Addresses course outcomes 1 and 4:

• recognize and explain how the scientific method is used to solve problems
• weigh evidence and make decisions based on strengths and limitations of scientific knowledge and the scientific method

Please review one of the provided Science Daily articles and the corresponding peer-reviewed scholarly written article below.

1. Identify and describe the steps of the scientific method. Which observations do you think the scientists made leading up to this research study? Given your understanding of the experimental design, formulate a specific hypothesis that is being tested in this experiment. If a hypothesis is stated, please rewrite it IN YOUR OWN WORDS. Describe the experimental design including control and treatment group(s), and dependent and independent variables. Summarize the results and the conclusion (50 points)
2. Criticize the research described. Things to consider: Were the test subjects and treatments relevant and appropriate? Was the sample size large enough? Were the methods used appropriate? Can you think of a potential bias in a research study like this? What are the limitations of the conclusions made in this research study? Address at least two of these questions in your critique of the research study (20 points).
3. Discuss the relevance of this type of research, both for the world in general andfor you personally (20 points). Proper grammar will count for 10 points.
4. Write a paper with title page, introduction, paragraphs addressing the questions, conclusion and references. You must write in your own words and paraphrase information from the selected information sources, addressing each of the questions for your chosen topic. Your paper should consist of less than 10% direct quotes. Your paper should be 500 – 750 words, excluding references and title page. Use APA style for references

Article options (choose one):

Gut bacteria from wild mice boost health in lab mice

Gut bacteria from wild mice boost health in lab mice Researchers recently reported that laboratory mice that are given the gut bacteria of wild mice are better able to survive an infection of the flu virus as well as fighting colorectal cancer.

Journal Reference: Rosshart S. P.,Vassallo, B. G.,Angeletti, D., Hutchinson, D. S.,Morgan, A. P.,Takeda, K.,Hickman H. D.,McCulloch, J. A.,Badger, J. H., Ajami, N. J.,Trinchieri, G.,Pardo-Manuel de Vilena F.,Yewdell, J. W.,Reherman, B.et al. Wild Mouse Gut Microbiota Promotes Host Fitness and Improves Disease Resistance. Cell, 2017 Nov 16;171(5):1015-1028.e13.2017 DOI: 10.1016/j.cell.2017.09.016

Multivitamins in pregnancy may be linked to lower autism risk in children

Multivitamins in pregnancy may be linked to lower autism risk in children An international research team set out to assess whether nutrient supplementation during pregnancy is associated with reduced risk of autism spectrum disorder, with and without intellectual disability.

Journal Reference: DeVilbiss, E. A., Magnusson, C., Gardner, R. A.,Rai, D., Newschaffer, C.J. Lyall, K., Dalman, C. Lee, B.K., Antenatal nutritional supplementation and autism spectrum disorders in the Stockholm youth cohort: population based cohort study. BMJ, 2017 Oct 4;359:j4273. DOI: 10.1136/bmj.j4273

Higher dose of vitamin D increases bone density in premature babies

Higher dose of vitamin D increases bone density in premature babies

Recent investigations suggest that if the standard supplementation of 400 IUs of vitamin D is increased to 800 IUs daily there are reductions in the number of premature and preterm babies with extremely low bone density.

Reference retrieved from:

http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0185950

High blood pressure lowers significantly after drinking tart montmorency cherry juice

High blood pressure lowers significantly after drinking tart montmorency cherry juice Drinking tart montmorency cherry juice significantly reduces human blood pressure at a level comparable to that achieved by medication.

Journal Reference: L. A. Te Morenga, A. J. Howatson, R. M. Jones, J. Mann. Dietary sugars and cardiometabolic risk: systematic review and meta-analyses of randomized controlled trials of the effects on blood pressure and lipids. American Journal of Clinical Nutrition, 2014; 100 (1): 65 DOI: 10.3945/ajcn.113.081521

• What organism produces this disease and how?
• What are the four different locations where an anthrax infection can occur? Describe each of these locations. What are the reasons why these locations allow the infection to occur?
• What are the different scientific methods that have been tried, tested, and implemented towards Anthrax prevention and cure in the past decade?
• Why is Anthrax such a potent weapon of bioterrorism? What are its characteristics that make it so?

Sources that can be used:

http://www.ph.ucla.edu/epi/bioter/layanthrax_a.htm…

https://www.merckmanuals.com/professional/infectio…

https://www.cdc.gov/anthrax/basics/index.html

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC42952…

-based on the tv show thirteen reasons why and from one season only is fine

• For this assignment you will have an opportunity to read a novel, or watch a TV show or movie that portrays an individual with a disability, and through the lens of this class, review how that person, and the people around them are portrayed. Is the portrayal realistic? Was pity used at all to make you relate to any of the characters? How do you think this novel/TV show/movie increases or decreases ableism in society? How would you change this novel/TV show/movie or what do you think should not be changed at all?
• This must a comprehensive paper telling me all about the characters (since I may or may not be familiar with the subject) and about how they are portrayed. Use plenty of examples in your paper. The final paper must be between 4-6 pages long, times new roman, 12+

he end of the semester is an opportunity to reflect back upon what you have learned. In a writing course like this one, we have the opportunity to think about how our writing has developed, how we view our writing presently, and how we will write in the future. This assignment provides you the opportunity to reflect on your work this semester; it asks you to develop a reflective analysis of how your writing has developed throughout the course.

Task:

A Reflective Essay that examines what you have learned about your writing, critical thinking, and critical reading with evidence from all of your essays/writings (from this semester) to support your claims. This Reflection is no less difficult than any other essay we have written this semester, and it must clearly explain what you have learned about your own writing and provide evidence from your revised essays and other writing in the course to support your discussion.

Thesis and Organization:

In this essay, your thesis needs to express what you feel you have learned about your writing through your work this semester, and you will need to support this thesis with body paragraphs that provide evidence that backs up your claims.

You are organizing this essay by making claims about your writing; however, there are a couple of ways of doing so. For instance, you can discuss one assignment and its process in each paragraph and arrange the draft chronologically, or you can make claims about how the various activities contributed to your development as a writer: series of drafts/revision, peer reviews/feedback, self-assessments, readings/research etc. Alternatively, you can organize your draft on the basis of the qualities of successful writers posted under Framework for Success in Postsecondary Writing.

Genre and Audience:

Your audience is, as it has been all semester, me and your classmates. The tone of the reflection is narrative, but the structure is the same as all your other analysis essays. As such, you will use the first person and reflect on your journey through this semester, but provide evidence from all your works to support your claims.

Required Responses:

1. What have I learned about my writing, analysis, and critical reading through the process of substantially revising one of my essays and through working on my writing this semester?

2. How will I challenge myself to develop my writing in the future?

Other Options to Explore: you might also consider the following questions, though you will not be able to cover all of them in a single essay:

· What was the experience of writing my first essay at the university like? How did it compare to earlier writing? Looking back on the experience, what do I know now about college writing that I did not know then?

· What have I learned about analyzing texts and reading them critically?

· What have I learned about the processes of writing—coming up with ideas, organizing my work, writing multiple drafts, revising my work?

· What have I learned about the importance of receiving feedback on my work from my peers and others?

· What have I learned about developing my ideas in more depth and providing evidence to support my ideas?

· What have I learned about the research process and finding sources to support my work?

· What have I learned about rhetorical situations and rhetorical strategies?

Developing a successful Reflection:

· Revising fully gives you more opportunities to reflect upon insights you have had about your writing.

· Remember that the Reflection is narrative in form: take your readers through the process of your experience, reflecting upon what you knew about your writing when you entered the course, what you learned throughout your work in the course, and how you will continue to develop as a writer and reader in the future.

· Focus on your own work and on the insights that you have developed about your writing process.

· Provide evidence: back up your analysis of what you have learned with discussions, quotations, and examples from all of your writing this semester.

Grade Distribution: (Content- analysis of prior works/learning experiences: 40 points; organization- 25; introduction and conclusion 15; thesis 10; grammar and mechanics 10).

14 mins ago