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Lab Title Chemistry
Question#1: What are you supposed to be learning about by learning the lab? Question#3: What is the overall purpose of the ...
Lab Title Chemistry
Question#1: What are you supposed to be learning about by learning the lab? Question#3: What is the overall purpose of the lab?
RC Head to Toe Assessment Physical Examination of The 54yo Patient Mrs J Case Study
You completed your full head-to-toe assessment skills demonstration last week and now will document your results. Continue ...
RC Head to Toe Assessment Physical Examination of The 54yo Patient Mrs J Case Study
You completed your full head-to-toe assessment skills demonstration last week and now will document your results. Continue to document only the objective findings for this section without bias or explanation. Remember if you can’t feel something then it is “nonpalpable,” if you can’t hear something just state they were not heard such as no bowel sounds heard (unless you listened for the full five minutes which we wouldn’t want to do for our purposes – then you could document absent bowel sounds). Be descriptive if necessary but at the same time be brief.
Hominins: From Walking on Two Legs to Running on Two Legs (Graded Assignment)
The Hominins (Due 1/21 by 11:59PM)Beginning in the late Miocene and into the early Pliocene, upright walking tendencies be ...
Hominins: From Walking on Two Legs to Running on Two Legs (Graded Assignment)
The Hominins (Due 1/21 by 11:59PM)Beginning in the late Miocene and into the early Pliocene, upright walking tendencies began to develop among the hominin tribe. Upright walking tendencies slowly transformed into obligate bipedalism during the pliocene within the hominin lineage. This shift in locomotor strategy is notably marked by the gradual change in arm to leg ratio that we see when comparing early and later hominins. Early hominins have short legs and very long arms while later hominins have longer legs and short arms.What you have to do:Your task for this activity will be to compare and contrast the locomotor strategies of the following three hominin species: Ardipithecus ramidus, Australopithecus afarensis and Homo erectus. You will accomplish this by answering the following questions.Use the following resource for Ardipithecus (Links to an external site.)Links to an external site.(Click)Use the following resource for Australopithecus (Links to an external site.)Links to an external site. (Click)Use the following resource for Homo erectus (Links to an external site.)Links to an external site. (Click)Before you begin make sure view all relevant reading material so that you can give me informed opinions.1. Which hominin had the best arboreal capabilities? Make sure you explain your answer by talking about only onefeature that backs up your claim. Choose only one feature from the lower extremities (Legs and feet).2. Which hominin was the first to have feet that are effective for habitual bipedalism? Briefly explain what makes their feet more effective for bipedalism when compared to previous hominins.3. Which hominin had the best anatomy for running on two legs? Briefly explain how you would know and tell me about two specific skeletal features that suggest that your chosen species was running on two legs.4. Lastly, I would like you to give a short summary of the notable evolutionary changes in locomotor strategy (the way that you move around) that you notice occur over time as seen from the perspective of Ardipithecus ramidus, Australopithecus afarensis and Homo erectus.RubricFrom walking on two legs to running on two legs rubricFrom walking on two legs to running on two legs rubricCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeDescription of criterionCreate a summary of notable transformation that occur among hominins over time.3.0 ptsFull MarksStudent gave informed summary of the locomotive changes that occur among hominins over time.1.5 ptsNo DescriptionStudent gave an incomplete summary of the locomotive changes that occur among hominins over time.0.0 ptsNo MarksStudent made not attempt to give summary.3.0ptsThis criterion is linked to a Learning OutcomeNo DescriptionExplore hominin that still retains significant arboreal capabilities2.0 ptsFull MarksStudent correctly chose the species that retains a significant amount of arboreal capabilities. Student gave one upper and one lower extremity feature that suggests that their chosen species had arboreal capabilities.1.5 ptsNo DescriptionStudent correctly chose the species that retains a significant amount of arboreal capabilities. Student gave only one features (lower or upper) that suggests that their chosen species had arboreal capabilities.1.0 ptsNo DescriptionStudent correctly chose the species that retains a significant amount of arboreal capabilities but did not offer any explanations0.5 ptsNo DescriptionStudent incorrectly chose the species.0.0 ptsNo MarksStudent did not attempt any answer.2.0ptsThis criterion is linked to a Learning OutcomeDescription of criterionExplore hominin to be first to be an obligate biped2.0 ptsFull MarksStudent correctly chose the species that was the first to have feet that are seen as effective for habitual bipedalism and explained what makes their feet more effective for bipedalism when compared to previous hominins.1.5 ptsNo DescriptionStudent correctly chose the species that was the first to have feet that are seen as effective for habitual bipedalism but did not explain what makes their feet more effective for bipedalism when compared to previous hominins.1.0 ptsNo DescriptionStudent correctly chose the species that was the first to have feet that are effective for habital bipedalism but made no attempt to give an explanation0.5 ptsNo DescriptionStudent incorrectly chose the species0.0 ptsNo MarksStudent did not attempt to answer question.2.0ptsThis criterion is linked to a Learning OutcomeDescription of criterionExplore hominin with biped running capabilities2.0 ptsFull MarksStudent correctly chose the species that was able to run on two legs. Student explained by discussing two specific skeletal features that allow for running on two legs.1.5 ptsNo DescriptionStudent correctly chose the species that was able to run on two legs. Student explained by discussing one specific skeletal features that allow for running on two legs.1.0 ptsNo DescriptionStudent correctly chose the species that was able to run on two legs but did not give details of skeletal features that would allow for running on two legs.0.5 ptsNo DescriptionStudent incorrectly chose the wrong species.0.0 ptsNo MarksStudent did not attempt to answer question2.0ptsThis criterion is linked to a Learning OutcomeNo DescriptionStudent cited work1.0 to >0.0 ptsFull MarksStudent cited all their work.0.0 ptsNo MarksStudent did not cite any of their work.1.0ptsTotal Points: 10.00
Preventing AIDS A drug called money
Based on the Introduction section and Discussion section of the journal article, write a one paragraph concise overview - ...
Preventing AIDS A drug called money
Based on the Introduction section and Discussion section of the journal article, write a one paragraph concise overview - in your own words - of what "cash transfer" means and what the study showed. Insert the text directly in the text toolbar section of the assignment (not comments to professor/instructor section).Preventing AIDS A drug called moneyCash payments to schoolgirls cut HIV infection rateFeb 15th 2012by G.C.HALFWAY between marriage and prostitution lies the sugar daddy. Not quite a husband, not quite a John, he looks after his girl and expects her to be loyal to him—a loyalty that is frequently unreciprocated. But if you are a poor African teenager, having a sugar daddy is not such a bad deal. Eventually, Mr Right may come along and in the meantime life is, as the term suggests, a lot sweeter than it might otherwise be. Except for one thing. In many parts of Africa, relationships between older men and younger women are one of the main transmitters of HIV.With that in mind, it has often been hypothesised that if teenage girls were given an alternative income—one that might, for instance, allow them to stay on at school—they would be less likely to get infected. It is a plausible hypothesis but one that has not, until now, actually been tested.That lack has just been remedied by Berk Özler, of the World Bank, and his colleagues. In a paper just published by the Lancet, they describe how they conducted a randomised clinical trial of the idea that money, and money alone, can stop the spread of HIV.They carried out their experiment in the Zomba district of Malawi, recruiting nearly 1,300 never-married women between the ages of 13 and 22. They divided Zomba into 176 areas, and each participant in a given area was treated in the same way. That area-wide treatment was, however, decided at random by a computer. In some areas, which acted as controls, the women were simply monitored. In some they and their parents were given small amounts of money each month (between $1 and $5 for the women, and between $4 and $10 for the parents), again decided at random by the computer. In a third set of areas money was doled out in a similar way, but only in exchange for a promise by the woman to attend school. If she failed to do so, no money was forthcoming.When the results were in, the team found that the unpaid women had suffered more than twice the HIV infection rate experienced by the paid women over the course of the 18 months of the experiment, and four times the infection rate of genital herpes. Intriguingly, there was no difference between the infection rate suffered by those required to go to school and those who received the money unconditionally. Whether the actual amount of money mattered was not clear. For that to emerge a larger sample would be needed.What is abundantly clear, however, was that the money did make women behave differently. They had younger boyfriends than those in the control group, and had sex less frequently. Liberated from the need to find a sugar daddy, they could behave in a safer way. Those attempting to stop the spread of AIDS have, in the past, tried many ways of getting people to change their behaviour in order to reduce the risk of infection. They have extolled, exhorted and even threatened, all to little avail. They have not, though, previously, resorted to bribery. But it seems to work.
"Course Recap and Looking Forward" Please respond to the following:
Thinking back on what you have learned in this course, discuss the single most interesting or surprising thing you learned ...
"Course Recap and Looking Forward" Please respond to the following:
Thinking back on what you have learned in this course, discuss the single most interesting or surprising thing you learned, as well as what made it so.If you were to speak with a friend considering taking this course, describe how would you “sell” it to him or her. Explain your rationale.125 words, please
CHEM 241 UNLV Microscale Distillation And Gas Chromatography Lab Report
Please use the data and experiment video provided and follow all directions as well as use the uploaded template to record ...
CHEM 241 UNLV Microscale Distillation And Gas Chromatography Lab Report
Please use the data and experiment video provided and follow all directions as well as use the uploaded template to record all the information. Use the data provided for the answers. I have attached the manual information, lab report format, as well as fractions 1 and 2. Thank you.
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Most Popular Content
2 pages
Lab Title Chemistry
Question#1: What are you supposed to be learning about by learning the lab? Question#3: What is the overall purpose of the ...
Lab Title Chemistry
Question#1: What are you supposed to be learning about by learning the lab? Question#3: What is the overall purpose of the lab?
RC Head to Toe Assessment Physical Examination of The 54yo Patient Mrs J Case Study
You completed your full head-to-toe assessment skills demonstration last week and now will document your results. Continue ...
RC Head to Toe Assessment Physical Examination of The 54yo Patient Mrs J Case Study
You completed your full head-to-toe assessment skills demonstration last week and now will document your results. Continue to document only the objective findings for this section without bias or explanation. Remember if you can’t feel something then it is “nonpalpable,” if you can’t hear something just state they were not heard such as no bowel sounds heard (unless you listened for the full five minutes which we wouldn’t want to do for our purposes – then you could document absent bowel sounds). Be descriptive if necessary but at the same time be brief.
Hominins: From Walking on Two Legs to Running on Two Legs (Graded Assignment)
The Hominins (Due 1/21 by 11:59PM)Beginning in the late Miocene and into the early Pliocene, upright walking tendencies be ...
Hominins: From Walking on Two Legs to Running on Two Legs (Graded Assignment)
The Hominins (Due 1/21 by 11:59PM)Beginning in the late Miocene and into the early Pliocene, upright walking tendencies began to develop among the hominin tribe. Upright walking tendencies slowly transformed into obligate bipedalism during the pliocene within the hominin lineage. This shift in locomotor strategy is notably marked by the gradual change in arm to leg ratio that we see when comparing early and later hominins. Early hominins have short legs and very long arms while later hominins have longer legs and short arms.What you have to do:Your task for this activity will be to compare and contrast the locomotor strategies of the following three hominin species: Ardipithecus ramidus, Australopithecus afarensis and Homo erectus. You will accomplish this by answering the following questions.Use the following resource for Ardipithecus (Links to an external site.)Links to an external site.(Click)Use the following resource for Australopithecus (Links to an external site.)Links to an external site. (Click)Use the following resource for Homo erectus (Links to an external site.)Links to an external site. (Click)Before you begin make sure view all relevant reading material so that you can give me informed opinions.1. Which hominin had the best arboreal capabilities? Make sure you explain your answer by talking about only onefeature that backs up your claim. Choose only one feature from the lower extremities (Legs and feet).2. Which hominin was the first to have feet that are effective for habitual bipedalism? Briefly explain what makes their feet more effective for bipedalism when compared to previous hominins.3. Which hominin had the best anatomy for running on two legs? Briefly explain how you would know and tell me about two specific skeletal features that suggest that your chosen species was running on two legs.4. Lastly, I would like you to give a short summary of the notable evolutionary changes in locomotor strategy (the way that you move around) that you notice occur over time as seen from the perspective of Ardipithecus ramidus, Australopithecus afarensis and Homo erectus.RubricFrom walking on two legs to running on two legs rubricFrom walking on two legs to running on two legs rubricCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeDescription of criterionCreate a summary of notable transformation that occur among hominins over time.3.0 ptsFull MarksStudent gave informed summary of the locomotive changes that occur among hominins over time.1.5 ptsNo DescriptionStudent gave an incomplete summary of the locomotive changes that occur among hominins over time.0.0 ptsNo MarksStudent made not attempt to give summary.3.0ptsThis criterion is linked to a Learning OutcomeNo DescriptionExplore hominin that still retains significant arboreal capabilities2.0 ptsFull MarksStudent correctly chose the species that retains a significant amount of arboreal capabilities. Student gave one upper and one lower extremity feature that suggests that their chosen species had arboreal capabilities.1.5 ptsNo DescriptionStudent correctly chose the species that retains a significant amount of arboreal capabilities. Student gave only one features (lower or upper) that suggests that their chosen species had arboreal capabilities.1.0 ptsNo DescriptionStudent correctly chose the species that retains a significant amount of arboreal capabilities but did not offer any explanations0.5 ptsNo DescriptionStudent incorrectly chose the species.0.0 ptsNo MarksStudent did not attempt any answer.2.0ptsThis criterion is linked to a Learning OutcomeDescription of criterionExplore hominin to be first to be an obligate biped2.0 ptsFull MarksStudent correctly chose the species that was the first to have feet that are seen as effective for habitual bipedalism and explained what makes their feet more effective for bipedalism when compared to previous hominins.1.5 ptsNo DescriptionStudent correctly chose the species that was the first to have feet that are seen as effective for habitual bipedalism but did not explain what makes their feet more effective for bipedalism when compared to previous hominins.1.0 ptsNo DescriptionStudent correctly chose the species that was the first to have feet that are effective for habital bipedalism but made no attempt to give an explanation0.5 ptsNo DescriptionStudent incorrectly chose the species0.0 ptsNo MarksStudent did not attempt to answer question.2.0ptsThis criterion is linked to a Learning OutcomeDescription of criterionExplore hominin with biped running capabilities2.0 ptsFull MarksStudent correctly chose the species that was able to run on two legs. Student explained by discussing two specific skeletal features that allow for running on two legs.1.5 ptsNo DescriptionStudent correctly chose the species that was able to run on two legs. Student explained by discussing one specific skeletal features that allow for running on two legs.1.0 ptsNo DescriptionStudent correctly chose the species that was able to run on two legs but did not give details of skeletal features that would allow for running on two legs.0.5 ptsNo DescriptionStudent incorrectly chose the wrong species.0.0 ptsNo MarksStudent did not attempt to answer question2.0ptsThis criterion is linked to a Learning OutcomeNo DescriptionStudent cited work1.0 to >0.0 ptsFull MarksStudent cited all their work.0.0 ptsNo MarksStudent did not cite any of their work.1.0ptsTotal Points: 10.00
Preventing AIDS A drug called money
Based on the Introduction section and Discussion section of the journal article, write a one paragraph concise overview - ...
Preventing AIDS A drug called money
Based on the Introduction section and Discussion section of the journal article, write a one paragraph concise overview - in your own words - of what "cash transfer" means and what the study showed. Insert the text directly in the text toolbar section of the assignment (not comments to professor/instructor section).Preventing AIDS A drug called moneyCash payments to schoolgirls cut HIV infection rateFeb 15th 2012by G.C.HALFWAY between marriage and prostitution lies the sugar daddy. Not quite a husband, not quite a John, he looks after his girl and expects her to be loyal to him—a loyalty that is frequently unreciprocated. But if you are a poor African teenager, having a sugar daddy is not such a bad deal. Eventually, Mr Right may come along and in the meantime life is, as the term suggests, a lot sweeter than it might otherwise be. Except for one thing. In many parts of Africa, relationships between older men and younger women are one of the main transmitters of HIV.With that in mind, it has often been hypothesised that if teenage girls were given an alternative income—one that might, for instance, allow them to stay on at school—they would be less likely to get infected. It is a plausible hypothesis but one that has not, until now, actually been tested.That lack has just been remedied by Berk Özler, of the World Bank, and his colleagues. In a paper just published by the Lancet, they describe how they conducted a randomised clinical trial of the idea that money, and money alone, can stop the spread of HIV.They carried out their experiment in the Zomba district of Malawi, recruiting nearly 1,300 never-married women between the ages of 13 and 22. They divided Zomba into 176 areas, and each participant in a given area was treated in the same way. That area-wide treatment was, however, decided at random by a computer. In some areas, which acted as controls, the women were simply monitored. In some they and their parents were given small amounts of money each month (between $1 and $5 for the women, and between $4 and $10 for the parents), again decided at random by the computer. In a third set of areas money was doled out in a similar way, but only in exchange for a promise by the woman to attend school. If she failed to do so, no money was forthcoming.When the results were in, the team found that the unpaid women had suffered more than twice the HIV infection rate experienced by the paid women over the course of the 18 months of the experiment, and four times the infection rate of genital herpes. Intriguingly, there was no difference between the infection rate suffered by those required to go to school and those who received the money unconditionally. Whether the actual amount of money mattered was not clear. For that to emerge a larger sample would be needed.What is abundantly clear, however, was that the money did make women behave differently. They had younger boyfriends than those in the control group, and had sex less frequently. Liberated from the need to find a sugar daddy, they could behave in a safer way. Those attempting to stop the spread of AIDS have, in the past, tried many ways of getting people to change their behaviour in order to reduce the risk of infection. They have extolled, exhorted and even threatened, all to little avail. They have not, though, previously, resorted to bribery. But it seems to work.
"Course Recap and Looking Forward" Please respond to the following:
Thinking back on what you have learned in this course, discuss the single most interesting or surprising thing you learned ...
"Course Recap and Looking Forward" Please respond to the following:
Thinking back on what you have learned in this course, discuss the single most interesting or surprising thing you learned, as well as what made it so.If you were to speak with a friend considering taking this course, describe how would you “sell” it to him or her. Explain your rationale.125 words, please
CHEM 241 UNLV Microscale Distillation And Gas Chromatography Lab Report
Please use the data and experiment video provided and follow all directions as well as use the uploaded template to record ...
CHEM 241 UNLV Microscale Distillation And Gas Chromatography Lab Report
Please use the data and experiment video provided and follow all directions as well as use the uploaded template to record all the information. Use the data provided for the answers. I have attached the manual information, lab report format, as well as fractions 1 and 2. Thank you.
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