Biology Cell Discussion Board

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BEFORE POSTING ANYTHING…..Read These Instructions! AttachmentCOLLAPSEOverall Rating:

Discussion Activity #1 Instructions (25 pts total)

For this discussion activity, I want you to use creativity and your understanding of cells and their structures to produce an original work that demonstrates your understanding of cells and their organelles and other cellular structures. Then, I want you to review each other’s original works and provide helpful feedback for improving the submission. Finally, you’ll revise your own work in response to your feedback, and then post the final version in your concluding post at the end of the week.

—————————————————————-
Prompt for your original essay post (12 pts), due by FRIDAY of the assigned week:

Before starting, choose to describe either a prokaryote (such as bacteria) or a eukaryote (such as an animal or plant cell) and make it clear in your post’s subject line which cell type you chose. Then, choose the TYPE of creative work you want to produce (see examples and suggestions below). Finally, make sure to include at least five (5) different organelles or sub-cellular structures in your original work as you create it.

Examples of creative/original works you could produce:

  • If you are an artist, create a work of art that tells the story of the cell you select in a drawing. As an artist, your work should be creative, not a tracing or copy of a figure from your book. Show us what YOU see.
  • If you are a musician or songwriter, compose a song about the cell you selected and type up the lyrics (and record yourself singing it as an audio file if you can).
  • If you are a poet, write a poem about your cell (not a haiku, please! that’s too short!)
  • If you want to be a teacher, create an activity that students could do to help them learn about the parts of the cell you chose and post the activity (post it without answers shown, but attach a file with the answers for students to look at after they’ve done it on their own).
  • If you like math, write about the relative dimensions of your cell and its component parts in relation to something we can visualize on a human scale. For example, if a cell were expanded to the size of a golf ball, how big would the nucleus be, then?
  • If you like politics and government, write an essay that uses a city as a metaphor for how a cell functions. What cellular structures/organelles could different parts of the city government and city services represent?

You don’t have to use one of these suggestions — be creative and come up with your own cell presentation!

Publish your original work as a NEW THREAD in this discussion forum. Please type a subject line that includes your cell type and creative title, then type/paste your original work directly into the text editor box so it shows up directly in the discussion board. Do NOT attach any files unless you created an audio or video file.

Here is an example of what a student in a previous semester submitted as his original work.  Yours does not need to be this great – I picked a really great example so you’d have an idea of how creative you could be. :)

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Prompt for your response posts (4 pts each, 8 pts total), due by SATURDAY of the assigned week of discussion:

Read everyone’s posted original works and select at least TWO CLASSMATES for replies. Reply to these classmates, including the following elements:

  • A greeting (directed to the original writer) – i.e. say hello (preferably using their name).
  • A closing (sign off with your name) – i.e say a closing word (like “Regards” or “Great Job!” and then YOUR NAME (so they know how to address you if/when they respond to your feedback).
  • In between the greeting and closing: A response to what they wrote (in paragraph form with proper grammar/style) of at least 3-4 sentences providing:
    • at least one piece of positive feedback AND
    • at least one area where they could improve their original work.
  • Check grammar and spelling. This is a college-level course, so your writing should reflect that.
  • Follow the Netiquette rules provided in the “Getting Started” section of eCampus – be constructive, positive in tone, and helpful! Do not attack or insult!
  • I also want you to try to help everyone, so if a post already has a reply, find a different post to reply to if you can.

—————————————————————-
Prompt for your SUMMARY / CONCLUDING post (5 pts), due on SUNDAY of the assigned week of discussion:

Review all of the original and response posts, then EDIT/IMPROVE your original work based on the feedback and anything you wanted to add. Even if you did not receive any replies or suggestions, you still need to make at least one improvement to your original submission and post the final version in its entirety along with a brief description of what you changed. To post your conclusion, make sure to select the “reply” to YOUR original post so it is nested in the correct location on the forum. Do NOT create a new thread for the conclusion.

Do NOT write your conclusion and final version until after Saturday night so all your classmates have time to respond and provide feedback to you by the reply deadline. Posting your conclusion too early will result in lost points.

A grading rubric will be used to calculate your grade on this discussion.  You are welcome to review the rubric to see how I will determine your score BEFORE you write your posts. A copy of the rubric is available in the grade book (in the Discussion Activity grade information).

Do NOT reply to this thread. Return to the main forum page and create a new thread for your original post.

 
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ANT 3514C – Introduction To Biological Anthropology Lab 3: Forces Of Evolution

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me: ________________________________________ Section: ___________

ANT 3514C – Introduction to Biological Anthropology

Lab 3: Forces of Evolution

Purpose: To illustrate how multiple forces of evolution act on populations through time.

Learning Objectives:

· Define the driving forces of evolution and identify their effects at the population level

· Understand the necessary conditions of evolutionary (Hardy-Weinberg) equilibrium

· Predict how different forces of evolution influence diversity within a population through time

Lab Activity: Population Genetics & Evolutionary Forces Simulation

The “Modern Synthesis” was a term coined in 1942 by Julian Huxley in a book of the same name. Huxley used the phrase to summarize the tremendous explosion of biological theory and research that began to occur in the 1930’s as Darwin’s theory of Natural Selection was merged with Mendelian principles of heredity. The synthesis is represented by a series of collaborative seminal works from scientists who have since become legends: geneticists such as Haldane, Dobzhansky, and Wright, mathematicians such as Fisher, taxonomists such as Mayr, and paleontologists such as Simpson. At that time, their publications laid the foundation for the basic theories of evolution that are still accepted and applied today, and prompted the famous precept by Theodosius Dobzhansky that “Nothing in biology makes sense except in the light of evolution.”

In the previous lab, we discussed the basic principles of genetic inheritance of traits for individuals. This week’s lab will expand upon your understanding of how genetics works at the population level. In the following exercises, we will do a group activity and use a computer simulation to evaluate the effects of evolutionary forces on populations over multiple generations.

In the context of population genetics, evolution is defined as a change in allele frequency in the gene pool of a population over time. Alleles are separate copies of genes. In most cases, each individual has 2 alleles for every gene, which are known together as the genotype. Evolution is only possible if there is variation in these alleles within a population. Since different alleles may have different effects on the body or behavior of an organism (the organism’s phenotype), changes in the frequencies of alleles can result in phenotypic changes of a population. Certain alleles may be selected out through time or disappear by chance, while others may become more commonplace. Changes in allele frequencies within populations are thought to be responsible for most major patterns of evolutionary change, when magnified by the accumulation of time over many generations.

The Hardy-Weinberg equilibrium is a theoretical model that states that allele frequency and genotype frequency (and by extension, phenotype frequency) will remain constant in a single population that is not subject to the forces of evolution. This model allows us to test how changes in any of these variables would influence the other variables.

The conditions of Hardy-Weinberg equilibrium are:

1. No mutation

2. No migration (gene flow)

3. No selection (all genes/traits equally viable)

4. Random mating is equally likely among all members of the population

5. Large population

Forces of Evolution

Modern evolutionary biologists recognize that four primary forces of microevolution can alter allele frequencies within populations. These include:

1. Mutation – the spontaneous change of one allele into another

2. Gene Flow – a.k.a. migration, the influx/outflow of alleles from/to other populations

3. Genetic Drift – the reduction of allele diversity via random chance (such as genetic bottlenecks and the founder effect)

· Genetic Bottleneck = sudden reduction in population size (e.g., due to natural disasters)

· Founder Effect = a small, random sample of a larger population breaks off to establish a new population (for instance, a small group from the mainland colonizes an island)

4. Selection – a.k.a. natural selection as proposed by Darwin. Conditions of the environment (physical, social, etc.) cause nonrandom elimination of some individuals’ alleles in the next generation, either because they were unable to successfully reproduce, or had no offspring that were able to successfully reproduce.

Exercise 1: Population Genetics (2 pts)

You come upon a tribe of humans that was previously undiscovered. The tribe is called Bretep. It has approximately 30 members and is governed by one chief, Chief Sakon. In the midst of learning everything you can about the groups culture and behavior, you gather some information on the evolutionary history of the group. Chief Sakon tells you that his second son, Ulan, will become the next chief because his first born, Lyzij, decided to leave the tribe and create his own group about 10 years ago. Lyzij took a small subset of the original tribe with him when he left. Chief Sakon hasn’t heard from him since and hopes he is doing well.

1. By leaving the original tribe, Lyzij’s group will be genetically affected by a _____________________ [evolutionary force]. How will the gene pool of this new group likely compare to the gene pool of the original tribe? Why do you expect that? (.75 pts)

You ask Chief Sakon if losing those members of his tribe has hurt the dynamics of the group. He describes a period of time in which the group struggled because their best potters when with Lyzij. However, the past few years have been fine because they found another tribe that was willing to trade goods with them. They meet often and even regularly choose members from this tribe to marry and bring into the Bretep. You are told that Ulan’s wife was originally from this other tribe. Chief Sakon very happily informs you that they have had many strong, healthy children that will help the Bretep prosper in the future.

2. What evolutionary force is acting on the Bretep when they intermarry and reproduce with the other tribe? Will this increase or decrease the genetic diversity of the Bretep? Why? (.75 pts)

Exercise 2: Computer simulation, Evolutionary Forces

(Adapted from: Dr. Jonathan M. Brown, Grinnell College)

About the simulation program – Red Lynx is a browser-based population genetics simulator developed by Reed A. Cartwright, an evolutionary biologist at Arizona State University. It can be accessed at http://scit.us/redlynx/. Once the webpage has loaded, click “Start Red Lynx Simulator” to start the program.

Red Lynx allows you to investigate how the four evolutionary forces affect allele frequency over many generations. In this case, our allele of interest is called “A1”. Once the web page has been started, adjust the number of generations to 1000 (type it into the corresponding box to be exact), and run a number of simulations. If you select the “Help” hyperlink, descriptions for each variable will be displayed. You should see a variety of different outcomes in the frequency of A1. For the most part, the frequency will fluctuate through time, but A1 will still be present in the population – though in rare instances A1 will become either fixed (frequency = 100%) or completely lost (0%).

Getting started:

▪ Press “Clear Graph” and adjust the generations to 1000 by typing the number into the adjacent box.

▪ Play with the existing settings until your simulated population reaches Hardy-Weinberg equilibrium, in which no further evolution is occurring.

1. What happens to the allele frequency in the population once Hardy-Weinberg equilibrium is achieved? (0.5 pts)

2. What adjustments had to be made to the population size? How did changing the population size affect allele frequency equilibrium? (1 pts)

3. Once the population is in Hardy-Weinberg equilibrium, how does the allele frequency change if the initial frequency is adjusted? (0.5 pts)

4. Is Hardy-Weinberg likely to exist in nature? Why or why not? (0.5 pts)

5. Refresh the page and restart Red Lynx to return to the original settings. Mutations are the only source of novel genetic material in biological organisms. The average mutation rate among humans is 2.5e-8 per base per generation (very low!). Type this number into the box for A2 à A1 Mutation Rate.

▪ Be sure the population is set to 800 and the graph is clear.

▪ Set the number of generations to 10 (roughly 200 – 300 years for humans) and run 10 simulations.

What happened to the allele frequency? (0.25 pts)

6. Clear the graph, change the number of generations to 100, and run the simulation 10 times.

▪ Repeat the above instructions with 1000 generations (roughly 20,000 – 30,000 years).

What is happening as time increases? (0.5 pts)

7. What does this tell us about the effect of mutation alone on evolution? (0.5 pts)

8. Keeping the population size at 800 and the mutation rate at 2.5e-8, we will look at the effect of migration.

▪ Set the migration rate to 5% and the migrant allele frequency to 25%

▪ Change generations to 100, clear the graph, and run 5 simulations.

What happens to the allele frequency over time? (0.25 pts)

9. Is the overall variation within the population increasing or decreasing? (0.5 pts)

10. Clear the graph.

▪ Now we will investigate the effects of positive and negative selection. Return the migration rate to 0%.

▪ Set the selection strength to 0.006 and run 10 simulations.

What do you observe? Is the overall variation within the population increasing or

decreasing? (0.5 pts)

11. Now set the selection strength to -0.006 and run 10 simulations. How do the results differ from those in the previous 10 simulations? (0.5 pts)

12. Which one of these two selection scenarios would be more common in nature? Hint: are mutations that have an effect on the phenotype usually beneficial or harmful? Why? (0.5 pts)

READING ASSIGNMENT (2 pts): Stock, Jay, T. 2008. Are humans still evolving? EMBO reports Special Issues 9: S51-S54.

Remember that plagiarism will not be tolerated and may result in a score of 0 for the entire lab. If employing a phrase from the reading or elsewhere, you must place it in quotations!

1. Why do humans show less genetic diversity than other species? (.5 pts)

2. Provide two examples of recent human evolution from the article. (.5 pts)

3. Describe what ways animals can respond to environmental stress other than genetic adaptation? What possible future environmental stresses does the author predict? (1 pt)

4 years ago

 
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Evolution of Genes and Culture

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LESSON

 

 

evolution of Genes and Culture

 

 

 

 

LESSON

 

STUDENT MATERIALS

 

The Making of the Fittest:

 

Got Lactase? The Co

–

evolution of Genes and Culture

 

 

 

 

LESSON

 

STUDENT MATERIALS

 

The Making of the Fittest:

 

Got Lactase? The Co

–

evolution of Genes and Culture

 

 

 

The Making of the Fittest: Natural

GOT LACTASE? BLOOD GLUCOSE DATA ANALYSIS

INTRODUCTION

“Mother’s milk” is packed with the proteins, fats, and carbohydrates that support the growth, development, and survival of baby mammals. The sugar lactose is the main carbohydrate in milk. Lactose can be cleaved into two simpler sugars, glucose and galactose, by lactase, an enzyme produced in the small intestine. The two smaller sugars are readily absorbed though the intestinal wall into the bloodstream for delivery to the cells of the body, where they are used for energy.

 

 

After infant mammals are weaned from their mother’s milk, lactase production shuts down, presumably because it is no longer needed. This condition is called lactase nonpersistence—meaning that production of the lactase enzyme does not persist into adulthood. The general condition for mammals is not to consume milk after weaning and to be lactase nonpersistent. Some populations of humans are unusual in that adults continue to consume milk from other mammals, such as cows.

If a person who is lactase nonpersistent drinks milk, undigested lactose passes from the small intestine to the large intestine, where it is fermented by bacteria. Fermentation produces various gases in the large intestine, which can cause abdominal pain, bloating, flatulence, and diarrhea—all symptoms of lactose intolerance. Worldwide, most adults are lactose intolerant, although some people may not know it because their symptoms are mild. Only a minority of human adults (about 35% of the global human population) continues to produce lactase into adulthood and can drink milk without any problems. These individuals are said to be lactase persistent or lactose tolerant.

There are several ways to test whether someone is lactase persistent. In the short film, Got Lactase? The Co-evolution of Genes and Culture, the narrator, Dr. Spencer Wells, takes a blood glucose test to deduce his lactase status. In this activity you will examine the results of blood glucose tests conducted on six different adults to determine who is lactase persistent (lactose tolerant) or lactase nonpersistent (lactose intolerant).

MATERIALS

· Ruler

· Colored pencils

 

 

 

 

Got Lactase? Blood Glucose Data Analysis

Updated November 2014

 

 

 

 

 

www.BioInteractive.org

 

 

 

 

 

 

 

 

 

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PROCEDURE

1. Examine the data in the table below. It shows the blood glucose levels of six individuals tested in Dr. Sarah Tishkoff’s laboratory. After baseline (i.e., time 0 minutes) blood glucose levels were measured and recorded, each person drank a liter of milk. Blood glucose levels were again measured at 15, 30, 45, and 60 minutes after drinking the milk. Glucose levels were measured using glucose strips and a glucose reader similar to the one Dr. Wells used in the film.

 

  Blood Glucose (mg/dL)      
Individual 0 minutes 15 minutes 30 minutes 45 minutes 60 minutes
Spencer Wells 117 128 146 160 152
Peter 97 111 135 154 143
Rachel 96 99 105 101 98
Katherine 95 97 99 101 102
Sarah 108 116 129 141 139
Michael 94 109 128 143 140
Arthur 97 96 94 83 88

 

2. Plot the results from the six individuals in the graph below. The graph already includes Dr. Wells’ blood glucose test results. Make sure to include a legend for your graph.

 

Lactase Persistence Blood Glucose Test Results

 

80

90

100

110

120

130

140

150

160

0

10

20

30

40

50

60

Blood Glucose (mg/dL)

 

Time (minutes)

Spencer Wells

 

 

3. After graphing the data, answer the questions below.

QUESTIONS

1. Why is measuring blood glucose levels an indicator of someone’s lactase activity?

____________________________________________________________________________________________________ ____________________________________________________________________________________________________

____________________________________________________________________________________________________

2. Divide these individuals into two groups (A and B), based on their blood glucose test results. Write the names of the individuals in each group, including Dr. Spencer Wells.

Group A:

 

Group B:

 

3. Explain your rationale for dividing the individuals into these two groups using data to support your answer.

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

4. Based on these data, do you predict that individuals in Group A are lactase persistent or nonpersistent? Describe the evidence that supports this claim.

____________________________________________________________________________________________________ ____________________________________________________________________________________________________

____________________________________________________________________________________________________

5. Based on these data, do you predict that individuals in Group B are lactase persistent or nonpersistent? Describe the evidence that supports this claim.

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

6. If you performed the same blood glucose test on a group of people who are from the Maasai population in Kenya, predict whether their results would be more like those of Group A or Group B. Explain your prediction.

(Hint: Remember from the film that the Maasai people are pastoralists.)

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

7. A person taking a blood glucose test is usually told to fast prior to the test. Why do you think that might be necessary?

____________________________________________________________________________________________________

____________________________________________________________________________________________________

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Epidemiology

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Question 1 

Which of the following is not usually an aim of epidemiology?

 

To describe
the health status of the population

 

To fund   new public health programs

 

To explain
the etiology of disease

 

To predict
the occurrence of disease

 

To control
the distribution of disease

Question 2 

Which of the following activities characterizes an epidemiologic approach (as opposed to a clinical approach)?

 

Description   of a single individual’s symptoms

 

Surveillance   of a population

 

Treatment   of a patient with diagnosed illness

 

A and   C

Question 3 

In the Yearly Mortality Bill for 1632, consumption referred to:

 

dysentery

 

tuberculosis

 

smallpox

 

edema

Question 4 

Which of the following activities characterizes a clinical approach (as opposed to an epidemiologic approach)?

 

Description   of specific signs and symptoms in a patient

 

Description   of seasonal trends in disease occurrence

 

Examination   of disease occurrence among population groups

 

Demonstration   of geographic variations in disease frequency

Question 5 

Cyclic variations in the occurrence of pneumonia and influenza mortality may reflect:

 

seasonal   variations in cases of influenza.

 

the   fact that influenza is a disappearing disorder.

 

long-term   changes in mortality trends.

 

both   A and B

Question 6 

The Epidemic Intelligence Service (EIS) is responsible for (give the best answer):

 

tracking   down unusual disease outbreaks in the United States and foreign countries.

 

collecting   routine epidemiologic data for local health departments.

 

printing   epidemiologic reports for members of the community.

 

reporting   suspicious bioterrorism agents to governmental agencies

Question 7 

John Snow, author of Snow on Cholera:

 

was   the father of modern biostatistics.

 

established   postulates for transmission of infectious disease.

 

was   an early epidemiologist who used natural experiments.

 

argued   that the environment was associated with diseases such as malaria.

Question 8 

Indicate the level of prevention that is represented by pasteurization of milk

 

Primary   Prevention Active

 

Primary   Prevention Passive

 

Secondary   Prevention

 

Tertiary   Prevention

Question 9 

Using epidemiology for operational research involves:

 

study   of community health services

 

study   of risks to the individual

 

study   of disease syndromes

 

study   of disease symptoms

Question 10 

Increases in lung cancer mortality, especially among women, illustrate which of the following trends in disease occurrence?

 

A   residual disorder

 

A new   epidemic disorder

 

A   persistent disorder

 

A   disappearing disorder

Question 11 

Indicate the level of prevention that is represented by screening for breast cancer

 

Primary   Prevention Active

 

Primary   Prevention Passive

 

Secondary   Prevention

 

Tertiary   Prevention

Question 12 

In 1900, the death rate per 100,000 members of the population for influenza and pneumonia (I & P) was 202.2; it was 22.4 in 2003. How much did the death rate due to I & P decline?

 

100%

 

1000%

 

90%

 

9000%
Question 13 

Indicate the level of prevention that is represented by nutritional counseling for pregnant women

 

Primary   Prevention Active

 

Primary   Prevention Passive

 

Secondary   Prevention

 

Tertiary   Prevention

Question 14 

Indicate the level of prevention that is represented by immunization against rubella

 

Primary   Prevention Active

 

Primary   Prevention Passive

 

Secondary   Prevention

 

Tertiary   Prevention

Question 15 

The risk of acquiring a given disease during a time period is best determined by:

 

the   mortality rate from that disease in the 0-4 age group.

 

a   spot map that records all cases of the disease in the past year.

 

the   period prevalence for that disease during the past year.

 

the   incidence rate (cumulative incidence) for that disease in a given period of   time.

Question 16 

Beach City has a rising population of 500,000 robust, fertile males and 450,000 robust, fertile females. If there were 4,000 live births, 3 fetal deaths, and 40 maternal deaths, what is the crude birth rate?

 

4,000/500,000   × 1,000

 

4,000/450,000   × 1,000

 

4,000/950,000   × 1,000

 

4,003/950,000   × 1,000

 

3,997/950,000   × 1,000

Question 17 

An epidemiologic survey of roller-skating injuries in Metroville, a city with a population of 100,000 (during the midpoint of the year), produced the following data for a particular year:
 

Number of skaters in   Metroville during any given month

12,000

 

Roller-skating   injuries in Metroville

600

 

Total number of   residents injured from roller-skating

1,800

 

Total number of   deaths from roller-skating

90

 

Total number of   deaths from all causes

900

 

The crude death rate for all causes was:

 

90/600   × 100,000

 

900/100,000   × 100,000

 

90/1,800   × 100,000

 

90/900   × 100,000

Question 18 

Determining workload and planning the scope of facilities and manpower needs, particularly for chronic disease. Is this a use for incidence or prevalence data?

 

This   is a use primarily for incidence data.

 

This   is a use primarily for prevalence data.

 

This   application could apply equally for both incidence and prevalence data.

 

This   is a use for neither incidence data nor prevalence data.

Question 19 

An epidemiologic survey of roller-skating injuries in Metroville, a city with a population of 100,000 (during the midpoint of the year), produced the following data for a particular year:
 

Number of skaters in   Metroville during any given month

12,000

 

Roller-skating   injuries in Metroville

600

 

Total number of   residents injured from roller-skating

1,800

 

Total number of   deaths from roller-skating

90

 

Total number of   deaths from all causes

900

 

The proportional mortality ratio (%) due to roller-skating was:

 

90/600   × 100

 

90/100,000   × 100

 

90/1,800   × 100

 

90/900   × 100

Question 20 

The fundamental tool for etiologic studies of both acute and chronic diseases. Is this a use for incidence or prevalence data?

 

This   is a use primarily for incidence data.

 

This   is a use primarily for prevalence data.

 

This   application could apply equally for both incidence and prevalence data.

 

This   is a use for neither incidence data nor prevalence data

Question 21 

The incidence of a disease is five times greater in men than in women, but the prevalence shows no sex difference. The most likely explanation is that:

 

the   mortality rate is greater in women.

 

the   case fatality rate is greater in women.

 

the   duration of the disease is greater in women.

 

women   receive less adequate medical care for the disease

Question 22 

To provide a direct estimate of the risk of developing a disease. Is this a use for incidence or prevalence data?

 

This   is a use primarily for incidence data.

 

This   is a use primarily for prevalence data.

 

This   application could apply equally for both incidence and prevalence data.

 

This   is a use for neither incidence data nor prevalence data.

Question 23 

A null hypothesis is most similar to which of the following?

 

Positive   declaration

 

Negative   declaration

 

Implicit   question

 

Explicit   question

Question 24 

Age-specific and age-adjusted mortality rates by sex in the United States generally show the following sex differences:

 

Rates   for males are higher than rates for females from birth to age 85 and older.

 

Rates   for females are higher than rates for males from birth to age 85 and older.

 

Rates   for males are higher than rates for females from age 6 to age 85 and older.

 

Rates   for males are equal to rates for females during the first 5 years of life.

Question 25 

The use of GIS may be thought of as following the heritage of:

 

Hippocrates

 

Graunt

 

Snow

 

Koch

 

Semmelweis

Question 26 

Which of the following statements most accurately expresses the breeder hypothesis for schizophrenia?

 

The   conditions of life in lower-class society favor its development.

 

The   conditions of life in upper-class society favor its development.

 

The   illness leads to the clustering of psychosis in the impoverished areas of a   city.

 

The   illness is associated with increases in creative talents, which contribute to   wealth-enhancing achievements.

Question 27 

Lung cancer mortality among women is increasing faster than among men. What factor(s) would most likely account for this increased cancer rate?

 

Younger   women are smoking more.

 

Older   women are smoking more.

 

Women   are smoking less.

 

Men   are smoking more

Question 28 

According to classic studies, age-standardized morbidity rates in the United States for acute conditions, chronic conditions, and disability due to acute conditions show the following sex differences:

 

Rates   for males are higher than rates for females.

 

Rates   for females are higher than rates for males.

 

Rates   for males are equal to the rates for females.

 

Females   have higher rates of hearing impairment than males.

Question 29 

Studies of nativity and migration have reported that:

 

admission   rates of foreign-born persons to mental hospitals were lower than for   native-born persons

 

diseases   found in less developed regions are no longer a problem in the United States

 

immunization   programs in developing countries have been highly successful

 

some   migrants have inadequate immunization status with respect to   vaccine-preventable diseases

Question 30 

Which of the following statements most accurately expresses the downward-drift hypothesis for schizophrenia?

 

The   conditions of life in lower-class society favor its development.

 

The   conditions of life in upper-class society favor its development.

 

The   illness leads to the clustering of psychosis in the impoverished areas of a   city.

 

The   illness is associated with increases in creative talents, which contribute to   wealth-enhancing achievements.

 
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