Demographics Lab

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Demographics Lab 

Due in Week 10 and worth 30 points

Fill out the DEMOGRAPHICS LAB WORKSHEET and submit.

NOTE:

  • Worksheet for Demographics Lab

    Page 2 of 3

     

    Lab 3: Demographics

    Fill this sheet out and submit via the link given in Blackboard.

    · Begin by going to the following website: https://www.learner.org/courses/envsci/interactives/demographics/

    · Then click the link labeled Open Simulator.

    · This will bring up a simulator, which is pre-loaded with demographic data from various countries.

     

    Part 1. Age Structure Diagrams

    1. Using the tool provided on the website, examine the 2015 population, the growth rate, and the age structure diagram for each of the following countries. Match the overall profile of the age structure diagram to one of the shapes given below.

    Shape 1 Shape 2  Shape 3
    Shape 4 Shape 5 Table of Age Structure Shapes to Match

     

    2. Without changing any of the default settings for the country of interest, click the Step button 7 times, which advances the simulation to the year 2050. (Each click of the step button advanced the simulation 5 years).

    Write down the predicted population for 2050, as well as age structure shape that most closely matches the simulation.

    Enter all the data in the following data table:

    Table 1.

    Country 2015

    Population

    		 2015

    Age Structure Shape

    		 2015

    Overall Growth Rate

    		 2050 Population 2050

    Age Structure Shape

    		 2050

    Overall Growth Rate
    USA            
    Brazil            
    Nigeria            

     

    Questions:

    3. What clues from the shape of the age structure diagram tell you whether a population has positive or negative growth rates?

     

    4. In our textbook, Figure 16.12 (p. 324) designates individuals in the ages of 0-14 as “pre-reproductive individuals”, and individuals between the ages of 15 and 44 as “reproductive individuals”. Explain how we can get some idea of whether a population is growing or shrinking by comparing the population levels of pre-reproductive individuals to reproductive individuals.

     

     

     

     

     

     

     

     

    Part 2. Population Momentum

    Call up the information for Nigeria (which is growing at a high rate). Enter the editing menu for the vital rates of birth by clicking on the pencil that is shown in the vital rates chart. When you get into the menu for editing the birth rates, look at the “Use rates from ______” feature. Use the pull down menu to select the values for the United States (which has a lower birth rate).

    Simulate what would happen if Nigeria were to suddenly have the birth rates of the United States. Click the Step button 7 times, which advances the simulation to the year 2050.

    Questions:

    5. What happens to the population immediately after the birth rate is abruptly dropped in this simulation?

    6. After the birth rate went down abruptly, in this simulation, at what point in the future did the simulation show that the population was leveling off or starting to decrease?

    7. Why doesn’t the population level drop immediately when the birth rate is thus diminished?

 
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Current Event Assignment #2 @Tutorfaith

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For each Current Event Assignment, you should find a current event that relates to the course material. This current event can be a news article (such as from the New York Times, Tampa Bay Times, or Huffington Post), popular media article (such as from Buzzfeed or Jezebel), advertisement, or a publically available video, and must be CURRENT (i.e. published in 2019). Current events are NOT informational articles on government health websites (e.g. going to the World Health Organization website and finding an article on how to prevent Zika is NOT a current event; instead, that would be a reference you could use from a reputable government/agency website. You would still need to find a current event from which to base your assignment on).

The written product will consist of:

  • A brief summary of your current event (not more than approximately ½ page)
  • A description of how the assigned material relates to the current event; In the description of how the assigned material relates to the current event you should include specific theories, definitions, and concepts.
  • A brief conclusion. Each Current Event Assignment should be at least 2 pages, but no more than3 pages long, excluding the cover sheet and references page. Please do not exceed the page limit. Use one-inch margins, 12-point font, and double space your text. For this assignment, do not use direct quotes from the current event. Upload your assignment through Canvas as a Word attachment. Assignments submitted in other formats will receive a 0.

Current Event Assignment #2

Current Event Assignment #2 should be based on a specific theory, definition or concept from any of the following lectures: The Social, Cultural & Environmental Context of Health Behavior, The Broader Social Context of Health & Behavior, Multilevel Theories & Ecological Levels, or The Ecological Perspective.

  • For current event 2, such theories, definitions, or concepts could include (but are not limited to) relating a current event to the Bronfenbrenner’s ecological systems theory, Flay’s Theory of Triadic Influence, UNICEF Adolescent Well-Being Framework, communication theory, community mobilization, phases of the Precede-Proceed Model, and the Risks and Protective Factors Model. Even though the lectures include child development, youth violence, sexual violence, and other topics, you should not write your assignment on these topics (unless your current even also relates to one of academic concepts described in the lectures); these health concerns were merely used as examples within the lectures and do not represent a specific theory, definition, or concept from the lectures.
 
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Normal and Abnormal Urinalysis Results

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WEEK 5 ASSIGNMENT: URINALYSIS

Submission Instructions

Please complete your answers to the lab questions on this form. Please complete your answers, and SAVE the file in a location which you will be able to find again. Then, attach and submit the completed form to the Week 5 Laboratory dropbox in the Ashford University classroom.

Result Tables

Table 1: Normal and Abnormal Urinalysis Results

 

Test

Normal    Results

Abnormal    Results and Symptoms/Possible Diagnosis

 

pH

4.5 – 7.5

Below 4.5: Acidic Urine;   diabetes, starvation, dehydration, respiratory acidosis, kidney or urinary   tract disorder.

Above 7.5: Alkaline   urine; kidney disease, kidney failure, urinary tract infection, respiratory   alkalosis. 

 

Glucose

None

Red or Green Color: Glucose present; diabetes   mellitus. 

 

Protein

None

Violet Color: Protein present; kidney disease.

 

Yeast

None

Effervescence: Yeast present; yeast infection in urinary tract.

 

Ketones

Little or None

High Concentrations of Ketones Present: Starvation, prolonged vomiting,   diabetes, hyperthyroidism, or other metabolic disorders.

 

Table 2: Todd’s Results

 

Test

Results

Diagnosis:

 

pH

4.0

 

Glucose

Glucose Present

 

Protein

None

 

Yeast

None

 

Ketones

None

Table 3: Sharon’s Results

 

Test

Results

Diagnosis:

 

pH

3.0

 

Glucose

Glucose Present

 

Protein

None

 

Yeast

None

 

Ketones

Ketones Present

 

Table 4: Helen’s Results

 

Test

Results

Diagnosis:

 

pH

8.0

 

Glucose

None

 

Protein

Yes

 

Yeast

None

 

Ketones

Ketones Present

Table 5: Simon’s Results

 

Test

Results

Diagnosis:

 

pH

6.5

 

Glucose

None

 

Protein

None

 

Yeast

Yes

 

Ketones

None

Post-Lab Questions

1. How can a patient’s hydration status be measured by urine color?

2. Research ketonuria. What is this disease? How does it occur, and can it be treated?

3. Why doesn’t healthy urine contain any glucose?

4. When are ketones produced? Why might this lead to a diagnosis of starvation or fasting?

5. What does a red or smoky brown urine color indicate?

6. What is the purpose of performing a urine test on a pregnant woman? What are the potential findings and causes for those findings?

 
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In The Plant Genus Triticum There Are Many Different Polyploid Species

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In the plant genus Triticum there are many different polyploid species, as well as diploid species. Crosses were made between three different species, and hybrids were obtained. The meiotic pairing was observed in each hybrid, and this is recorded in the following table. (A bivalent is two homologous chromosomes paired at meiosis, and a univalent is an unpaired chromosome at meiosis.)

Species crossed to make hybrid
Pairing in hybrid

1. T. turdigum Ă— T. monococcum 7 bivalents + 7 univalents
2. T. aestivum Ă— T. monococcum 7 bivalents + 14 univalents
3. T. aestivum Ă— T. turdigum 14 bivalents + 7 univalents

Explain these results and, in doing so,
a) deduce the somatic chromosome number of each species used.
b) state which species are polyploid and whether they are autopolyploids or allopolyploids.
c) account for the chromosome pairing pattern in the three hybrids.In the plant genus Triticum there are many different polyploid species, as well as diploid species. Crosses were made between three different species, and hybrids were obtained. The meiotic pairing was observed in each hybrid, and this is recorded in the following table. (A bivalent is two homologous chromosomes paired at meiosis, and a univalent is an unpaired chromosome at meiosis.)

Species crossed to make hybrid
Pairing in hybrid

1. T. turdigum Ă— T. monococcum 7 bivalents + 7 univalents
2. T. aestivum Ă— T. monococcum 7 bivalents + 14 univalents
3. T. aestivum Ă— T. turdigum 14 bivalents + 7 univalents

Explain these results and, in doing so,
a) deduce the somatic chromosome number of each species used.
b) state which species are polyploid and whether they are autopolyploids or allopolyploids.
c) account for the chromosome pairing pattern in the three hybrids.

 
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