...Self-Study Quiz: What Can We Do About Antibiotic-resistant Bacteria? You Decide What Can We Do About Antibiotic-resistant Bacteria? Summarize, evaluate, and argue the validity of the data that demonstrate the problem of antibiotic-resistant bacteria. Then present a plan for reducing this problem in the future. Keep these questions in mind: • What data supports the hypothesis that antibiotic-resistance is on the rise? What problems do you see in this data? Can you propose a way to overcome these problems? • Which methods have been successful in decreasing the number of antibiotic-resistant bacterial strains? Which methods have not? • What shortcomings or errors do these given studies have? Can you design a new study that would overcome them? Student Deliverable: |Summarize, evaluate, and argue the validity of the data that demonstrate the problem of antibiotic-resistant bacteria. | |The charts, when combined and looked at together all paint a nice picture of bacteria gradually becoming more resistant to more classes of antibiotics. When one | |looks at the charts it is easy to see that in 1989 & 1990, the amount of classifications of antibiotics was at a high (not including 2000). During that time the | |number of written prescriptions for a certain antibiotic (Erythromycin) was also at an all-time high. We can also see that generally the strain of the Strep | |bacteria became more resistant...
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...Roberts Bio 101 Self-Study Quiz: What Can We Do About Antibiotic-resistant Bacteria? You Decide What Can We Do About Antibiotic-resistant Bacteria? Summarize, evaluate, and argue the validity of the data that demonstrate the problem of antibiotic-resistant bacteria. Then present a plan for reducing this problem in the future. Keep these questions in mind: · What data supports the hypothesis that antibiotic-resistance is on the rise? What problems do you see in this data? Can you propose a way to overcome these problems · Which methods have been successful in decreasing the number of antibiotic-resistant bacterial strains? Which methods have not? · What shortcomings or errors do these given studies have? Can you design a new study that would overcome them? Student Deliverable: Summarize, evaluate, and argue the validity of the data that demonstrate the problem of antibiotic-resistant bacteria. Can antibiotic resistance be over come? What can we do?Let's start with washing our hands often with soap and water this will help to prevent a disease and also the need for antibiotics. Also, while handling food such as meet make sure meat is cooked though, and the food is handled hygienically. This will help with food-borne illnesses. We need to make sure to take antibiotics only if needed. What is happening is more often than most is, we tend to go to the doctor for the mere ordinary cold. But do you really need that antibiotic? A cold is a virus antibiotic will not help...
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...Self-Study Quiz: What Can We Do About Antibiotic-resistant Bacteria? You Decide What Can We Do About Antibiotic-resistant Bacteria? Summarize, evaluate, and argue the validity of the data that demonstrate the problem of antibiotic-resistant bacteria. Then present a plan for reducing this problem in the future. Keep these questions in mind: • What data supports the hypothesis that antibiotic-resistance is on the rise? What problems do you see in this data? Can you propose a way to overcome these problems? • Which methods have been successful in decreasing the number of antibiotic-resistant bacterial strains? Which methods have not? • What shortcomings or errors do these given studies have? Can you design a new study that would overcome them? Student Deliverable: |Summarize, evaluate, and argue the validity of the data that demonstrate the problem of antibiotic-resistant bacteria. | | | |Can antibiotic resistance be overcome? Let's start with washing our hands often with soap and water this will help to prevent a disease and | |also the need for antibiotics. Also, while handling food such as meet make sure meat is cooked though, and the food is handled hygienically. | |This will help with food-borne illnesses. We need to make sure to take antibiotics only if needed. What is happening...
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...are good to eat” –Wiley WHAT HAS EVOLUTION DONE FOR ME What has evolution done for me • Agricultural crops and animal breeding for the past 8,000 years • With the discovery of methods to reconstruct evolutionary relationships there is been a vast increase in the relevance of evolutionary biology to human society. Reconstructing Phylogenies • 1859-1950- No coherent empirical methods • 1950-1966- Emergence of Phylogenetic Systematics • Phylogeny by discovery of the order of evolutionary innovation Ribotyping • Fingerprinting or sequencing RNA • Many diseases have unknown causes • However, diseased tissues can be ribotyped. (Wiley Death Fish) • This process involves extracting DNA from diseased tissues and then sequencing the DNA that codes for rRNA. • If a disease agent such as a bacteria is present, then we will get ribosomal DNA sequences from the host (you) and the bacteria (the infection agent). Ribotyping: Phylogeny matching • Once we have the rDNA sequences, we can plug them into a sequence matrix of all life and see where our unknowns appear on the tree of life. Our Food Chain • Some products are easy to identify, but others are not. • A slab of fish fillet from a sea bass looks like a slab of sih fillet from a farmed Asian catfish. • But the sea bass costs $10/pound while the Asian catfish costs $4/pound. • Yet, a simple phylogenetic analysis can sort out the sea bass from...
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...Course begins | | September 18, 2014 | Exam 1 | 25% | October 16, 2014 | Exam 2 | 25% | November 13, 2014 | Exam 3 | 25% | December 11, 2014 | Exam 4 | 25% | A final average grade of C+ or better (a numerical grade of 74 or higher) is required to pass this course. ------------------------------------------------- Top of Form My Courses --> HNC 310 --> CELL PATHOLOGY print contact faculty contact tech | Pathology - Module 2: Module Two - Unit Number: 1 Unit Title: CELL PATHOLOGY Unit Objectives After reading this chapter, viewing the PowerPoint presentation and the accompanying lecture notes, and completing the study activities, the student will be able to: 1. Describe the normal structure and function of the cell. 2. Discuss the adaptive structural and functional changes that occur in cells as a result of changes in homeostasis. 3. Explain the adaptive structural and functional changes associated with atrophy, hypertrophy, hyperplasia, metaplasia, and dysplasia. 4. Identify disease processes or pathologies that may result in cell atrophy, hypertrophy, hyperplasia, metaplasia, and dysplasia. 5. Cite three sources of cellular accumulations 6. List five causes of cell injury. 7. Identify four mechanisms of cell injury. 8. Discuss cellular aging. 9. Compare the two forms of cell death: necrosis and apoptosis 10....
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...Essentials Ruth E. McCall, BS, MT (ASCP) Retired Program Director and Instructor Central New Mexico Community College Albuquerque, New Mexico President, NuHealth Educators, LLC Faculty, Emeritus Phoenix College Phoenix, Arizona Fifth Edition Cathee M. Tankersley, BS, MT (ASCP) Acquisitions Editor: Peter Sabatini Product Manager: Meredith L. Brittain Marketing Manager: Shauna Kelley Designer: Holly McLaughlin Production Services: Aptara, Inc. Fifth Edition Copyright © 2012, 2008 by Lippincott Williams & Wilkins, a Wolters Kluwer business. Two Commerce Square 2001 Market Street Philadelphia, PA 19103 351 West Camden Street Baltimore, MD 21201 Printed in China All rights reserved. This book is protected by copyright. No part of this book may be reproduced or transmitted in any form or by any means, including as photocopies or scanned-in or other electronic copies, or utilized by any information storage and retrieval system without written permission from the copyright owner, except for brief quotations embodied in critical articles and reviews. Materials appearing in this book prepared by individuals as part of their official duties as U.S. government employees are not covered by the above-mentioned copyright. To request permission, please contact Lippincott Williams & Wilkins at Two Commerce Square, 2001 Market Street, Philadelphia, PA 19103, via email at permissions@lww.com, or via website at lww.com (products and services). 9 8 7 6 5 4 3 2 1 Library of Congress...
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...Beyond Feelings A Guide to Critical Thinking NINTH EDITION Vincent Ryan Ruggiero Professor Emeritus of Humanities State University of New York, Delhi BEYOND FEELINGS: A GUIDE TO CRITICAL THINKING, NINTH EDITION Published by McGraw-Hill, a business unit of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2012 by The McGraw-Hill Companies, Inc. All rights reserved. Previous editions © 2009, 2007 and 2004. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. Some ancillaries, including electronic and print components, may not be available to customers outside the United States. This book is printed on acid-free paper. 1 2 3 4 5 6 7 8 9 0 DOC/DOC 1 0 9 8 7 6 5 4 3 2 1 ISBN: MHID: 978-0-07-803818-1 0-07-803818-9 Vice President & Editor-in-Chief: Michael Ryan Vice President EDP/Central Publishing Services: Kimberly Meriwether David Editorial Director: Beth Mejia Senior Managing Editor: Meghan Campbell Executive Marketing Manager: Pamela S. Cooper Senior Project Manager: Joyce Watters Buyer: Nicole Baumgartner Design Coordinator: Margarite Reynolds Media Project Manager: Sridevi Palani Compositor: Glyph International Typeface: 10/13 Palatino Printer: R...
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...abhorrer/M abhorring abhor/S abidance/MS abide/JGSR abider/M abiding/Y Abidjan/M Abie/M Abigael/M Abigail/M Abigale/M Abilene/M ability/IMES abjection/MS abjectness/SM abject/SGPDY abjuration/SM abjuratory abjurer/M abjure/ZGSRD ablate/VGNSDX ablation/M ablative/SY ablaze abler/E ables/E ablest able/U abloom ablution/MS Ab/M ABM/S abnegate/NGSDX abnegation/M Abner/M abnormality/SM abnormal/SY aboard abode/GMDS abolisher/M abolish/LZRSDG abolishment/MS abolitionism/SM abolitionist/SM abolition/SM abominable abominably abominate/XSDGN abomination/M aboriginal/YS aborigine/SM Aborigine/SM aborning abortionist/MS abortion/MS abortiveness/M abortive/PY abort/SRDVG Abo/SM! abound/GDS about/S aboveboard aboveground above/S abracadabra/S abrader/M abrade/SRDG...
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