Category: Microbiology

this is for 2 different classes. The first question is for micro, and the second is critical reasoning. please make it short and simple and use simple wording when writing. don’t use ai teacher will check.
1-Fifteen-year-old Dolores was embarrassed to talk with her mother about the pain she felt in her “private parts,” but she was worried she might have gotten a disease, despite Nick’s assurance that she was his “first.” Her mother insisted that Dolores see a doctor, who discovered cervical lesions caused by a virus associated with cancer.
What sexually transmitted virus is involved?
How should the physician treat the lesions?
How could Dolores have protected herself?
2- For this week’s discussion, we’ll be listening to podcasts! 
Each of the podcast options below seeks to debunk a particular belief, argument, or fad, so in effect they demonstrate strong critical reasoning of the kind we’re applying in this class (imagine that, people being paid to apply and discuss critical reasoning!). Choose any one episode of whichever option you prefer:
Science Vs. – “There are a lot of fads, blogs, and strong opinions, but then there’s SCIENCE. Science Vs. finds out what’s fact, what’s not, and what’s somewhere in between. We do the hard work of sifting through all the science so you don’t have to and cover everything from 5G and pandemics to vaping and fasting diets.”
Maintenance Phase – “debunking the junk science behind health fads, wellness scams and nonsensical nutrition advice.” Note that some of the language may be not be suitable for children, so if that’s a concern you may wish to choose a different option.
If Books Could Kill – a podcast that specializes in debunking popular nonfiction books, i.e. “the airport bestsellers that captured our hearts and ruined our minds.” Note again that some of the language may not be suitable for children.
Debunking Medical Myths – conversations with health professionals dismantling false beliefs about medicine, health, and wellness.
The Skeptics’ Guide to the Universe – “dedicated to promoting critical thinking, reason, and the public understanding of science through online and other media.”
Skeptoid – “The true science behind our most popular urban legends. Historical mysteries, paranormal claims, popular science myths, aliens and UFO reports, conspiracy theories, and worthless alternative medicine schemes … Skeptoid has you covered. From the sublime to the startling, no topic is sacred.” 
The Stronger by Science Podcast – “evidence, anecdotes, and incoherent ramblings on training, nutrition, science, and life in general.” 
Sawbones: A Marital Tour of Misguided Medicine – “Join Dr. Sydnee McElroy and her husband Justin McElroy for a tour of all the dumb, bad, gross, weird, and wrong ways we’ve tried to fix people.”
Expert Guide to Conspiracy Theories – a special 6-part produced by The Anthill, which is a podcast that specializes in making academic research accessible and engaging. Episodes do not have to be listened to in order – you can choose any one of the following: 
Part 1 – How to Spot One
Part 2 – Who Believes Them and Why?
Part 3 – Their History
Part 4 – How They Spread
Part 5 – How Dangerous Are They?
Part 6 – Coronavirus
Initial Post
After listening to your chosen podcast episode, summarize an argument that the podcast seeks to debunk (that is, you’re not summarizing the podcasters’ argument, but the argument that they’re critiquing).
When presenting this argument, you should outline its key points and main conclusions, and provide a general idea about its potential implications or repercussions. However, do not reveal how or why the argument is debunked in the podcast. Your goal here is to present the argument as it would be advocated by its proponents, without any critique or analysis, before the podcasters present their critique. As in some of our recent discussions, your primary goal is to accurately summarize an argument to give your classmates an opportunity to practice their critical reasoning skills.
Note that you do not need to summarize the entire episode – you only need to summarize a single argument, i.e. a single conclusion/claim supported by one or more premises. If you happen to find a suitable argument in the first 10 minutes, hey, you’re done and can just use that! (Though it may still be interesting to listen to the full rest of the episode too).
As an example of what an initial post might look like (note that I made this podcast & episode up, just so you don’t go looking for it): 
Podcast: Debunkers!
Episode: Debunking Anti-Vaccine Myths
Conclusion: Vaccines are linked to autism, particularly the MMR (Measles, Mumps, Rubella) vaccine.
Key Premises:
1. Autism Link: The proponents of this argument often refer to a study published in 1998 in The Lancet, a prestigious medical journal, by a British gastroenterologist, Andrew Wakefield. The study posited a correlation between the MMR vaccine and the onset of autism and bowel disease.
2. Vaccine Ingredients: Anti-vaccine advocates also argue that vaccines contain harmful substances, such as mercury in the form of thimerosal, which they claim contribute to the development of autism.
3. Natural Immunity: They also argue that natural immunity — that is, immunity obtained by catching and recovering from a disease — is more effective and safer than vaccine-induced immunity.
Implications of this Argument:
If valid, this argument would have serious repercussions for public health policies worldwide. It would call into question the safety and efficacy of not just the MMR vaccine, but all vaccines that use similar compounds. This could potentially lead to a decline in vaccination rates, potentially resulting in outbreaks of diseases that were previously controlled or eradicated. It could also lead to widespread skepticism toward the importance of herd immunity in controlling the spread of infectious diseases.

TOPIC: “Factors resulting in the emergence of COVID–19 as a pandemic”
Directions
New infectious diseases are emerging due to
1) Evolutionary changes in existing microorganisms that allow them to infect new hosts
2) Spread of diseases through modern transportation increased travel between continents.
3) Changes in ecological conditions
4) Reduction in immunity because of a luxurious lifestyle
5) Research producing new strains
6) Emergence of antimicrobial resistance in microorganisms
7) Expansion of urban areas
8) People’s contact with the animals and microbes that cause these diseases.
You must pick AT LEAST 2 factors (given above) that you think might have resulted in the emergence of COVID-19 as a pandemic. Your post should contain a paragraph each (8-10 lines in the English language) for each factor. Then reply to 2 peers (don’t forget to mention the name of the student that you are responding to). In your replies, you must discuss different factors from the ones you chose for your post (one different factor per reply). Your reply should contain at least 5-6 sentences explaining the respective factor. In your response, add some information. Just saying that you like the post, you learned from the post, great job, etc. is not acceptable.
instructions for homework I will provide later

I need to make an oral presentation. I have some information I shown in the files. It should be a two in one assignment. 

I need you to write responses for a discussion post. This is for 2 different classes. The first 2 are for a micro-class, and the other 2 are for critical reasoning. 

fully address the following prompt:
Vaccines have become a controversial topic, from celebrity-endorsed anti-vax groups to the now retracted paper from Dr. Wakefield in 1998 in the Lancet, claiming a link between vaccinations and autism.   Vaccination rates have varied depending on the latest news or the state of the nation and the world.  Many vaccine-preventable diseases that were either eradicated or quite rare are now creating outbreaks again.   During our current COVID outbreak, vaccine rates are declining in young children as parents fear exposure in doctor’s offices.
Whooping cough, or pertussis, is one of these vaccine-preventable diseases that is making a comeback. Read the article “Low vaccination rates and ‘measles parties’ fueled 2019 measles outbreak in NYCLinks to an external site.”  and discuss these recent outbreaks OR outbreaks from other vaccine-preventable diseases and the controversy surrounding this issue. 
Please include at least one reputable reference other than your textbook or the article given here in your initial post.  It is very important when researching a controversial topic that you use reputable sources.  
Resource:
Columbia University’s Mailman School of Public Health. (2020, May 27). Low vaccination rates and ‘measles parties’ fueled 2019 measles outbreak in NYC: Study is a wake-up call for the potential of another such outbreak, as vaccination rates plummet during the COVID-19 pandemic. ScienceDaily. Retrieved October 16, 2020 from www.sciencedaily.com/releases/2020/05/200527181329.htm
Also include additional 2 sources on top of this.
APA format font 12 and times roman numeral and double spaced
500 words miniumum (3 paragraphs miniumum)
NO PLAGERiSM. Plagerism number must be under 10 percent.
Thank you.

Your paper should include all of the points stated in the description section.
Up to 15 points of extra credit.   You need to submit it online.
You can’t have more than 20 % similarity score. 
Late papers will not be accepted
Papers must be in a report format (paragraph and not bullet points).
Scoring Rubric for Microbiology Semester Writing Project Paper
Choose a microbe that causes disease in humans or animals.   Write about that microbe following the instructions below. MY CHOSEN MICROBES ARE E-COLI, Shigella flexneri, staphylococcus auureus, and bacillus mageterium. INCLUDE ALL 4 IN THIS REPORT.
The Paper is due on May, 27, 2024 at 11:59 pm.  Late papers will not be accepted even if they are minutes late.
Paper is 4 pages (not including cover page or references), double space. Margins should be no more than 1”, and the font should not be any larger than 11.
Cover Page – required information: Not included as part of the 3 pages
Title
Student name
Course name
Course section
Instructor name
Date (deadline)
Your paper should include the following:
Description of the pathogenic microorganism 
morphological characteristics
type of metabolism
environmental conditions required for growth
genetics/pathogenic mechanism(s)  
Description of the disease(s) caused by this pathogen 
brief history
clinical symptoms/virulence/progression of the disease state
diagnostic procedures (Be sure to include how the pathogen is identified in the clinical laboratory.)
Epidemiology of the disease 
individuals at risk
transmission mechanism(s)
human behaviors involved in its spread
Control of the pathogen and/or disease 
methods of disease prevention
clinical treatment of disease process
infection control of the microorganism (preventing the spread of infection)
References
At least three references.

Write a 4 page final scientific-formatted report ( 4-6 pages and include detailed experimental
procedures, results and findings) write it pleased bassedd on the info given in the poster and the poiwerpoint this is also a countinuation of this person’s research if you have any confusion or questions. It is not the same as her research polease go bbased on what i provided in the poster and powerpoint. plesase put blank space for the name and the PI’s name.

Directions for the students: There are 4 essay questions. Please be sure to complete all of them with thorough substantive responses. Citations are required for all responses. There is no time limit.
Individuals who smoke have much higher rates of lung infection. Explain which first-line defenses mechanisms may be impaired by smoking, allowing pathogens to more readily enter the lower respiratory tract.
The diagnosis of tuberculosis involves the observation of lung structures called tubercles on an X ray. What immunologic process leads to the formation of tubercles, and what type of immune cells may comprise these lesions?
Provide an explanation in support of or refuting the following statement: “Humans would never develop natural immunity to a novel biological agent created in a laboratory.”
Explain how super-antigens, such as toxic shock syndrome toxin produced by Staphylococcus aureus, often lead to the development of life-threatening symptoms in an infected individual.

First page (chapter 16: epidemiology) : 
Go on the CDC or WHO website and select a pathogen, give the following information for your selected pathogen, include a picture/image of the pathogen as well:
1. Geographical distribution of pathogen (global distribution of pathogen)
2. Very brief summary of signs, symptoms, transmission of infection/disease
3. Number of cases/infections over the last 5 years (give the number for each year)*
4. Number of deaths from this infection over last 5 years (give the number for each year)*
*You can create a table showing the number of cases and deaths from the year 2017-2022, if data is not available for the last 5 years, give the most current data available 
5. Is this infection classified as a sporadic, endemic, epidemic, or a pandemic disease?
6. Over the past 5 years, have the number of cases per year been increasing or decreasing? Why do suspect that this is happening?
7. Over the past 5 years, have the number of deaths per year been increasing or decreasing? Why do suspect that this is happening?
Please find a pathogen that is tracked/reported by either the CDC/WHO.  There must be data available for the selected pathogen. The pathogen can be from our 80 pathogen list. 
Second page (Chapter 17: Non-Specific Defenses): 
Part I
A. Explain first line defenses of the immune system. 
B. List at least 3 different features (chemical or physical) that protect against pathogens.  Where are these located? What is their role in protecting and fighting off microbes?
C. Pick 1 first line defense and explain what would happen if it is not working properly
Part II
D. Explain second line defense of the immune system. 
E. List at least 3 different features (systems, cells, chemical messengers) that work together to protect against pathogens.  Where are these located? What is their role in protecting and fighting off microbes?
F. Pick 1 second line defense and explain what would happen if it is not working properly
Third page (Chapter 18 : Adaptive Immunity) 
Part I
Compare and contrast cellular and humoral immunity. You must give at least 3 similarities and 3 differences. Think about the types of cells involved, where they are derived from, the function of each type of immunity, the chemical messengers needed, the types of receptors, how each immunity is activated, You may use a table (see example below)
Briefly explain how cellular and humoral immunity work together to neutralize a pathogen, such as COVID-19, once you are exposed and infected by it.
cellular immunity vs humoral immunity Similarities Differences
both use lymphocytes lymphocytes originate in different organs
Part II
1. What would happen if a person was born without humoral immunity?
2. What if a person was born without cellular immunity?
Explain these questions in terms of effects on the person’s immunity and disease/infections. Use specific aspects of each immunity to answer these questions such as cells and molecules affected
Fourth page (Chapter 19: Immune System Diseases) : 
Pick either 1 autoimmune disease or 1 immunodeficiency disease not mentioned in the lecture or textbook and give the following information for the selected disease:
1. molecular cause (location on the chromosome, mutation etc)
2. signs and symptoms of disease (clinical features)
3. pathogenesis
4. number of people affected with disease
Use the following link to help you pick a disease:  https://www.ncbi.nlm.nih.gov/omim Links to an external site.
Fifth page (Chapter 20: Practical Applications) 
Discuss 1 serological test and 1 molecular tests that help diagnose a patient with the correct pathogen.   Give a brief summary of each technique or test and explain how each allow for correct diagnosis.  How accurate is each?  Can they give false positives?
What type of testing is being done on suspected COVID patients ( 2 different types of testing)?  How accurate are they?

This is a take home exam, I have to answer all the questions and be really specific about it, this half of course grade…