ] Can you drive the population further towards thicker shells now (with mutations) than you could before (withoutmutations)? Explain how this can happen, even though there are just as many mutations towards thinnershells as towards thicker shells. [ 1.1 ] After they were born, did the individual snails ever change their shell thickness or color? If the individualsdidn’t change, how was it possible for the population to change? [ 1.2 ] Did snails grow thicker shells because the snails needed them in order to survive? If not, where did new thicknessescome from? [ 1.3 ] What role did the predators play in causing the population of snails to evolve? Did they create a need for the snailsto change – a need to which the snails responded? Or did the predators simply determine which snails survived toreproduce and which didn’t? [ 1.1 ] What evidence, if any, does Seeley have that the flat periwinkles of Appledore island vary in the thickness of theirshells? [ 1.2 ] What evidence, if any, does Seeley have that snails with thick shells are more likely to survive than snails with thinshells? (Think carefully about this.)[ 1.3 ] What evidence, if any, does Seeley have that shell thickness is heritable? (Again, think carefully about this.)[ 2.1 ] For which of the three conditions is the evidence you have seen the weakest? Explain.
5 pages
Solutions Homework
1. The solubility of CO2 gas in water is 0.15g/100mL at a CO2 pressure of 760 mm Hg. Calculate the solubility, per 100mL, ...
Solutions Homework
1. The solubility of CO2 gas in water is 0.15g/100mL at a CO2 pressure of 760 mm Hg. Calculate the solubility, per 100mL, of CO2 in a soft drink that ...
3 pages
Homeostasis
The muscular system consists of the cardiac, skeletal and smooth tissues. The muscles can move due to the skeletal tissue ...
Homeostasis
The muscular system consists of the cardiac, skeletal and smooth tissues. The muscles can move due to the skeletal tissue that is attached to the ...
Read the 3 short National Geographic articles on Ebola (indicated by the links below), and the Medical Geography systemic essay. You might also want to look at the Ebola Hemorrhagic Fever Information Packet from the Centers for Disease Control and Prevent
Read the 3 short National Geographic articles on Ebola (indicated by the links below), and the Medical Geography systemic ...
Read the 3 short National Geographic articles on Ebola (indicated by the links below), and the Medical Geography systemic essay. You might also want to look at the Ebola Hemorrhagic Fever Information Packet from the Centers for Disease Control and Prevent
Read the 3 short National Geographic articles on Ebola (indicated by the links below), and the Medical Geography systemic essay. You might also want to look at the Ebola Hemorrhagic Fever Information Packet from the Centers for Disease Control and Prevention (CDC) which is attached. Then answer the questions listed on the Health Geography assignment attachment.1. According to the article Where does Ebola hide between epidemics? How is it expected that humans may have
first contracted the Ebola virus? 2. What are the suspected reservoirs for the Ebola virus? 3. Knowing the reservoirs for a virus can help to determine its natural geographic range. Why do you think
knowing the likely geographic range of a potentially deadly virus would be important? 4. How are non human primates (gorillas, monkeys) affected by the Ebola virus? 5. Why would knowing other species of animals that can contract and spread Ebola be important to controlling the
spread of Ebola to humans? 6. According to the article Ebola in Uganda: Why can't we cure it? Where does it hide? What are two possible
reasons that no vaccine has been developed? 7. Given the information presented in these articles, does Ebola generally present as an endemic disease, an
epidemic, or a pandemic? https://news.nationalgeographic.com/news/2012/07/1...https://news.nationalgeographic.com/news/2003/02/0...https://news.nationalgeographic.com/news/2005/11/1...http://higheredbcs.wiley.com/legacy/college/deblij...
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U3 Project Acme Employee’s Actual Exposure - Radiation Safety Report
Radiation Safety ReportThe executives at Acme Manufacturing Co. were impressed by your first report, and they have asked y ...
U3 Project Acme Employee’s Actual Exposure - Radiation Safety Report
Radiation Safety ReportThe executives at Acme Manufacturing Co. were impressed by your first report, and they have asked you and BSCI to return for more work. BSCI has been contracted by Acme Manufacturing Co. to conduct a study to determine employee exposures to radiation. In addition, your company has been contracted to determine the effectiveness of engineering controls, including shielding. After conducting a field assessment, prepare a written report for Bob Sanders (CSP) to present to the Board of Directors. During your field investigation, you find the following field observations: Test Equipment and Repair Facility The company has an on-site test equipment and repair facility. Much of the test equipment contains a radiation source. Normal practice inside the facility is to limit the time of exposure of employees working on this equipment as a method of control. However, the company is looking at the possibility of installing lead shields or increasing the distance from the source, thus increasing employee time working on equipment. Based on the following information determine the employee’s exposure: LocationEmployeeDistance (Initial)Distance (Proposed)Intensity (Initial)Intensity at proposed distanceBench #3Rita Ray D'Ashun0.5 ft.2 ft.110 mrem/hUnknownBench #5Robert Long1 ft.3 ft.137 mrem/hUnknownBench #6Paul Row0.75 ft.1.5 ft.102 mrem/hUnknownBased on this information, determine the employee’s actual exposure rate to the radiation source. Show your work (either in the report or as an appendix). The second option under consideration is to install lead shields in order to reduce the employee’s dose rate. Using the information provided in the table above, determine the intensity at the same distances listed above if a 5 cm lead shield was placed between the source and the detector. [µ for lead, (662 keV gamma ray) = 1.23 cm-¹] Radar Testing Facility As part of your assessment, you have been asked to evaluate the estimated power density levels for both near and far fields. When there is no gain listed in the problem, always defer to a gain of 10. You have conducted your assessment and measurements with the following data: LocationDiameter (cm)Antenna Power(watts)Distance(r) from Antenna (cm)Power Density (Near Field)(µW/cm²)Power Density (Far Field)(µW/cm²)Radar Unit #148 in50,000150 ft. Radar Unit #226110,000150 ft. Laser Laboratory Acme Manufacturing is currently considering constructing a laser laboratory, which will contain Class III, IIIA, and IIIB lasers. Identify the safety control measures that the client must consider before proceeding to the design phase of the project. Respond to the details in each section, and format your report in APA style. Include at least each of the following in your report for this unit:Introduction-briefly describe why the studies were performed (why you started the study).Report details-briefly discuss the details of the scenario (what you found from the study).Conclusions and recommendations-briefly describe your recommendations based on your findings (what you recommend to resolve any deficiencies).Appendix-Measurements and calculations (show your work).Two pgs (double-spaced) in length (not including the reference page and appendices).APA formatting for all references and in-text citations.
University of California San Diego Plot the Data for The Shells Collected Paper
Plot the data for the shells collected in the 1980s on the topgrid at the right. If you’re working with a partner, one o ...
University of California San Diego Plot the Data for The Shells Collected Paper
Plot the data for the shells collected in the 1980s on the topgrid at the right. If you’re working with a partner, one of youshould read the number while the other places an X on the gridfor each shell. We have put an X on the grid for the firstshell (with a thickness of 14); you add the rest. When you havemore than one shell with the same thickness, stack the X’s ontop of each other. Next, plot the data for the shells collected in 1871 on the bottom grid at the right. [ 1.1 ] Which snail population has the larger average shell thickness, the populationfrom 1871, or the population from the 1980s? [ 1.2 ] Which snail population has the larger range of variation in shell thickness? [ 1.3 ] Was Seeley’s prediction correct? In other words, is the average shell thickness and/or the range ofvariation in thickness different for the 1980s snail population versus the 1871 population? [ 1 ][ 2.1 ] Which shell thicknesses are most common? Which are least common? [ 3.1 ] Are the proportions of snails with different shell thicknesses in the histogram similar to the sample of snails youexamined in Question 2.1? [ 4.1 ] First, make a prediction. What do you think will happen to the shell thickness distribution in this population ofsnails as you eat some of them? [ 8.1 ] Do you notice any differences in the histogram of shell thicknesses now compared to the starting snail population? Ifso, explain why this change happened. [ 12.1 ] Compare the starting histogram you saved earlier to this fourth-generation histogram. Has the distribution of shellthicknesses changed as you predicted in Step 4? Explain. [ 16.1 ] Which snails tended to get eaten? Which snails tended to survive? [ 17.1 ] How does the evolution of the snail population when predatory crabs are present compare to the evolution of the snailpopulation when you acted as predator? [ 3.1 ] Is there any variation in shell thickness among the snails now? [ 4.1 ] Make a prediction: Do you think this population of snails will evolve as predators start eating them? Explain why or whynot. [ 6.1 ] Was there a change in the distribution of shell thickness among the snails? Explain why this is different from when you or thecrabs were eating snails before. Why does the distribution of shell thickness stay the same now, even though predators were eatingjust as many snails?[ 9.1 ] Do the children have the same shell thicknesses as the parent (are the snails identical within each pair as before)? [ 9.2 ] Do you think that the distribution of shell thickness in the population will change over several snail generations aspredators start eating snails? Why or why not?[ 13.1 ] Why are the starting and ending shell thickness distributions similar to each other in shape, even after your crabs had threemeals of the thinnest-shelled snails?[ 17.1 ] Do you think the distribution of shell thickness in the population will change over time as your super-crab startshaving meals? Why or why not? [ 20.1 ] Was there a change in the distribution of shell thickness among the snail population? Is this what you expected? Explain. [ 23.1 ] Are there changes in the shell thickness distribution from the initial pattern? Are these changes consistent among allthree of your trials? [ 23.2 ] Try to explain any changes you observed in the populations. Consider whether the changes happen for the samereason as the changes in distribution in Exercise 1 of this lab. Could random chance result in any of the types ofchanges you’ve seen? [ 1.1 ] Using the data from your experiments, describe the conditions under which the snail population will evolve towardthicker shells and the conditions under which it won’t. Refer back to your notes and the histograms you saved as evidence.[ 2.1 ] Is there a limit to how far predatory crabs can drive shell thickness in the snail population? Why or why not? [ 4.1 ] Are the children identical to each other (and to the parent)? Are there cases where one of the children is differentfrom the parent? If so, is the change usually towards a thinner shell, a thicker shell, or is it equally likely to be towardseither one? [ 5.1 ] Can you drive the population further towards thicker shells now (with mutations) than you could before (withoutmutations)? Explain how this can happen, even though there are just as many mutations towards thinnershells as towards thicker shells. [ 1.1 ] After they were born, did the individual snails ever change their shell thickness or color? If the individualsdidn’t change, how was it possible for the population to change? [ 1.2 ] Did snails grow thicker shells because the snails needed them in order to survive? If not, where did new thicknessescome from? [ 1.3 ] What role did the predators play in causing the population of snails to evolve? Did they create a need for the snailsto change – a need to which the snails responded? Or did the predators simply determine which snails survived toreproduce and which didn’t? [ 1.1 ] What evidence, if any, does Seeley have that the flat periwinkles of Appledore island vary in the thickness of theirshells? [ 1.2 ] What evidence, if any, does Seeley have that snails with thick shells are more likely to survive than snails with thinshells? (Think carefully about this.)[ 1.3 ] What evidence, if any, does Seeley have that shell thickness is heritable? (Again, think carefully about this.)[ 2.1 ] For which of the three conditions is the evidence you have seen the weakest? Explain.
5 pages
Solutions Homework
1. The solubility of CO2 gas in water is 0.15g/100mL at a CO2 pressure of 760 mm Hg. Calculate the solubility, per 100mL, ...
Solutions Homework
1. The solubility of CO2 gas in water is 0.15g/100mL at a CO2 pressure of 760 mm Hg. Calculate the solubility, per 100mL, of CO2 in a soft drink that ...
3 pages
Homeostasis
The muscular system consists of the cardiac, skeletal and smooth tissues. The muscles can move due to the skeletal tissue ...
Homeostasis
The muscular system consists of the cardiac, skeletal and smooth tissues. The muscles can move due to the skeletal tissue that is attached to the ...
Read the 3 short National Geographic articles on Ebola (indicated by the links below), and the Medical Geography systemic essay. You might also want to look at the Ebola Hemorrhagic Fever Information Packet from the Centers for Disease Control and Prevent
Read the 3 short National Geographic articles on Ebola (indicated by the links below), and the Medical Geography systemic ...
Read the 3 short National Geographic articles on Ebola (indicated by the links below), and the Medical Geography systemic essay. You might also want to look at the Ebola Hemorrhagic Fever Information Packet from the Centers for Disease Control and Prevent
Read the 3 short National Geographic articles on Ebola (indicated by the links below), and the Medical Geography systemic essay. You might also want to look at the Ebola Hemorrhagic Fever Information Packet from the Centers for Disease Control and Prevention (CDC) which is attached. Then answer the questions listed on the Health Geography assignment attachment.1. According to the article Where does Ebola hide between epidemics? How is it expected that humans may have
first contracted the Ebola virus? 2. What are the suspected reservoirs for the Ebola virus? 3. Knowing the reservoirs for a virus can help to determine its natural geographic range. Why do you think
knowing the likely geographic range of a potentially deadly virus would be important? 4. How are non human primates (gorillas, monkeys) affected by the Ebola virus? 5. Why would knowing other species of animals that can contract and spread Ebola be important to controlling the
spread of Ebola to humans? 6. According to the article Ebola in Uganda: Why can't we cure it? Where does it hide? What are two possible
reasons that no vaccine has been developed? 7. Given the information presented in these articles, does Ebola generally present as an endemic disease, an
epidemic, or a pandemic? https://news.nationalgeographic.com/news/2012/07/1...https://news.nationalgeographic.com/news/2003/02/0...https://news.nationalgeographic.com/news/2005/11/1...http://higheredbcs.wiley.com/legacy/college/deblij...
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