Type of Anemia of Ms. A: Microcytic Hypochromic Anemia

Choose one of the following three essay topics: 1.According to the US-based EPA and other sources: a typical passenger vehicle (aka. a car) emits 4.6 metric tons of CO2 per year, and has an average lifespan of 8 years. To what extent does compound interest serve as an effective analogy for the Carbon footprint of a car over its lifetime. Discuss. 2.The capacity for water vapour in Earth’s atmosphere is temperature-limited. As the atmosphere warms, is water vapour likely to be of increasing concern? That is, is water vapour destined to cause concerns that parallel those currently associated with CO2? 3.“Increased levels of CO2 will result in a greening of planet Earth.” What does the seasonal variability captured in the Keeling curve suggest in regard to this promise of a greener planet? Marks will be awarded as follows: Scientific content (15 marks) Use of quantitative data, e.g., illustrations, graphs (5 marks) Quality of written communication (5 marks) Target 500-750 words for the length of your essay – roughly 2-3 written pages Note that a formal essay is required

View the following two video clips: Hard Times Generation: Homeless Kids can be found at: https://www(dot)youtube(dot)com/watch?v=ZZj3hr0OZzw (Links to an external site.) (Links to an external site.) Hard times generation homeless kids 60 Minutes YouTube Hard Times Generation: Families Living in Cars can be found at: https://youtu(dot)be/fKJRGU-JrPs (Links to an external site.) (Links to an external site.) Hard Times Generation Families living in cars YouTube According to the narrator, Scott Pelley (NBC 60 Minutes, 2011), close to 25% of children in the US (that is 1 out of 4) live in poverty. In the video, Pelley interviews a number of children (and family members) who have experienced homelessness, living on the streets, in cars, and in shelters. As you reflect on the video and on Chapter 1 of the text Behavior Management: Principles And Practices of Positive Behavior Support, consider how various theorists would assess the needs of children living in poverty. Select two of the following theoretical frameworks: Developmental Psychodynamic Ecological Social Learning Discuss how proponents of each framework would analyze two of the children or families in the videos. What would they want educators to know or be aware of as they structure learning environments for each child? What were some sources of strength for the child (children) or the family? How might teachers make use of those sources of strength in creating educational environments that support learning?

Give an example of how you have used the communication accommodation theory in intercultural interaction. Did you use convergence, maintenance, or divergence? Why? Would you change anything about the interaction considering your knowledge of this theory?

The following questions are based on this drawing as well as additional information which is listed in the tables. Under usual circumstances students do all the calculations and measurements. However, the goal is to get a connection though to humans from non-human apes and discover a related species and decide where they belong based on the data. Therefore the math is largely posted for you except on the last section 4. You will be asked to interpret the math one questions 1 through 3. Questions for you will be asked to complete, fill -in, and interpret the math compiling data for the story of evolution, especially the connection to human-like animals. Clearly we are not the same as orangutans, gorillas, chimpanzees, nor bonobos but, there are some species which are more similar to us then others. In this section we are evaluating some of the long bones for a determination of obligated bipedalism especially the ability to walk long distances. There are 46 total answers with a combined score of 50 pts. Be sure to follow all the way to the end. The last question is 4e section a and b. Grade scale x/50 x 60 = score Brachial index is = (R) radius length divided by(H)humerus length x 100 Crucial index is = (T)tibia length divided by (F)femur length x 100 Intermembral index is = combined lengths of the the radius and humerus divided by the combined lengths of the tibia and femur [( R+H) ÷ (T+F)] x 100

Need to cite from The Disaster Artist to support the argument that how rhetorical choice works.

– Please carefully read the assignment handout！(In the attachment files) – Especially the red highlight part! You must do the reading and don’t use any outside resources. Carefully read all the sources(attach files) I give u and remember cite please. You must read the sources which are: (In the attachment files) 1. God’s Commandments to the Israelites 2. Caroline Books 3. Andreas Karlstadt, “On the Removal of Images” (1521) (pp. 21-25) 4.Virtual Textbook: Icons and Iconoclasm in Byzantium https://www(dot)metmuseum(dot)org/toah/hd/icon/hd_icon.htm 5. Panofsky_Iconography and Iconology Those are the sources that you can use in the essay, and u better apply or connect the idea in the essay to show the understanding of the sources. You can search other resources to help you understanding but please don’t cite in my essay. Thanks! Aniconism and Iconoclasm: 400-word essay Due: Friday October 23 @11:00am Up until now we have encountered three moments in which the use of images has been debated within the monotheistic religions. Judaism was profoundly aniconic, without images of its God, and banned images entirely, as did Islam. Christianity ultimately embraced images of its God (and other holy figures, the Virgin and Saints above all), but not without extensive debate, with a strong opposition party supporting a ban on images in the 8th century. In the 16th century, the Lutheran and Calvinist Reformation reopened that debate. Calvinists removed all images from their churches, while Lutherans settled on a lesser role of images. The Roman church, henceforth Catholicism, however completely embraced the use of images. This assignment asks you to look at one side of the debates (the position taken AGAINST images), primarily in Christianity. Iconoclasm is the destruction of images. Therefore, iconoclasm was the enactment of a policy against images, many, many of which populated the altars and walls of Christian churches since the time the Western Church officially embraced images. Iconoclasm, or the destruction of images, is an action that often followed the debates over the question: should there be images of the Christian God and Saints, or should there be no images? The primary sources that you are reading for this assignment discuss their aniconic policies, not the iconoclasm that arose from them. To Do List: Read: （Please Please you must read before writing/ only use the sources I gave u ） The Torah (Old Testament): selected passages of God’s Commandments to the Israelites (this was assigned reading in Week 4) Iconoclasm debates of the 8th-9th centuries CE in the Christian Church: excerpt from the Caroline Books Debates of the 16th century that divided the Roman Church into Reformed and Catholic confessions: excerpt from Andreas Karlstadt, “On the Removal of Images” (1521) (pp. 21-25). Karlstadt was a Reform theologian of the early 16th century who advocated the extreme position of disallowing images in the churches. Write: 400 words In your essay analyze the different reasons the writers of the three texts give to reject images of the Jewish God (in the case of the Torah, or Old Testament) and the Christian God( in the case of the Caroline Books and in the treatise of Karlstadt); further, discuss the overlap and distinctions between the concepts of damnatio memoriae and iconoclasm. Proofread, read out loud Format: 12 point type, Times Roman Font, Double-spaced. Chicago Style citations. Submit: On Quercus “Writing Assignment #2 Iconoclasm”. Attach the completed and signed Academic Integrity form. Note: Acceptable file formats: doc, docx, pdf. Also helpful: Virtual Textbook: Icons and Iconoclasm in Byzantium https://www.metmuseum.org/toah/hd/icon/hd_icon.htm

In this assignment you will write an autobiographical essay about your own gender identity. Questions you should consider addressing include: ● What gender were you assigned at birth? Who decided? Based on what information did they make the decision? How did your parents feel about your sex/gender? What expectations did they have of you and your life based on what sex you were assigned at birth? One thing you could do is talk to (in person or over the phone) the people who were there when you were born and ask them about this. ● How do you think your life would have been different if you had been born a different sex/gender? ● What was your gender socialization like during early childhood? When is the first time you became aware of your gender or can remember thinking “I am a boy.” or “I am a girl.” Where were you? How did you find out you were a boy/girl? What did you think of it? ● What were the main gender milestones throughout your life? What were the defining moments of your gender? When you think of your own gender identity, what are the specific memories that you have and why are they meaningful to you? ● What are the things you feel like you have to/must do because of your gender identity? What are you required to do? What are you not allowed to do? What parts of your gender identity do you like? What parts do you dislike and why? Are there things you wish you could do that you can’t/don’t do because of your gender? ● Are there ways that you are gender-nonconforming? How? Why? ● In what ways is your gender stereotypical? How? Why? ● How are you treated because of your gender? What are aspects of this treatment do you like/dislike? ● What choices do you make about your gender? How do you do your gender? What kind of man or woman (or other) are you? What kind of man/woman/other do you want to or try to be? What aspects of your gender are important to you? ● What roles do you play in your life because of what your gender is? ● Whose gender do you admire (this could be someone you know in your life or a famous person or a character — whatever) — why do you admire it? ● How is your gender influenced by other aspects of your identity (e.g. your race, sexuality, age, culture, religion, ethnicity, etc)? Formatting guidelines: 5-10 double-spaced pages 12 pt font, not bold, not italicized, Times New Roman or Arial or Calibri or Garamond. Use headings that break your paper into sections. You have a lot of freedom in how you organize it. You should decide which of the above questions are most interesting to you, what stories you want to tell, in what order, etc. I’d say just start writing and see what happens. After you draft it, read what you have written and then write an introduction telling the reader (me) what’s to come. Be brave. Get creative. Tell stories. Use concepts that we have learned in the course. Tie readings or films into your essay about yourself. I.e. describe parts of this course (or others) that have impacted the way that you think about your own gender identity. This is really an essay about you — but lean on course materials where it is useful or helpful. I encourage you to be vulnerable and personal but obviously don’t disclose anything you’re not willing to share with me.

How would such structures as this (show in the attachment) have changed and informed the way medieval viewers experienced churches? Why do so few survive? (2-3 paragraphs)

A few ideas for winning : ) ❏ Remember to make a copy of this document. Then change the part that has my name to the college you are in and the semester and year to your name and first initial. ❏ You will turn in this whole document online, not just the answers. I also need the questions : ) ❏ There is no quiz for this section ❏ Read the lecture note carefully in order to answer the questions. Avoid skimming because it makes it more difficult to answer the questions. ❏ If troubled there is a video. ❏ Answer the questions and turn-in. Help video: Video Paul Andersen. Diploid vs. Haploid Cells. Bozeman Science Now, if we shift from the idea that any trait is inherited by a species in a family lineage, AKA Mendel’s first law, the principle law of segregation, we can begin to see some of the other complexity in the basic inheritance model. In this section we will review the idea of genes as opposed to taits. Think of traits as the whole cake and the genes as the precise instructions for how to use, make, and acquire the ingredients for the cake. The cake has traits for certain; the frosting, the decorations, the filling, the bread or cake layers, and the decorations. However, how to get what is needed and how to use it are not easily observed as are the traits. The key concept we are using here is Mendel’s second law of independent assortment. Meaning, we are making the assumption based on previous work that traits are inherited from the parents. Next, we are trying to show how the instructions for a trait exist in independent packs. The independent gene usually works in combination with other genes. To add to complexity genes can be expressed or not. Meaning , a gene may be present but not show, this is referred to as dominance and recessive. As we have learned that cells contain DNA which activates things by using RNA, both are ractive and function to produce and build proteins which do things. The details for production are in the genes. How the genes show are the traits. Simply stated cells contain DNA which uses RNA to build proteins and the information on how to do that are stored in genes as segments of the DNA. The things built are known as traits. Gametes Now, as we continue the exploration of inheritance we have established that cells are micro-machines which store all the things needed for production and function. In this lesson we are demonstrating Mendel’s second law of independent assortment. Hence, we use the cell. There is a special kind of cell, a sex cell, referred to as a gamete, which is either a sperm or an ovum. A sex cell gets one of the of alleles from each parent. An allele is a gene for something but is a variant form. For example, is a gene for sex type is variant because it has a combination of X for male and Y for female. The offspring inherit the genes either xxs and or y from the parents. Consequently the genetic structure for offspring can vary. The X and Y are alleles. It is at times complex to understand genetics but for this course we will explore a few of the ideas. For example, an allele can be viewed with the ABo blood groups. That is, for humans we have three basic and understated alleles for blood; A , B, and o. We have genetic types for blood which are similar but… what is not similar is the specific cell type. They are similar for blood, but not because of what type. They are similar because of the function but not type. Those parts of the gene which code for the type are alleles. There is an added complexity sometimes and rarely, one allele is truly dominant over another. In the expression of genes for humans in the ABo blood groups A and B are codominant. Meaning they coexist on more or less equal standing. However, o type is not dominant and is referred to as recessive. That is, type o is passive to A or B and will not change the blood to type o. This is not too complex so far. However, the truth be told it is far more complex such as when considering the ideas of Rh factors, what parts of a cell or gene are dominant and which are recessive become a more complex puzzle to build. That is, basic Mendelian models for inheritance may not be adequate for resolving more complex issues but it is a start. There are reasons that more complex models need to be considered two are pleiotropy and polygenetics. Meaning that with pleiotropy, one gene can be used as a tool for many effects. Another iswith, polygenetics which uses more than one gene or for any one of many effects. It is not simple to start at the more complex and more accurate models.Therefore, it is useful to start with a two part model (refer to img.Gamete Selection 1 and 2) then to move onto more complex ones (refer to img.Gamete Selection 3) for example a much more complex 3 sets in two part model (refer to img.Gamete Selection 4). However, it is important to note the simple steps are not able to present the complexity of the human genome. Starting with some simple ideas, the genotypes for blood are different from the blood groups. For humans simply and usually blood groups are referred to as A, B, and o. However, the groups are actually made of two alleles for the blood cell. The alleles for A, B, or o types can combine in a two part system. A mother or a father must have at least two alleles but may have the alleles in combination. For example in an ABo blood group, a parent with type A has either genotype from below as a genotype. Both are simply named type A blood group. 1.AA (homozygous dominant) same 2.Ao (heterozygous) different 3.AB (codominant) both show Blood also has other genotypes for example; if one parent has genotype AA blood and the other parent has genotype BB blood then the offspring will get one A from parent one and one B from parent two resulting in type AB blood (codominant) (refer to table1). This shows Mendel’s first law, the principle law of segregation. However, a parent could be A for the blood group but their genotype could be Ao. This complicates the issue because now there are two sex cell options for blood grenotypes from that parent who has Ao alleles for A blood group, not just A but also an allelle for o. Consequently, when we combine parent one with Ao with parent two BB the outcome is less clear because each parent passes on half of their genotype. In the case of parent two it is simply a B because there are no other choices. However, for parent one it is either A or o. Therefore the offspring of the two parents could inherit A, B or o because they are options. Meaning the offspring could be AB (codominant) or Bo (heterozygous). This shows Mendel’s second law of independent assortment that the traits exist in packets which can be transferred to offspring independently. This can be shown in a handy tool known as a Punnett Square (refer to table 1 and table 2). It is used by placing one of the parent’s(p1)genotype in the first column and other parent’s (p2) on the top row. Then using the intersections to predict the genotypic outcome of the offspring. Table 1: Mendel’s principle law of segregation The only outcome is AB which came from the parents Table 2: Mendel’s law of independent assortment Because the alleles for blood A and o are unique, they can be inherited independently. This is true of all alleles. We know that trait alleles have at least two parts for simplified Mendalian genetics. That allows some easy applications. We do not have to use A, B, or o to represent any trait. We can use Aa, Bb, Cc, etc. because uppercase represents dominant and lower case represents recessive. Some prefer to use a letter as an allele which represents the idea for example, T for tall, t for small, etc… All these ideas form together to show the principle law of segregation from Gregor Mendel, that all traits an offspring has comes directly from their parents. Also we show the principle law of independence that; traits can exist as separate from other traits and be passed down to offspring. That being said, offspring get the genetic information from their parents and the parents pass part of the DNA to offspring separate from the whole DNA. A parent passed on part of the DNA through creating sex cells which have half the DNA required for a life. The sex cell is a gamete and comes as either a sperm or an ovum. The process of creating a sex cell is meiosis. When a sex cell is created in meiosis, the parent’s whole cell more or less divides in two cleaving a sex cell with half of the alleles from the parent. Therefore, if only one trait were to be examined (img.Gamete Selection 1) the result in the haploid daughter cells, would be in each of the two sex cells there would be half of the parent DNA; in this case review a parent with Aa (heterozygous) in img.Gamete Selection 1. The parent has a two part sequence which codes for a trait. The trait will express according to the patterns and to the effectiveness of the gene to express itself over others and the frequency with which that gene is expressed and the relationship of the affect and ecology of the individual. A trait does not simply show up, usually. There are many things which contribute to the expression. A person is put together, genetically like a complex machine. In this example we see nuts and bolts which need both parts to be useful (img.Gamete Selection 1). That is, a parent has two parts in connection that are useful but they can only pass one to the offspring meaning half. The other half will come from the other parent. When a sex cell is made there are many complex steps which have been covered already in Cells and DNA section you may also recall the added complexity of crossing-over and mixing of the DNA resulting in many unique sex cells from a single person. Therefore, there are many possibilities for the offspring from a parent because the system assures diversity. In the following drawings the process and result is simplified, in order to be direct and correct about the process of half the genes, passed onto offspring, by way of meiosis, and intercourse. The outcome is potentially limitless and diversity is assured by the process of life and procreation. img.Gamete Selection 1 Given: The parent cell has two parts. One is an A representing a dominant trait. There other is “a” which is a recessive one. The parent cell Aa is (heterozygous) meaning different. img.Gamete Selection 2 Given: The parent cell has two parts. One is a B representing a dominant trait. There other is “b” which is a recessive one. The parent cell Bb is (heterozygous) meaning different. img.Gamete Selection 3 Given: Parent 1starts with a cell which has two more parts. The cell from p1 parent cell Aa is (heterozygous) meaning different. P1(parent 1) has an A representing a dominant trait. There other is “a” which is a recessive one. P1 starts with a cell which has two more parts. The cell from p2 parent cell Bb is (heterozygous) meaning different.The parent cell Bb is (heterozygous) meaning different. P1 has a B representing a dominant trait. There other is “b” which is a recessive one. One is a B representing a dominant trait. There other is “b” which is a recessive one. Noted in the below gamete P1 is far more complex than for 1 trait. Gamete selection is from one parent. In that, a parent only has the One set of DNA. That DNA is divided into two parts or chromatids. Each chromatid has information but can carry different codes for the same thing such as for blood, or height etc. However, traits are simply controlled by one genetic pairing and there are many more genes. The information for genes is coded in 20,000-25,000 genes which work with others genes creating nearly limitless possibilities. Tracking these traits is complex See below if we change from 2 sets of two part traits (refer to img.Gamete Selection 3) to 3 sets of two part traits (refer to img.Gamete Selection 4). Then imagine what 25,000 genes may look like. img.Gamete Selection 4 Answer the following questions. Use the above document only to answer the questions. You can type in the answers if you have made a copy and renamed this document as your own. 1. Is a bubble diagram the same as factoring but using a picture (refer to img.Gamete Selection 1) ? two parts. Yes or no and why? (1 pt) 2. What is in the 2 part code/genotype for sex cell 1 and sex cell 2 (refer to img.Gamete Selection 2)? (1 pt) 3. What is in the 1 part code for sex cell 3 and the 1 part code for sex cell 4 refer to img.Gamete Selection 2)? (1 pt) 4. If P1 has traits of Aa and Bb then what are the outcomes for the codes for the sex cells, list them there are four ( refer to img.Gamete Selection 3). (1 pt) 5. Why are pleiotropy and polygenic potentially issues for Mendalian models? (1 pt) 6. Referring to the drawings in img.Gamete Selection 4; how is the branch matrix (tree) simpler to identify the parts and outcomes compared to drop-down (bubbles) or the modified FOIL method? (1 pt) 7. What ways are there to show math processes other than linear expressions or linear equations seen in this section on gametes? There are 5 choices list 3. (3 pt) 8. Would it be helpful to know/learn other ways to do math rather than only equations? (1 pt)

According to Stelson, Hille, Eseonu, & Doolen (2017), “continuous improvement (CI) is a lean process improvement principle. In Lean, the goal is to maximize client benefit by reducing elements detrimental to service aims” (para. 1). There are several factors that affect continuous improvement in healthcare. Discuss what elements that drive continuous improvement projects success in healthcare.