Anatomy And Physiology Exam Questions, Knowledge Check

Assume the role of a prestigious University Professor on a team of Anatomy & Physiology exam experts.  On this team, you have been appointed as the expert on the central nervous system (CNS), brain, and spinal cord.

Instructions:

  • Write 15 multiple choice exam questions that thoroughly cover the following CNS topic areas:
    • Organization
    • Classification of Nerve Cells
    • The Physiology of the Nerve Impulse
    • The Synaptic Transmission
    • The Reflex Arc
    • Grouping of Neural Tissue
    • The Spinal Cord
    • The Functions of the Spinal Cord
    • The Principle Parts of the Brain
    • The Anatomy and Function of the Brainstem
    • The Anatomy and Functions of the Diencephalon
    • The Cerebrum: Structure and Function
    • The Cerebellum: Structure and Function
  • All question and answer choices must be presented within a multiple-choice format with each authored question set consisting of three (3) incorrect answer choices and one (1) correct answer choice.
  • Each question must be fully supported by a clear explanation with references formatted APA style, as to why the three (3) other choices are incorrect.
  • Questions copied and pasted from any existing source, i.e., general searches on the internet, existing textbook questions, existing NCLEX and other existing exams, etc., will not be considered and will receive a grade of zero (0).

Example:

This is a netlike region of cells and fibers that extends throughout the brainstem and functions to help maintain consciousness?

  1. Nucleus ambiguus
  2. Cuneate nucleus
  3. Reticular formation – Correct Answer
  4. Pyramidal decussation

1. The Nucleus ambiguus is a group of large motor neurons sitting within the reticular formation of the medulla oblangata and helps to innervate the muscles of the soft palate, pharynx and larynx.

Wang, J., Irnaten, M., Neff, R.A., Venkatesan, P., Evans, C., Loewy, A.D., Mettenleiter, T.C. and Mendelowitz, D. (2001) Synaptic and neurotransmitter activation of cardiac vagal neurons in the nucleus ambiguus. 940:237-46. Ann:NY, Academy of Science.

2. The Cuneate nucleus is part of the posterior column (medial lemniscus pathway) and is responsible for carrying proprioception and fine touch from above T6 (excluding the face and ear) to the thalamus (contralateral side) via the medial lemniscus.

3. Jörntell, H., Bengtsson, F., Geborek, P., Spanne, A., Terekhov, A.V. and Hayward, V. (2017) Neuron. 83(6): 1444–1452. Segregation of Tactile Input Features in Neurons of the Cuneate Nucleus.

4. Pyramidal decussation is the crossing of fibers of the corticospinal tracts near the junction of the medulla and the spinal cord in the central nervous system.

Neurosurg, J. (1986). Neuroanatomy of the pyramidal decussation. (6):884.  Landau:WM.

 
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Dental Plaque Biofilms

I need someone that will be able to help me write a 3 paragraph paper based on an article called dental plaque biofilms.

you will be answer the following questions:

1.purpose of article describe the authors reason for writing the article.

2. article conclusion- what did the author determine about the topic? why is the article important? how should a dental professional use this information?

3. State what you learned through this article, how you can apply this information to patients.

No Plagiarism !also this needs to be APA citation. *MUST read article in order to complete this paper. Do not plagiarize because this will go through a turnitin.com. Make sure to use your own words. I don’t

Dental Plaque Biofilms

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Dental Plaque Biofilms

By Jill S. Nield-Gehrig, RDH, MA* Bacteria are the primary etiologic agents in periodontal disease. More than 500 bacterial strains may be found in dental plaque.1 These bacteria have evolved to survive in the environment of the tooth surface, gingival epithelium, and oral cavity. Recent technical advances have led to the recognition that dental plaque is a biofilm. Changes in thinking about the structure of dental plaque have improved our understanding of why peri- odontitis is so difficult to treat and will affect the strategies used to prevent and control periodontitis in the future. Bacterial Lifestyles Bacteria may be free-floating or attached to a surface. Recent advances in research technology have allowed researchers to study bacteria in their natural environment. These studies have revealed that most bacteria live in complex communities called biofilms. A biofilm is a well-organized community of bacteria that adheres to surfaces and is embedded in an extracellular slime layer. Once a bacterium attaches to a surface, it activates a whole different set of genes that gives the bacterium different characteristics from those that it had as a free-floating organism. It has been estimated that more than 99% of all bacteria on the earth live as attached bacteria.2 Biofilms can

be found on medical and dental implants living in intravenous and urinary catheters, contact lenses, and prosthetic devices, such as heart valves, biliary stents, pacemakers, and artificial joints (Figure 1). Bacteria can also be life- threatening; Legionnaire’s disease, which killed 29 people in 1976, was the result of a bacterial biofilm in the hotel’s air conditioning system.

The Structure of Biofilm Communities A biofilm community comprises bacterial microcolonies, an extracellular slime layer, fluid channels, and a primitive communication system. The basic properties of the biofilm

structure are summarized in the Table. As the bacteria attach to a surface and to each

 

 

Dental Plaque Biofilms

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other, they cluster together to form sessile, mushroom-shaped microcolonies that are attached to the surface at a narrow base (Figure 2). Each microcolony is a tiny, independent community containing thousands of compatible bacteria. Different microcolonies may contain different combinations of bacterial species. Bacteria in the center of a microcolony may live in a strict anaerobic environment, while other bacteria at the edges of the fluid channels may live in an aerobic environment (Figure 3). Thus, the biofilm structure provides a range of customized living envi- ronments (with differing pHs, nutrient availability, and oxygen

c o n c e ntrations) within which bacteria with different physiological needs can survive.

The extracellular slime layer is a protective barrier that surrounds the mushroom- shaped bacterial microcolonies. The slime layer protects the bacterial microcolonies from antibiotics, antimicrobials, and host defense mechanisms. A series of fluid channels penetrates the extracellular slime layer (Figure 4). These fluid channels provide nutrients and oxygen for the bacterial micro colonies and facilitate movement of bacterial metabolites, waste products, and enzymes within the biofilm structure. Each bacterial microcolony uses chemical signals to create a primitive communication system used to communicate with other bacterial microcolonies (Figure 5).

 

 

Dental Plaque Biofilms

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Formation of Dental Plaque Biofilms The moment a baby passes through the birth canal and takes its first breath, microbes begin to reside in its mouth. Later, as the teeth erupt, additional bacteria establish colonies on the tooth surfaces. Dental bacterial plaque is a biofilm that adheres tenaciously to tooth surfaces, restorations, and prosthetic appliances. Understanding the formation, composition, and characteristics of the plaque biofilm assists in its control (Figure 6). The pattern of plaque biofilm development can be divided into three phases: 1. Attachment of bacteria to a solid surface; 2. Formation of microcolonies on the surface; and 3. Formation of the mature, subgingival plaque biofilms (Figure 7).

The initial attachment of bacteria begins with pellicle formation. The pellicle is a thin coating of salivary proteins that attach to the tooth surface within minutes after a professional cleaning. The pellicle acts like double-sided adhesive tape, adhering to the tooth surface on one side and on the other side, providing a sticky surface that facilitates bacterial attachment to the tooth surface. Following pellicle formation, bacteria begin to attach to the outer surface of the pellicle. Bacteria connect to the pellicle and each other with hundreds of hairlike structures called fimbriae. Once they stick, the bacteria begin producing substances that stimulate other freefloating bacteria to join the community. Within the first 2 days in which no further cleaning is undertaken, the tooth’s surface is

 

 

Dental Plaque Biofilms

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colonized predominantly by gram- positive facultative cocci, which are primarily streptococci species. It appears that the act of attaching to a solid surface stimulates the bacteria to excrete an extracellular slime layer that helps to anchor them to the surface and provides protection for the attached bacteria.

Microcolony formation begins once the surface of the tooth has been covered with attached bacteria. The biofilm grows primarily through cell division of the adherent bacteria, rather than through the attachment of new bacteria. Next, the proliferating bacteria begin to grow away from the tooth. Plaque doubling times are rapid in early development and slower in more mature biofilms. Bacterial blooms are periods when specific species or groups of species grow at rapidly accelerated rates. A second wave of bacterial colonizers adheres to bacteria that are already attached to the pellicle. Coaggregation is the ability of new bacterial colonizers to adhere to the previously attached cells. The bacteria cluster together to form sessile, mushroom-shaped micro colonies that are attached to the tooth surface at a narrow base. The result of coaggregation is the formation of a complex array of different bacteria linked to one another.

Following a few days of undisturbed

plaque formation, the gingival margin becomes inflamed and swollen. These inflammatory changes result in the creation of a deepened gingival sulcus. The biofilm extends into this subgingival region and flourishes in this protected environment, resulting in the formation of a mature subgingival plaque biofilm. Gingival inflammation does not appear until the biofilm changes from one composed largely of gram-positive bacteria to one containing gram-negative anaerobes. A subgingival bacterial

 

 

Dental Plaque Biofilms

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microcolony, predominantly composed of gram-negative anaerobic bacteria, becomes established in the gingival sulcus between 3 and 12 weeks after the beginning of supragingival plaque formation. Most bacterial species currently suspected of being periodontal pathogens are anaerobic, gram-negative bacteria.

Control and Removal of Dental Plaque Biofilms The recent recognition that subgingival plaque is a biofilm helps considerably in understanding its persistence and resistance to the host’s defense system. The formation of biofilms by subgingival bacteria provides the bacteria with an advantage that permits long-term survival within the sulcus or pocket environment.

Bacterial microcolonies are protected by one another and by the extracellular slime layer and are unusually resistant to antibiotics (administered systemically), antimicrobials (administered locally), and the body’s defense system. Antibiotic doses that kill free-floating bacteria, for example, need to be increased as much as 1,500 times to kill biofilm bacteria (and at these high

doses, the antibiotic would kill the patient before the biofilm bacteria).2,3 It is likely that several mechanisms are responsible for biofilm resistance to antibiotics and antimicrobial agents. The slime layer may prevent the drugs from penetrating fully into the depth of the biofilm. Bacteria can develop resistance to antimicrobial drugs by producing a thicker protective slime layer. The slime layer may protect the bacteria against leukocytes (defensive cells of the body’s immune system). Antibiotic or antimicrobial therapy usually will not kill the biofilm; the biofilm can be destroyed, how- ever, by simply wiping them off (disrupting their attachment to a surface). Due to the structure of biofilms, physical removal of bacterial plaque biofilms is the most effective means of control. Subgingival plaque within pockets cannot be reached by brushes, floss, or oral rinses. Therefore, frequent periodontal debridement of subgingival root surfaces by a dental hygienist or dentist is an essential component in the treatment of periodontitis.

 

 

Dental Plaque Biofilms

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Conclusion More than 500 bacterial strains have been identified in dental biofilm. Experts agree that most forms of periodontal disease are caused by specific pathogens, particularly gram-negative bacteria. The recognition that dental plaque is a biofilm helps to explain why periodontal diseases have been so difficult to prevent and to treat. Periodontal pathogens within a biofilm environment behave very differently from free-floating bacteria. The

protective extracellular slime matrix makes bacteria extremely resistant to antibiotics, antimicrobial agents, and host defense mechanisms. Mechanical removal is the most effective treatment currently available for the control of dental plaque biofilms. References 1. Kroes I, Lepp PW, Reiman DA Bacterial diversity within the human subgingival crevice. Proc Natl Acad Sci USA 1999;96(25):14547-14552. 2. Coghlan A Slime City. New Scientist 1996;2045:32-36. 3. Elder MJ, Stapelton F, Evans E, DartJK. Biofilm-related infections in ophthalmology Eye 1995;9(Pt. 1):102-109. 4. Nield-Gehrig JS and Willmann DE. Foundations of Periodontics for the Dental Hygienist. Philadelphia: Lippincott Williams & Wilkins 2003:67-73. *Textbook author, international speaker, and dental hygiene consultant, Asheville, North Carolina. She can be reached at [email protected]. Portions of this presentation have been adapted with permission from Nield-Gehrig JS and Willmann DE. Foundations of Periodontics for the Dental Hygienist; @ 2003 Lippincott Williams & Wilkins (http://www.lww.com/).

 
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Unit 4 Unidentified Condition: Fibromyalgia, Muscle Atrophy

Unidentified Condition: Unidentified Condition: Fibromyalgia, Muscle Atrophy

Estimated time to complete: 1 hours

Throughout the discussions in this course we will be focusing on one single condition; gradually unfolding week by week how this condition can grossly affect the entire human body and its systems.

The goal of the course discussions is primarily, to build upon the skill of differential diagnosis and secondary, to give a clear view as to how a single pathological process can possess the ability to affect an entire human organism.

Each week you will be presented with varying components of a new system being adversely affected by the unidentified condition. Your task as a healthcare professional in training, is to thoroughly research and envelop yourself within the process of differential diagnosis to arrive at a definitive diagnosis at the end of the course in week 8.

In phase one of the discussion, you will be tasked with presenting your researched information into a written presentation answering the questions below, while also considering your response and symptom presentation from weeks 1, 2 and 3.

Written presentations should be a minimum of 2-3 paragraphs per each diagnosed condition (3 conditions minimum).

Symptom Presentation:

  • Fibromyalgia: Increased overall muscle pain accompanied by fatigue, insomnia, altered mood
  • Muscle Atrophy: Systemic muscle atrophy associated with disuse

Previously, you researched and considered three conditions through the process of differential diagnosis that would present with varying abnormalities in homeostasis, metabolism, triglycerides and DNA in week 1. Abnormalities in oxidation, plasma and tissue enzyme activity, inflammation and alopecia respectively in week 2 and increased cortisol and demonstrated bone loss in week 3. Given the new symptom presentation above, consider and answer the following questions within a video or written presentation:

If choosing a written presentation, create a 2-3 paragraphs per each of the questions listed below.

  • Mid-point in the course, is your differential diagnosis more closely centered upon a specialty? Are you focused upon metabolic, autoimmune, infectious, psychological, or neurological? Reconfirm or reestablish your top two diagnoses and rationalize your answers.
  • Is this a systemic disease affecting multiple organ systems or do you believe this is an isolated condition with random symptom presentation? Rationalize your answer.
  • Based upon what you currently know through symptom presentation and the process of differential diagnosis, what further tests would you order to help confirm your current diagnoses? Rationalize your answer.
  • Within your video or written presentation, please be certain to validate your opinions and ideas while disclosing the sources utilized within your video presentation or written presentation (APA format).
 
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Research Topic In Biology

TOURO COLLEGE

NEW YORK SCHOOL OF CAREER AND APPLIED STUDIES

COURSE SYLLABUS

1. DEPARTMENT: BIOLOGY

2. COURSE TITLE: RESEARCH TOPICS

3. COURSE NUMBER: GSBN493

4. PREREQUISITE: Biology Majors with over 90 credits

5. CREDIT HOURS: 3 CREDITS

6. DEVELOPERS: Professor Kim Macklin, Dr. Miriam Ben-Ezra, Dr. Milton Schiffenbauer, Dr. Brian P. Chiswell

7. LAST UPDATED: September 13, 2018

8. COURSE DESCRIPTION:

This course is strongly recommended for all biology major students. It will provide students with the opportunity to learn research skills useful in both small and large libraries. All areas of the research paper will be covered, including organizing information, judging reliability of sources, defending a research paper with documented evidence, and publishing the paper in a prescribed format. Emphasis will be placed on smooth and coherent writing.

9. COURSE / DEPARTMENTAL OBJECTIVES:

The students will be able to:

-Access materials for a given topic from a variety of sources

-Learn proper note taking skills: differentiate between facts and opinions

-Select and organize a topic dealing with the current research in science

-Use appropriate documentation of materials

-Present their papers orally to the class and defend their research

10. COURSE / INSTITUTIONAL OBJECTIVES:

The objectives of this course are to:

-Foster an appreciation of scholarship and enhance research skills.

-Further professional and pre-professional career interests of students in the sciences.

-Develop critical thinking skills and increase scientific literacy.

-Enhance analytical and quantitative thinking.

-Increase students’ abilities to solve problems and interpret data.

-Promote the study of traditional liberal arts and sciences.

11. COURSE CONTENT:

A) Research paper requirements:

· An appropriate research topic in the area of biological research must be selected. The topic and hypothesis must be approved by the instructor.

· Complete a 15 – 20 page research paper in 12 pt. font, 1” margins, double-spaced

· Work cited page which includes a minimum of 15 peer-reviewed scientific papers

WRITING A SCIENTIFIC RESEARCH PAPER

FORMAT FOR THE PAPER

Scientific research articles provide a method for scientists to communicate with other scientists about the results of their research. A standard format is used for these articles, in which the author presents the research in an orderly, logical manner. This doesn’t necessarily reflect the order in which you did or thought about the work.  This format is:

I. Introduction         A. Background         B. Hypothesis         C. Objectives II. Methods III. Discussion         A. Data for each objective         B. Accept or reject your hypothesis

FIGURES, TABLES AND GRAPHS

1. If you present data in a figure, the figure must have a figure legend below it.

2. If you present data in a table, the table must have a title above it.

REFERENCES (LITERATURE CITED)

As posted on Blackboard, references are to be in the same format as the ACS Journal Biochemistry. See authors’ instructions for more details and examples:

http://pubs.acs.org/page/bichaw/submission/reference-guidelines.html

EDIT YOUR PAPER!!!

“In my writing, I average about ten pages a day. Unfortunately, they’re all the same page.”

· Michael Alley, The Craft of Scientific Writing

A major part of any writing assignment consists of re-writing.

B) Presentation requirements:

 

For the oral presentation, the student should prepare 15-20 slides that includes the following sections:

 

Introduction

Hypothesis

Methodology

Results Presentation (figures, tables or images)

Conclusions

 

The focus of the presentation should be the methodology and the results sections. A template for a scientific presentation in PowerPoint will be provided on Canvas.

 

The Oral presentation should be 15 minutes with 5 minutes afterwards for a question and answer session. Your colleagues or other faculty members will be present in the classroom.

12. COURSE REQUIREMENTS:

1. Students must write and present a research paper as a requirement of the course.

2. Biweekly update showing progress on the research paper must be shown to or sent to the instructor. If the schedule at the end of this syllabus is not followed, students will lose points of their final grade.

13. PUNCTUALITY AND ATTENDANCE:

The student must meet and communicate regularly with their faculty mentor for this course or they will lose credit on their final grade. Drafts must be submitted in accordance with the course schedule. See last page.

14. POLICY ON CHEATING AND PLAGIARISM:

Your final paper (and most drafts) submitted will be checked for plagiarism. The final draft must be submitted through SafeAssign on Blackboard and a Microsoft Word version must be emailed to your Professor.

Plagiarism includes, but is not limited to, failure to indicate the source with a proper citation if any of the following are reproduced in the work submitted by a student:

1. A phrase

2. Data such as a graph or table

3. Specific language

4. An idea derived from the work, published or unpublished, of another person

The student(s) involved in cases of academic disciplinary violations will be directed to Dean Taylor’s office. “Academic Disciplinary Actions” are penalties or sanctions imposed for violation of academic regulations against cheating or plagiarism as defined in the Touro College Student Handbook.

15. METHODOLOGY:

1. Discussion with the instructor

2. Utilizing library and online research tools

16. GRADING GUIDELINES:

The paper will count for 80% of the final grade and the presentation will count for 20% of the final grade. A deduction of 3 points off the final grade will occur for each deadline on the schedule below that is missed.

Final grade values in percentage:

A+ 99-100 C+ 77-79

A 93-98 C 73-76

A- 90-92 C- 70-72

B+ 87-89 D+ 67-69

B 83-86 D 63-66

B- 80-82 D- 60-62

F less than 60

17. ONLINE RESOURCES:

http://www.ncbi.nlm.nih.gov/pubmed/

https://www.tourolib.org/

GSBN493 Schedule Fall 2018 NYSCAS Biology

All of the following are due on Fridays throughout the semester. The material listed is required to be sent to your Professor by email on the date posted. Remember you are required to contact your Professor in person or through email at least every two weeks to receive full credit for the course.

October 12 Topic and hypothesis (a testable statement)

October 26 5 original research papers and 1 review (paste links from PubMed into an email)

November 2 A skeleton outline (1 page)

November 16 1st draft (about 5 pages) including hypothesis and most of the discussion

December 7 2nd draft (full draft of thesis)

December 30 Begin preparation for 15 min presentation

JANUARY 4 Due date for the FINAL DRAFT (must be submitted through SafeAssign)

Presentations will be scheduled Monday January 7th through Friday January 11th.

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