Pharmacotherapy For Endocrine And Musculoskeletal Disorders

Discussion:
Pharmacotherapy For Endocrine And Musculoskeletal Disorders
APA style with citation, needs 3 credible sources reference not later than 2013.
Discussion
Patients with endocrine and musculoskeletal disorders often require long-term treatment and care resulting in the need for extensive patient education. By appropriately educating patients, advanced practice nurses can assist patients with the management of their disorders. In clinical settings, patients with endocrine and musculoskeletal disorders typically seek treatment for symptoms that pose problems to their everyday lives as ordinary tasks may become difficult to complete. For instance, patients might have difficulty walking short distances, preparing meals, or even running errands. To reduce these symptoms and additional health risks, it is essential to develop drug therapy plans with individual patient factors in mind.

To prepare:
  • -Select one of the following endocrine or musculoskeletal disorders: thyroid disease, osteoarthritis, rheumatic arthritis, gout, multiple sclerosis, or fibromyalgia. Consider the types of drugs that would be prescribed to patients to treat symptoms associated with this disorder.
  • -Select one of the following factors: genetics, gender, ethnicity, age, or behavior. Reflect on how this factor might impact the effects of prescribed drugs, as well as any measures you might take to help reduce negative side effects.

With these thoughts in mind:

By Day 3

Post a description of the endocrine or musculoskeletal disorder you selected including types of drugs that would be prescribed to patients to treat associated symptoms. Then, explain how the factor you selected might impact the effects of prescribed drugs, as well as any measures you might take to help reduce negative side effects.

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SHORT TERM MEMORY AND LONG TERM MEMORY.

Question Description

Article Analysis

*THE TOPIC FOR THIS PAPER IS: SHORT TERM MEMORY AND LONG TERM MEMORY. 

For this assignment, you will choose two scholarly articles on a topic covered in this course. Each article should discuss the findings from a study conducted on your selected topic. For example, you may select two articles that studied memory or heuristics. You will then compare and contrast the articles on each of the following items:

  • The theoretical rationale and background for each study.
  • The research questions being asked in each study.
  • The experimental design and the findings of each study.
  • The conclusion made by the researchers in each study.
  • The implications of the research in each of the studies.

Finally, you should discuss how the findings of each of these studies could potentially impact the area of psychology in which you are most interested. Including:

  • Can the findings of these research studies be applied in a professional setting without modification?
  • If modifications are required, what would need to be done to make these research findings applicable in a real-world setting?
  • Should a follow-up study be conducted before these findings are applied in a professional setting?

Strive to be as concise as possible and limit the length of your completed assignment to no more than 5–6 pages, excluding the title page and reference page.

SUBMISSION REQUIREMENTS

  • Written communication: Written communication is free of errors that detract from the overall message.
  • APA formatting: Resources and citations are formatted according to APA (6th edition) style and formatting.
  • Number of Resources: Two recent articles (within the last 3 years) from an empirical journal.
  • Length of paper: 5–6 pages not including a title page and a reference page. The paper should be double-spaced.
  • Font and Font Size: Times New Roman, 12 point.

Refer to the Article Analysis Scoring Guide to ensure that you meet the grading criteria for this assignment.

NOTES FROM ME TO YOU!

1.) ABSOLUTELY NO PLAGIARISM!! 

2.) APA STYLE AND FORMATTING! 

3.) IF YOU HAVE ANY QUESTIONS PLEASE, PLEASE, PLEASE, LET ME KNOW!! 

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Vision on Planning

Discussion 1: The Influence of Mission and Vision on Planning

As you read the following mission statements, think about what you might deduce about each organization:“Nurses advancing our profession to improve health for all,” American Nurses Association“The American Red Cross prevents and alleviates human suffering in the face of emergencies by mobilizing the power of volunteers and the generosity of donors,” American Red Cross“The mission of Southwest Airlines is dedication to the highest quality of Customer Service delivered with a sense of warmth, friendliness, individual pride, and Company Spirit,” Southwest Airlines“To inspire hope and contribute to health and well-being by providing the best care to every patient through integrated clinical practice, education and research,” Mayo Clinic“Provide telehealth solutions and executive medical research management to enhance and support military healthcare and promote innovative medical technologies,” Telemedicine & Advanced Technology Research Center (TATRC)“Google’s mission is to organize the world’s information and make it universally accessible and useful,” GoogleAn organization’s mission describes its core purpose. In partnership with the organization’s vision, which communicates a future-focused direction, the mission provides a basis for planning and decision making at all levels of the organization.For this Discussion, you compare mission and vision statements from multiple organizations and consider how these statements relate to planning.To prepare:Review the information related to the planning hierarchy and mission and vision statements in this week’s Learning Resources.Research the mission and vision statements of three different types of organizations: a for-profit health care organization, a not-for-profit health care organization, and an organization outside of health care. As you examine the organizations’ mission and vision statements, consider the following:                   How effectively do the mission statements articulate the organization’s purpose?How effectively do the vision statements reflect future aims?Do the mission and vision statements convey who (which groups) the organizations serve? Do they indicate obligations to various stakeholders?Are the statements an appropriate length?What do you glean about how leaders in health care and in other industries envision and convey mission and vision?What do you discern about the interdisciplinary nature of crafting mission and vision statements by looking across organizations, including those outside of health care?Identify key insights you have gained by comparing the mission and vision statements of these three organizations.Consider how an organization’s mission and vision relate to the planning hierarchy. For each organization you have selected, think about how the mission and vision could or should influence planning. What elements of each mission and vision stand out as especially significant?

By Day 3Post a comparison of the mission and vision statements of the three organizations selected. Explain how specific elements of each organization’s mission and vision statements might inform planning in that organization. Include references/links for the organizations’ mission and vision statements in your post.

Required Readings

Sare, M. V., & Ogilvie, L. (2010). Strategic planning for nurses: Change management in health care. Sudbury, MA: Jones and Bartlett.Review Chapter 4, “Just What Is Strategic Planning?” (pp. 57–82)Chapter 7, “The Three Key Elements of the Strategic Planning Process: A Vision That Guides Nursing’s Future Action” (pp. 117–143)                                                Chapter 7 addresses elements of the strategic planning process, which includes mission and vision.Cady, S. H., Wheeler, J. V., DeWolf, J., & Brodke, M. (2011). Mission, vision, and values: What do they say? Organization Development Journal, 29(1), 63–78.Retrieved from the Walden Library databases. This article addresses research on mission, vision, and values from 300 different organizations.Desmidt, S., Prinzie, A., & Decramer, A. (2011). Looking for the value of mission statements: A meta-analysis of 20 years of research. Management Decision, 49(3), 468–483.Retrieved from the Walden Library databases. This article looks at the relationship of organizational mission and financial performance. It includes a discussion of what a mission statement is and the purpose(s) it serves.Hirota, S., Kubo, K., Miyajima, H., Hong, P., & Won Park, Y. (2010). Corporate mission, corporate policies and business outcomes: Evidence from Japan. Management Decision, 48(7), 1134–1153.Retrieved from the Walden Library databases. The authors examine the implications of the mission statement for organizational practices and performance.King, D. L., Case, C. J., & Premo, K. M. (2012). An international mission statement comparison: United States, France, Germany, Japan, and China. Academy of Strategic Management Journal, 11(2), 93–119.Retrieved from the Walden Library databases. This article examines the content of mission statements, stakeholder involvement, and the development of goals and objectives.

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Comparing and Contrasting Qualitative Approaches

Question Description

In this Discussion, you will conduct a literature review of your topic area, focusing on a research study that uses one of the qualitative approaches covered this week.

To prepare for this Discussion:

  • Review the reading materials about the different approaches in this week’s Learning Resources.
  • Conduct your own literature search to find a published study that represents one of the Week 3 approaches. Remember, you may have to broaden your search terms to find an appropriate study.
  • Review the following resources before proceeding with your own article review

Document: R8360 Guidelines for Reading and Evaluating Qualitative Research Articles (PDF)

Document: Example of How to Read and Evaluate a Qualitative Research Article (PDF)

**************************************************

My Topic: What are the specific problems and characteristic of different types of offender Reentry Programs Targeting Recidivism in the United States? (Please find an article on this topic to evaluate)

Contribute a 3-paragraph Discussion post in which you respond to the following:

  • Summarize the characteristics of the approach of the research article you chose during your literature search.
  • Summarize the research article, including the citation and sufficient information for your classmates and Instructor to locate the article.
  • Present a short critique of that article based on the “R8360 Guidelines for Reading and Evaluating Qualitative Research Articles” document.

*Locate and review two of the articles a classmate critiqued. Then, review the critique itself. Respond to your classmate and provide constructive feedback on his or her critique.

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Intelligence

Research
The scientific method reflects an attempt to find evidence to support or refute our beliefs about the world and its nature. This involves a skeptical attitude and an open mind to allow for the possibility that our cherished beliefs are false. Two reliable phenomena – hindsight bias and judgmental overconfidence – illustrate the limits of everyday intuition and our need for scientific inquiry and critical thinking.
Psychological science usually starts with someone observing something interesting and trying to construct a theory about why it happens. Theories are organized sets of ideas and observations that explain and/or predict behavior or events. From those theories, psychologists derive logical and testable statements called hypotheses that can be supported or disputed by research. When enough support is gathered, a theory is accepted. If not, either the theory is revised, or a new one takes its place. Even accepted theories may be revised as more evidence accumulates over time.
In their research, psychologists use case studies, surveys, and naturalistic observation to gather information and describe behavior; correlation to assess the relationship between variables; and experimentation to uncover cause and effect relationships. Researchers use statistics to describe their data, to assess relationships between variables, and to determine whether differences are significant.
There are many questions about psychological research. These include concern over the simplification of reality in laboratory experiments, the generalizabilityof research in terms of culture and gender, the purpose of animal studies, the adequacy of research ethics, and the potential misuse of psychology’s knowledge.
Intelligence
Today, intelligence is generally considered to be the ability to learn from experience, solve problems and adapt to new situations. Psychologists debate whether intelligence is one general ability or several specific abilities. While a certain level of intelligence is necessary for creativity, beyond that level, the correlation is weak. Some theorists have expanded the definition of intelligence to include social intelligence, especially emotional intelligence. Psychologists have linked people’s intelligence to brain anatomy and functioning as well as to cognitive processing speed.
Modern intelligence testing began more than a century ago in France when Alfred Binet developed questions that helped predict children’s future progress in the Paris school system. Lewis Terman of Stanford University used Binet’s ideas to develop the Stanford-Binet intelligence test. German psychologist William Stern derived the formula for the famousintelligence quotient, or IQ.
Modern aptitude and achievement tests are widely accepted only if they are standardized, reliable and valid. Aptitude tests tend to be highly reliable, but they are weak predictors of success in life. One way to test the validity of a test is to compare people who score at the two extremes of the normal curve: the challenged and the gifted.
Studies of twins, family members and adopted children point to significant genetic determinants of intelligence test scores. These and other studies also indicate that environment significantly influences intelligence test scores. Psychologists debate evolutionary and cultural explanations of gender differences in aptitudes and abilities. Environmental differences are perhaps entirely responsible for racial gaps in intelligence.
Aptitude tests, which predict performance in a given situation, are necessarily “biased” in the sense that they are sensitive to performance differences caused by cultural experiences. However, the major tests are not biased in that they predict as accurately for one group as for another. Stereotype threat can adversely affect performance and sometimes appears in intelligence testing among African Americans and women.
By the end of this reading, you will be able to:

  • Understand the nature of intelligence and intelligence testing and the methods of psychological research.

Be sure to read the material thoroughly before attempting to complete related assignments. Please ask any questions that you may have about the reading in the General Question and Answer discussion forum.
Now that you have completed this activity, please proceed to the Discussion Activities.
Question:
Although we commonly associate prejudice with minority groups in our own country, almost anyone can be a victim of it. Describe a case of prejudice that you are aware of. It could be prejudice toward you or that you harbor toward others, or an example from the media or your own experience. If this involves others, please disguise their identities.
Using what you have learned in this module and other appropriate sources, explain how you think that the prejudice originated. Was there a stereotype involved? Did the prejudice ultimately lead to discrimination? Be sure to describe each of the concepts and explain how it relates to the others. What might you do to turn this situation around and prevent it from happening in the future? After you have posted your case and answered the questions, take a look at this video: Cultural Competence: Managing Your Prejudices (Links to an external site.)Links to an external site..

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DESCRIBE HOW VARIOUS FACTORS INFLUENCE THE HEALTHY WELL-BEING OF INDIVIDUALS LIVING IN COMMUNITY AT RISK.

This paper must be a minimum of 3 pages in length, not counting the title page, or reference page(s).  The format should be double-spaced, written using 12pt. font, Times New Roman font,1” margins, stapled and numbered pages.  References must be written in the American Psychological Association (APA) style. 
A minimum of 4 peer-reviewed sources required not older than 10 years. Grading criteria include: addressing the instructions below for each of the writing assignments, grammar, and clarity of writing, and adhering to the format described above.  

Assignments are expected to be well written with correct grammar, syntax, and spelling.  Grading will, therefore, reflect both writing style, content, organization, and adherence to assignment.

Describe the health problem of interest.
Community at Risk: What is the community that is at high risk for this health problem?
Health Statistics: How do the rates of disease or the health condition differ for the population you chose compared to the overall U.S. population?
Influencing Social Factors: Describe how various factors influence the healthy well-being of individuals living in community at risk.
Recommendations: What are your recommendations for how the health problem can be alleviated?

My topic is smoking among college students
website source:  
https://www.cdc.gov/Features/ecigarettes-young-people/

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Approach to Care of Cancer Essay Assignment Paper

Approach to Care of Cancer Essay Assignment Paper
Details:
Write a Approach to care of cancer essay assignment paper (1,250-1,750 words) describing the approach to care of cancer. In addition, include the following in your paper:

  1. Describe the diagnosis and staging of cancer.
  2. Describe at least three complications of cancer, the side effects of treatment, and methods to lessen physical and psychological effects.
  3. Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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This Approach to care of cancer essay assignment paper uses a grading rubric. Instructors will be using the
rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment. approach to care of cancer essay assignment paper.
Approach to care of cancer essay assignment paper rubric

  1
Unsatisfactory 0-72%
0.00%		 2
Less Than Satisfactory 72-75%
75.00%		 3
Satisfactory 76-79%
79.00%		 4
Good 80-89%
89.00%		 5
Excellent 90-100%
100.00%
80.0 %Content  
30.0 %Explanation of the Diagnosis and Staging of Cancers is Provided. An explanation of the diagnosis and staging of cancers is not provided. An explanation of the diagnosis and staging of cancers is provided but is missing relevant information. An explanation of the diagnosis and staging of cancers is provided that meets the assignment criteria. An explanation of the diagnosis and staging of cancers is provided that is offered in a detailed manner. An explanation of the diagnosis and staging of cancers is provided that is offered in a detailed manner, while demonstrating higher level or critical thinking.
20.0 %At Least Three Complications of Cancer are Identified With Comprehensive Discussion of Available Treatments. Less than three complications of cancer are identified. Approach to care of cancer essay assignment paper At least three complications of cancer are identified but lacking a comprehensive discussion of available treatments. At least three complications of cancer are identified with a comprehensive discussion of available treatments. More than three complications of cancer are identified with a comprehensive discussion of available treatments. More than three complications of cancer are identified with a comprehensive discussion of available treatments, while demonstrating higher level or critical thinking.
30.0 %Provides Recommendations to Address Physiological and Psychological Side Effects of Care. Recommendations to address physiological and psychological side effects of care are lacking. Approach to care of cancer essay assignment paper Recommendations to address physiological and psychological side effects of care are missing relevant information. Recommendations to address physiological and psychological side effects of care meet the assignment criteria. Recommendations to address physiological and psychological side effects of care are offered in a detailed manner. Recommendations to address physiological and psychological side effects of care are offered in a detailed manner, while demonstrating higher level or critical thinking.
15.0 %Organization and Effectiveness  Approach to care of cancer essay assignment paper
5.0 %Thesis Development and Purpose Paper lacks any discernible overall purpose or organizing claim. Approach to care of cancer essay assignment paper Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. Thesis and/or main claim are apparent and appropriate to purpose. Approach to care of cancer essay assignment paper Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose. Thesis and/or main claim are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.
5.0 %Paragraph Development and Transitions Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed. Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident. Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other. A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose. There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English. Approach to care of cancer essay assignment paper
5.0 %Format  
2.0 %Paper Format (1- inch margins; 12-point-font; double-spaced; Times New Roman, Arial, or Courier) Template is not used appropriately or documentation format is rarely followed correctly. Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. Template is used, and formatting is correct, although some minor errors may be present. Template is fully used; There are virtually no errors in formatting style. All format elements are correct.
3.0 %Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment) No reference page is included. No citations are used. Reference page is present. Citations are inconsistently used. Approach to care of cancer essay assignment paper Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present. Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and GCU style is usually correct. In-text citations and a reference page are complete. The documentation of cited sources is free of error.
100 %Total Weightage Approach to care of cancer essay assignment paper
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Disaster Planning for Public Health Nursing Assignment

Disaster Planning for Public Health Nursing Assignment

  • Select a potential natural or man-made disaster that could happen in your community. Then, write a 3- to 4-page paper about the disaster from the community nurse’s perspective.

Section 1: The Disaster, Man-Made or Natural

  • What disasters may strike your community and why? For example, do you live in “Tornado Alley,” or has climate change resulted in unusual cold weather snaps or blizzards in your community? Are you located in a flood plain? Include possible diseases that may result from a natural disaster, such as tetanus or cholera.

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Section 2: The Nursing Response

  • Formulate responses to the disaster, considering systems and community levels of intervention.
  • Review websites where a disaster plan may be available for the public, or if one is not currently available, call public health department to see if a disaster plan exists for your community and what the plan contains.
  • In addition to reviewing websites for information about your local disaster plan, you will need to locate best practice/evidence-based practice guidelines in professional literature to determine whether your community’s disaster plan is as sound as it might be or if there is room for improvement.

Section 3: Is My Community Prepared for a Disaster?

  • What conclusions can you draw about your community’s preparedness plan from having completed this evaluation?

Evidence-Based Practice in Disaster Planning: Nurses as Leaders

  • Public health surveillance is one way that public health officials target intervention strategies (Turlock, 2016). Often, it is through prompt recognition of and reporting of incidents of communicable disease that a disaster can be averted (Turlock, 2016). Surveillance activities often prompt questions such as, What is causing the disease? How is it spreading? And who is at risk (Turlock, 2016)? While it is true that preparedness planning cannot eliminate all traces of threat to a community, planning assures that medical services and treatment are deployed in an effective, efficient, and rapid manner (Turlock, 2016). Public health plays a vital role in coordination of providers, assurance of supplies particularly when the Strategic National Stockpile pharmaceuticals and supplies are required, and mobilization of state and national response systems. Public health officials may also provide health care services when required (Turlock, 2016).
  • Stanhope (2016) noted that evidence-based practice (EBP) has become more important in health care for many reasons: increased expectations of consumers, increased availability of information through the Internet, increased accountability for results, health care economic changes, and growing numbers of lawsuits, among other reasons. EBP is a lifelong problem-solving approach that regularly produces excellent results and often provides the theoretical underpinnings for programs to mitigate problems in the community. Once programs are in place, evaluation of their effectiveness should be conducted to determine whether they are worth the continued expenditure of resources. Use of EBP is vital to assure safe outcomes for populations during disasters, such as massive communicable disease outbreaks, and should be the foundation of disaster-planning strategies.

Disaster Planning for Public Health Nursing assignment -Required Readings
Stanhope, M., & Lancaster, J. (2016). Public health nursing: Population-centered health care in the community (9th ed.). St. Louis, MO: Elsevier.

  • Chapter 15, “Evidence-Based Practice” (pp. 342–354)
  • Chapter 23, “Public Health Nursing Practice and the Disaster Management Cycle” (pp. 503–528)
  • Chapter 24, “Public Health Surveillance and Outbreak Investigation” (pp. 529–544)
  • Chapter 25, “Program Management” (pp. 545–567)

Disaster Planning for Public Health Nursing Assignment – Required Media

  • Laureate Education (Producer). (2009a). Family, community and population-based care: Emergency preparedness and disaster response in community health nursing [Video file]. Baltimore, MD: Author.
  • TED. (2012). How to step up in the face of disaster [Video file]. Retrieved from                   https://www.ted.com/talks/caitria_and_morgan_o_neill_how_to_step_up_in_the_face_of_disaster
  • This Ted Talk describes the actions of two sisters who step up as leaders during a tornado disaster in their community.
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What are three methods of disease transmission mentioned in the epidemiology animation on the Home page?  Provide some examples

 Nursing homework help

Module 3 – Case

PATHOGENICITY, IMMUNOLOGY AND EPIDEMIOLOGY

Case Assignment

In this Case Assignment, you will focus on the materials that you viewed on the Home page.  After reading the text and viewing each of the links provided there, address the following questions:

  1. What are three methods of disease transmission mentioned in the epidemiology animation on the Home page?  Provide some examples.
  2. What are the most common vectors mentioned in the tutorial on transmission of disease?
  3. Which pathogens were mentioned in the Virulence Factors animations (host tissues and defenses)?  List all of the pathogens mentioned and then choose two to discuss.  In your discussion include:
  • How do they hide from host defenses?
  • How do they invade or penetrate the host?
  • Research how they reproduce, and ID them using at least three phenotypic descriptions (you can refer to the dichotomous key from the previous module for phenotypic descriptions).
  1. Note whether the pathogen you chose was reported as a risk to the workplace in the Infectious Diseases in the Workplace article you read on the Home page.
  2. Note the total cases and related mortality reported by the CDC Stats in the linked report.

Assignment Expectations

Page Length: 2 to 3 pages
Format
TUI encourages all students to comply with APA style and format guidelines for proper citation of references.
Scholarly Content                  
Your case assignments are considered scholarly works. Your final work should include peer reviewed (scholarly) sources. Please use the formatting demonstrated in your Background section to cite the tutorials and readings from the Module Overview.
Please keep in mind that you should not use sources such as “Answers.com” or “Wikipedia” or “Wikianswers.”  None of these are scholarly sources and they can be “modified” by any registered user which makes them unreliable.
Appropriate Headings and Paper Flow
Remember that you are preparing a formal academic paper. Your paper should make use of appropriate headings and subheadings.  You should not cut and paste the questions posed and answer them like a “Question and Answer” session.  Your finished paper should read like an academic paper. Submit your final word document to the Case Assignment dropbox.

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Human Survivorship 

BI 101 Online Lab Procedures
Lab 2: Survivorship, Distribution, and Population Growth
Learning Objectives:
By the end of this lab you will be able to: ● Create a survivorship curve. ● Describe how parental care affects offspring survivorship. ● Determine the index of dispersion for a population. ● Use population growth equations to predict the size of a population.
Additional resources needed:
The following resources are located in the Week 2 “Research and Report” section of the Moodle course. ● Lab 2 Report​: You will record your data and answer analysis questions in this report. Once
complete, you will submit this report through the submission page on the course website. ● Lab 2 Spreadsheet​: This document has tables and graphs that you will generate as you go
through the activities outlined in this document. It is not to be turned in, but you will need it to create graphs and analyze your data.
It is highly recommended that you print this document to facilitate ease of access while
completing the activities.
Before you begin this lab, obtain the following items from your lab kit:
● Feathers
You will need to provide:
● 25 local obituaries from 2018
Introduction to Survivorship
Within a population, some individuals die very young while others live into old age. Until quite recently, the pattern of mortality for humans has been influenced primarily by disease. When the number of survivors of a population is plotted against time or life span the graph is termed a ​survivorship curve​. Three patterns of survivorship are recognized. These three can be displayed by survivorship curves, graphs that indicate the pattern of mortality in a population. While survivorship curves for humans are relatively easy to generate, information about other species is more difficult to determine. It can be quite a trick to simply determine the age of an individual plant or animal, not to mention watching an entire population over a period of years. However, the principle of determining survivorship can be demonstrated by using population data and non-living objects. In this exercise you will produce survivorship curves using data from obituaries and feathers.
Part 1: Human Survivorship
Obtain obituaries from your local newspaper or website source. You will need 25 for this exercise. 1. Complete ​Table 1 found in your Lab Report by recording the year born, the year died, and age at
death for 5 individuals found in your obituaries. Place a “1” in each cell if the individual lived to that
Survivorship, Distribution, and Population Growth – 1
BI 101 Online Lab Procedures
age interval (AI). For example, if the age at death was 43, then the first 5 age interval columns would be marked with 1’s. If the individual did not survive into a particular interval, enter a “0” in the corresponding box. When all rows are complete, add together all of the numbers for each column and record the total in the last row of the table. These totals represent the number of individuals that survived into that interval. You should have a total of 5 for the first AI. As your population gets older, you should see this number decrease.
2. Using the lab spreadsheet, create a survivorship curve for your sample size of 5 in the spreadsheet. Open the lab spreadsheet. Click on the first tab at the bottom of the spreadsheet titled “Human Survivorship 5”. Enter your totals from the last row ​Table 1 into the yellow highlighted column in the spreadsheet. A graph will be automatically generated. Add an image of your graph into your lab report. The easiest way (that I know of) for PC users to do this is ​use the Snipping Tool . Mac users can ​take a screenshot of part of your screen . Save as an image and insert it into your lab report.
3. Now use the spreadsheet to create another survivorship curve, but this time using a sample size of 25. Click on the second tab titled “Human Survivorship 25”. Notice that the type of data being plotted has changed. When reporting data in populations that are large, it is easier to analyze the data as a percent of the population instead of actual headcounts, as you did in the first graph. In the yellow highlighted column, enter the year born for 25 individuals you found in your collected obituaries. (It’s ok to use the 5 you already used in your first data set).
4. Answer the questions in the lab report, using the two graphs you just generated.
5. Click on the tab in the spreadsheet titled “Human Survivorship Historical”, observe the survivorship curves of human populations during different points in history, and discuss your observations in your lab report. Please note, the green line that represents deaths after 1940 is created from your data set of 25 individuals, so you must complete that graph to answer the question in the lab report.
6. Using your graph with 25 data points, interpret the data by answering the questions in the lab report. Make note of the differences in how the data is reported when answering the questions! Remember, your population of 5 is reported as ​total number of people still alive, while the population of 25 is reported as ​percent of the population​ that is still alive.
Part 2: Feather Survivorship
You learned that the three different types of survivorship curves indicate certain characteristics of that species, including level of parental care. In this activity, you will test this using feathers as your test “species”. You will measure the “time to death” after tossing each feather into the air. “Time to death” is recorded as time that passes from the moment the feather leaves your hand to the moment the feather touches the ground or other surface. You might find it helpful to enlist the help of a volunteer to assist you in monitoring time until death. Population 1​ – ​Control Set​: Do not give any assistance to the feather to keep it “alive”, just let it be. Record the time it takes to land.
Survivorship, Distribution, and Population Growth – 2

http://windows.microsoft.com/en-us/windows/use-snipping-tool-capture-screen-shots#1TC=windows-8
http://windows.microsoft.com/en-us/windows/use-snipping-tool-capture-screen-shots#1TC=windows-8
https://support.apple.com/en-us/HT201361
https://support.apple.com/en-us/HT201361
BI 101 Online Lab Procedures
Population 2​ – ​Parental Care​: Once the feather leaves your hand, you will give your “offspring” assistance to keep alive. You can wave a paper or your hands under it, blow it upward to keep it going, or fan it somehow in an effort to keep the feather in the air and prevent it from hitting the ground (“dying”).
Instructions:
1. Toss a feather in the air or drop it from an elevated height. Time starts when it leaves your hand. 2. Observe and time how long the feather takes to land (in seconds). Assume the maximum lifespan is
30 seconds. If it takes longer than 30 seconds for the feather to drop, enter 30 into your chart. 3. Record your data in ​Table 2​ of your lab report. Repeat steps until you have 20 data points. 4. Transfer your data to the ​Feather Survivorship​ tab in the Spreadsheet. 5. Save your graph, similar to how you saved the survivorship curves, and insert it into the report. 6. Answer the analysis questions in your lab report.
Part 3: Distribution Patterns
Ecologists use the term “dispersion” to describe the distribution pattern of individuals in their habitat. This pattern may vary from a ​random​, ​uniform​, or ​clumped distribution. Dispersion can be an important factor in evaluating the impact a population can have on its habitat or how exploiting a habitat can impact a native population. For example, the action of an equal number of clumped individuals will be different than if the same number had been uniformly distributed.
Instructions:
The last page of this lab represents a 100 square meter (m​2​) intertidal area that is the habitat for a variety of marine plants and animals, among them algae and sea urchins. Print out the last page and use it to determine the pattern of dispersion by following the instructions below: 1. Using a penny, flip the coin onto the page. Where the coin lands, count the total number of algae that
are touching any part of the coin. Record this number in ​Table 3 in your lab report. Repeat this process 20 times.
2. Use ​Table 4​ to summarize your data. a. Column 1: Target Species per Plot (X)
This column represents the number of individuals that were touching the coin with each flip.
b. Column 2: Number of Plots (E) Look at your data in Table 3. How many times did you flip the coin and not land on any algae? This is the number that is recorded in the first row. How many times did your coin land on 1 algae? Record this number in row 2. For example, if your coin touched 3 algae four coins flips out of 20, then you enter “4” into the row where X=3. Repeat this until all pertinent rows are complete.
c. Column 3: Number of Algae Counted This column represents the total number of individuals that were touched with each flip (Column 1 multiplied by column 2). For example: If (X) = 3, and (E) = 6, then 6 of your 20 coin flips resulted in touching 3 algae, and you counted 18 individuals. (6 flips x 3 algae = 18 algae counted).
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d. Totals The last row of the table is the sum of each column of data. (n) = Total number of coin flips (N) = Total number of algae counted
3. In the spreadsheet, click on the “Index of Dispersion” tab. Enter your data from column 2 of ​Table 4
into the cells highlighted in yellow. Make sure your own calculations correspond with those generated in the spreadsheet. You should see an index (I​d​) value automatically in cell C24, calculated after you enter your (E) values. Record this index in the last row of ​Table 4​.
Use the following information to determine the distribution pattern of the algae. You will discuss the value in part 4 of the lab report. (Note: Your calculated I​d will probably not be exact, but should be much closer to one of the following values than the others.)
If ​I​d​ = 1​, then distribution pattern is random. If ​I​d​ = n​, then distribution pattern is clumped. If ​I​d​ = 0​, then distribution pattern is uniform.
Part 4: Population Growth
The last page of this lab (the same that you used in Part 3) represents a 100 square meter (m​2​) intertidal area that is the habitat for a variety of marine plants and animals, among them algae and sea urchins. The date at time of count is December 31​st​, 2015 (end of year)..
Instructions:
Using the printout on the last page, count the number of algae and sea urchins present in your tide pool on December 31st, 2015. Record these numbers in ​Table 5​ of the lab report.
Density and Distribution of Algae
1. Calculate the density of the algae. Recall that species density refers to the amount of space an individual takes up in a habitat. Your answer should be expressed as # of algae per square meter (Units must be included!). Not sure how to calculate density? The lecture materials has examples!
2. Identify the index of dispersion you calculated in part 3 in your lab report.
3. Discuss what this index tells us about the lifestyle of algae
Sea Urchin Population
1. On January 1st, 2015, the sea urchin population consisted of the adult urchins and those that died throughout the year. (Remember, the young urchins were born after January 1st!) Determine the population size at the ​BEGINNING of 2015​ and record in your lab report.
2. On December 31st, 2015, the urchin population consisted of all the adult sea urchins plus those that were born during the year. (Remember, the dead urchins can’t be counted as part of the population at the end of the year since they are dead!) Determine the population size at the ​END of 2015 and record in your lab report.
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3. Using the population size you determined for the ​beginning of the year, determine the birth rate (b) for the sea urchin population in 2015. Record this in your lab report.
4. Again using the population size you determined for the beginning of the year, determine the death rate (d) for the sea urchin population in 2015. Record this in your lab report.
5. Calculate the growth rate (r) for the sea urchin population.
6. Using your calculations, predict the growth of the sea urchin over the course of 5 years. Remember: G = (r) x (population size). G represents the number of individuals added to the population within a given time frame. Refer to the lecture slides and study guide to see examples of how to determine population size over the course of several years. ​Start your calculations using the original population size you calculated at the beginning of the year in 2015​.
7. Record the population size for 5 years of growth in the last section of the lab report and discuss your results.
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