BIO ENG 10 Lecture Notes - Lecture 2: Acetonitrile, Artemisinin, Complementary Dna

44 views3 pages

magentacheetah748

29 Aug 2018

School

Department

Course

Professor

For unlimited access to Class Notes, a Class+ subscription is required.

Document Summary

Ten tips for preparing a scientific talk: every paper, poster, or talk needs a story a. Introduction: why should i care, what"s already been done, results and discussion, what did you do, methods i. Research narratives are constructed to meet a need. If the text is only there to remind you of what to say, cut it. If there is a diagram, chart, or equation on a slide that you don"t plan to walk the audience through, cut it: hint: use simple animations to control what the audience is looking at. It"s all about the choreography of people"s attraction: avoid the following mistakes. Too many significant figures. (copy/past): the extra long names on the make a long list to wait, using low resolution images, export at 300 dpi (minimum) Over 20% used the wrong statistical tests available. Circles, triangles, squares denote measured values (data) Fit to the data: get a presentation remote, use a laser pointer sparingly (if at all).

Related Questions

Scenario

Staff Nurse: Thank you for agreeing to talk to me about the discussion we had the other day about assigning patient load. As I started to say in the meeting, but got interrupted, is that I really donât like the new plan that we have. I liked the old one better. I donât understand why we need to change.

Leader: You did get to express one concern about visiting patients in Iron Ridge and that is the communityâs high crime rate. We all recognize this issue, and I do understand. But the new patient assignment scheme is meant to match you with patients who will most benefit from your specialty, and not where you live geographically. There are many patients in Iron Ridge who have diabetes that need your expertise.

Staff Nurse: Wellâ¦ I really do love my patients and I donât hold it against them that they live in a bad part of town. But frankly, Iâm afraid! Every night when I watch the news, there is somebody thatâs been involved in a shooting or a carjacking. I talked to my husband about it and he said that if you insist I go over there, he wants me to quit. Itâs not safe!

Leader: [audible pause] I have an idea I would like to explore with you. What if we sent an escort to accompany you on your visits? Would this help you feel safer in that neighborhood?

Staff nurse: Sure, it would, but do you think thatâs realistic? The last I heard, we didnât have any money to give us nurses raises and bonuses. I mean, do we even have the budget for something like security?

Leader: Itâs realistic as long as I can justify the safety of our nurses. Letâs say the cost is not a barrier to this scheme. What do you think? Staff Nurse: [hesitation] Please let me think about it. I need to talk to my husband, too. I canât decide right now, but youâve given me something to consider.

At times the needs of our families conflict with our work responsibilities. Could this possibly be the underlying issue here?

1)Explain the conflict resolution skills displayed by the leader in the scenario. On a scale of 1-10, how would you rate those of the leader.

2)How might earlier collaboration have been beneficial?

3)Some organizations utilize non Registered Nurses in the Case Manager role. What additional skills, knowledge and attributes would the BSN-prepared Registered Nurse bring to case management in this scenario?

As you may recall in the work of Triplett (1898), the presence of others in a bicycle race was found to enhance individual performance. This is called social facilitation (Williams, Harkins, & Karau, 2007). At times, however, the presence of others can detract from individual performance, which is termed social inhibition (Crisp & Turner, 2007). Similarly, social loafing can occur when an individualâs performance within a group decreases due to his or her reliance on others in the group (Crisp & Turner, 2007).

For this Discussion, review the media program, Week 5: The Virtual Office. Focus on the characters in the media and determine which characters displayed social facilitation, social inhibition, and social loafing.

With these thoughts in mind:

Post by Day 3 a description of the characters in the media program demonstrating social loafing, social inhibition, and social facilitation. Explain how you identified them. Then, select one of the characters and, using the current literature, explain two ways you might mitigate their behavior.

Media Program

(Onscreen Text: The employees at the United Cardboard Company often work individually on projects, but as with most environments, they are occasionally asked to participate in group projects. One such group is about to meet right now to plan a presentation for the Board of Directors. Observe the conversation and reactions of various group members to determine which group members exhibit signs of the following: Social Loafing, Social Inhibition, and Social Facilitation.)

(Interior of an office. Ken stands at the front of the conference room.)

KEN: OK, I guess we might as well all get started. As we all know, the big man has requested the five of us to get together and write and conceptualize a presentation to the board on our new packaging system. Maybe we can start by going around and throwing out some initial ideas.

KATHY: Sounds good to me. I think a PowerPoint presentation would do the job well.

GAVIN: I agree. We could follow it up with a physical demonstration of how the packaging looks and folds-- maybe a video of the larger pieces that won't fit into the boardroom.

KEN: Sounds perfect to me. Amanda, Brian, what do you guys think?

BRIAN: Yeah, what you guys said sounds fine.

(Amanda thinks, âI donât know what to say!â)

KEN: Amanda?

AMANDA: I don't know. I didn't really get much chance to think about this. We only found out we needed to do this together three days ago.

KEN: OK, no worries. Let's focus on the PowerPoint idea. I've been doing a lot of them lately, so I'm happy to take the lead on the design aspect. What do you guys think we should all incorporate into the slides?

GAVIN: I think we should start with where we got the idea for this new packaging -- the company that designed it and the different sizes that it comes in.

KATHY: We should follow that with a graph comparing the old prices to the new ones to illustrate how much we'll be saving over time. Amanda, didn't you have most of that information collected at some point?

(Amanda thinks, âOh no! What if I deleted that?)

AMANDA: I don't know, maybe, it's been so long. I didn't think I'd need it again for a group project like this.

(Gavin thinks, âI wonder whatâs gotten into her. Sheâs not usually this tense.â)

KEN: That's OK, Amanda, I'm sure we can easily dig it up again. Brian, do you have any other ideas for the PowerPoint slides?

BRIAN: Nah, I think what you guys mentioned sounds right.

(Kathy thinks, âWow. Way to contribute Brian.â)

KEN: OK then, Kathy and Gavin why don't you send me all of the info and I'll write it up and make the slides. Amanda, don't worry about the cost saving document, I'm sure I can dig it up from my old emails and put it into that slide too.

AMANDA: Are you sure? I'm happy to look. I mean I'm sure I have it somewhere. (Kathy thinks, âShe really needs to get it together. Why is she so nervous?â) At least I think I have it somewhere. You won't tell the Board of Directors if I lost it, will you?

KEN: Of course not, we're in it together. So as I was saying, I'll write up and prepare all the PowerPoint slides. Then we can start our presentation with reading and explaining each slide. Then, what?

KATHY: Well, and then I think we should show them the packaging live, and the quick deconstructing techniques.

KEN: Great idea. You and Amanda can demonstrate the folding, while I narrate what you're doing.

(Amanda thinks, âIs he doing too much of the work? And what if I drop everything while heâs talking?â)

GAVIN: And after you all demonstrate the smaller packaging, we could show a quick video of how the really big ones function down at the warehouse. Brian, would you be able to go film that quickly one of these days?

BRIAN: I don't really have any experience with video cameras or anything like that, so...

(Gavin thinks, âI should have seen that one coming.â)

KEN: That's OK. My wife actually just got me this great little camera for our anniversary. It takes great videos. So I can just run down to the warehouse, get some footage, then put it together on this new editing software I just downloaded. Maybe add a little music. It's going to be really slick!

KATHY: Are you sure, I wouldn't mind doing that too.

KEN: Oh no, it's fine. I love this kind of stuff; just leave it to me. But I suppose that's enough planning. Now it's time to get to work and make the presentation a knock out. Go team!

Bad Fish: The Case of Tetrodotoxin

Part I â Poisoned!

One evening during a trip to Indonesia to study the recent sightings of a coelacanth, Dr. Marshall Westwood from the Montana Technical Institute sat down to a meal of pufferfish and rice. Within an hour of returning to his hotel room, he felt numbness in his lips and tongue, which quickly spread to his face and neck. Before he could call the front desk, he began to feel pains in his stomach and throat, which produced feelings of nausea and eventually severe vomiting.

Fearing he had eaten some âbad fishâ for dinner, Dr. Westwood called a local hospital to describe his condition. The numbness in his lips and face made it almost impossible for him to communicate, but the hospital staff managed to at least understand the address he gave them and they sent an ambulance in response. As Dr. Westwood was rushed to the hospital, his breathing became increasingly difficult. In addition, he began to show signs of paralysis in his upper body and arms.

By the time the ambulance reached the hospital, Dr. Westwoodâs face and mouth were completely paralyzed and he had an irregular heartbeat. The physicians helped by keeping his airway open, administering drugs to bring his heart back to a normal rhythm, and putting a mixture of charcoal into his stomach, which would help absorb any chemicals that might still be left there.

Within a few hours, Dr. Westwoodâs condition improved and he was on his way to a full recovery. After discussing his case with his physician, he learned that he had probably been the victim of a pufferfish poisoning.

The active toxin in the tissues of this fish is a chemical called tetrodotoxin. Tetrodotoxin or (TTX) is in a class of chemicals known as neurotoxins due to the fact that it has its effects on nerve cells (neurons). Specifically, tetrodotoxin blocks voltage-gated sodium ion channels.

What follows is a series of questions relating to the basic biology of this case.

Answer the following questions about the case study:

1. How many different elements are contained in a molecule of tetrodotoxin? What are the names of these elements?

2. What is a voltage-gated sodium ion channel? What is it made of? What is its function?

3. Why do sodium ions need channels in order to move into and out of cells?

4. Describe the process involved in the movement of ions through these channels.

5. When nerve cells are at rest, there is an unequal amount of positive and negative charges on either side of a nerve cell membrane. This charge difference is called an electrical potential. Describe this âpotentialâ when the neuron is at rest (resting potential).

6. What is happening to the electrical potential of a neuron when it generates an action potential? What is the function of the action potential in neurons?

7. Describe the role of sodium ions and sodium channels in the action potential.

8. What would happen to a neuron if it were exposed to tetrodotoxin? Be specific regarding its effect on the ability of a neuron to communicate.

9. Now that you have addressed some of the basic biology of this case, explain why Dr. Westwood experienced numbness after eating the pufferfish meal.

10. Paralysis is a term used to describe the loss of function of muscle. If tetrodotoxinâs effect is on neurons, why did Dr. Westwood experience paralysis?

violetferret341

BIO ENG 10 Lecture Notes - Lecture 2: Acetonitrile, Artemisinin, Complementary Dna

Document Summary

Get access

Related textbook solutions

Molecular Cell Biology

Biology: Science for Life with Physiology

Biology

Concepts of Biology

Essentials of Biology

Related Documents

BIO ENG 10 Lecture 8: BIOE 10:First 2 devices

MKT 504 Lecture : MKT 504 Ch 12

CRWR 213 Lecture Notes - Lecture 11: Alex Blumberg

Related Questions