Biology homework help

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Compare and contrast the Enlightenment (Rousseau, Kant, Emerson) with the Post-Enlightenment (Dostoyevsky, Nietzsche, Freud, Woolf, Achebe) theory of personhood. What, at base, is the human person in terms of its essential facilities and activities? Next, provide an argument that links your authors’ competing views of selfhood to their views about political association. That is, given what we are, how do they think we should govern and be governed? Finally, explain with argumentation what a ‘happy’ person would be in both eras, given the conditions of those forms of political association.

Biology homework help

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Carefully review these instructions. Then, answer each of the following three questions in a complete paragraph (3–5 sentences) using two pieces of evidence or examples learned in the class. Other than these instructions, the only source that should be used is the textbook. Remember to use Strayer Writing Standards in-text citations for all forms of integrating evidence, such as paraphrasing, summarizing, or quoting information from the textbook.

  1. A biotechnology company offers a direct-to-consumer test called the Carrier Status report that generates various calculations about an individual’s genetic risk for certain diseases. Write one paragraph that addresses the following two issues:
    1. Why would this be most useful for disorders following an autosomal recessive pattern of inheritance? Provide evidence from your textbook (e.g., Section 10.7, Inheritance Patterns in Humans).
    2. Explain how this information might be useful for people during their reproductive years.
  2. The Carrier Status report mentioned above is packaged along with a Genetic Health Risk report. Neither has been approved by the FDA for diagnosing illness. They have only been approved for general informational purposes about an individual’s health risks.
    1. In one paragraph of 3–5 sentences, explain whether this limited approval status would affect how much credibility you would give to the information in the report.
    2. Defend your position with examples or evidence.
  3. There are three slightly different alleles of the APOE gene known as a2, a3, and a4. The most common allele is a3. As discussed in the textbook, Section 11.1, Personal Genomic Testing, the a4 allele is associated with an increased risk of Alzheimer’s disease. If you have one copy of the a4 allele, your lifetime risk of getting Alzheimer’s disease goes up to 47%, as compared to 20% for the overall population. If you have two copies of the a4 allele, your risk is even higher. There is no known certain way to prevent Alzheimer’s disease. However, certain factors, such as reading, crossword puzzles, and education, are correlated with reduced risk.
    1. The Carrier Status report mentioned in question 1 would provide information about the risk of developing Alzheimer’s based upon the a4 allele. In a paragraph of 3–5 sentences, describe at least one benefit and one possible concern of getting a genotype report from a genetic testing company that indicates the likelihood of developing Alzheimer’s or another disease.
    2. Defend your position with examples or evidence.

Genetics Worksheet

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Assignment Problems: Cumulative 0350 Genetics Fall 2020 1
0350 Genetics Fall 2020 Assignment Problems: Cumulative (1) Analysis of vulval development in C. elegans has been important in understanding some key signaling pathways, some that play roles in human cancer. The vulva is the organ through which fertilized eggs leave the mother. Wild-type worms only have one vulva, but mutants have been identified that either have more than one vulva or no vulva. These include mutations in the mpk-1, lin-1, lin-39, let-23 and lin-3 genes. Below is a table that lists single or double mutants and their phenotype.
Mutant (all are homozygous mutants in the indicated gene(s))
phenotype
mpk-1 no vulva lin-1 multiple vulvas lin-3 no vulva lin-39 no vulva let-23 no vulva mpk-1 lin-1 multiple vulvas lin-3 lin-1 multiple vulvas lin-39 lin-1 no vulva let-23 lin-1 multiple vulvas
1 (1a) Who originally chose C. elegans as a model system to study genetics A: Sydney Brenner B: Francis Crick C: Seymour Benzer D: Barbara McCintock 2 (1b) What other major contribution did he make to genetics? A: Uncovered the secrets of the lac operon B: Used T4 phage rII gene frameshift mutants to show that the Genetic Code is composed of triplet codons with no commas C: Used recombination between thousands of T4 phage rII gene mutants to demonstrate that a gene is likely just a linear sequence of nucleotides D: Identified the first gene linked to a chromosome, the white gene of Drosophila
 
 
Assignment Problems: Cumulative 0350 Genetics Fall 2020 2
3 (1c) Which of the pathways below is consistent with the data (if you cannot position some genes unambiguously then they must be placed at the same position in the pathway).
4(1d) Which of the following genes is most likely to encode for a transcription factor? A: lin-3 B: let-23 C: lin-39 D: mpk-1 The following table shows where wild-type protein encoded by the genes is expressed during vulval development.
Gene Cells in which the wild-type gene is expressed
mpk-1 Vulva and cells outside lin-1 Cells outside of the vulva only lin-3 Cells outside of the vulva only lin-39 Vulva and cells outside let-23 Vulva and cells outside
5 (1e) Which gene is most likely to encode for a secreted signaling protein? A: lin-3 B: let-23 C: lin-39 D: lin-1 6 (1f) Which gene is most likely to encode for a receptor for the signaling protein you identified in (1e)? A: lin-3 B: let-23 C: lin-39 D: lin-1
 
 
Assignment Problems: Cumulative 0350 Genetics Fall 2020 3
(2) A pure breeding population of reindeers at the North Pole have red noses. Those in Finland all have black noses while those in Russia all have tan noses. To investigate the genetics of this trait, crosses were done between these pure breeding populations; the most revealing of these was a cross between the Finnish and Russian with the F1 progeny all being black, but a cross between these yielding the following: Black: 89 Tan: 41 Red: 30 7 (2a) Explain these results A: Single gene, two alleles, one incompletely dominant over the other B: Single gene, two alleles, each codominant C: Single gene, three alleles, allelic series D: Two genes, each with two alleles, one completely dominant over the other, and one gene recessively epistatic to the other 8(2b) Would all the tan offspring be pure-breeding like the ones from Russia? A: Yes B: No 9 (2c) What color would the offspring be from a cross between reindeer from the North Pole and Russia A: red B: tan C: black D: pink 10 (2d) Reindeers at the North Pole can fly while those from anywhere else cannot; the ability to fly is controlled by a single gene. A cross between reindeers from the North Pole and Finland produced F1 progeny could not fly and had black noses; these F1s were backcrossed reindeers from the North Pole resulted in following F2 progeny: Black flightless 61 Red flier 59 Black flier 39 Red flightless 41 Is the gene controlling black or red noses in Finnish/North Pole, likely to be linked to that controlling the ability to fly? (Table on last page if needed) A: Yes B: No
 
 
Assignment Problems: Cumulative 0350 Genetics Fall 2020 4
(3) A new mutation that results in eight-legged flies was isolated and was found to be recessive, the gene name was designated extra-legs, el, and the wild-type allele, el+ and the mutant, elR. The mutation was mapped approximately to a region on the 2nd chromosome that included the following known mutant markers (the mutant marker alleles are all recessive and their map position on the chromosome is indicated in the table below). \
Gene Wild-type
allele (dominant)
Wild-type phenotype
Mutant marker allele
(recessive) Mutant
phenotype Map position in map units
wingless wg+ Full sized wing wgT No wing 25
orange or+ Red eyes or5 Orange eyes 37
short bristles sb+ Long bristles sbS Short bristles 52 Three crosses were set up: (i) wgT or5 elR/ wgT or5 elR x wg+ or+ el+/ wg+ or+ el+ (ii) or5 sbS elR/ or5 sbS elR x wg+ or+ el+ / wg+ or+ el+ (iii) wgT sbS elR/ wgT sbS elR x wg+ or+ el+/ wg+ or+ el+ The F1 progeny from these crosses were then crossed separately to: wgT or5 sbS elR/ wgT or5 sbS elR (i) F1 heterozygous parent: wgT or5 elR/ wg+ or+ el+ Full wing, red eyes, 6 legs 884 Full wing, orange eyes, 6 legs 46 No wing, red eyes, 6 legs 66 No wing, orange eyes, 6 legs 4 Full wing, red eyes, 8 legs 2 Full wing, orange eyes, 8 legs 23 No wing, red eyes, 8 legs 29 No wing, orange eyes, 8 legs 455 95/1509=0.629 (ii) F1 heterozygous parent: or5 sbS elR/ wg+ or+ el+ Red eyes, long bristles, 6 legs 872 Red eyes, short bristles, 6 legs 70 Orange eyes, long bristles, 6 legs 8 Orange eyes, short bristles, 6 legs 50 Red eyes, long bristles, 8 legs 26 Red eyes, short bristles, 8 legs 5 Orange eyes, long bristles, 8 legs 39 Orange eyes, short bristles, 8 legs 433 (iii) F1 heterozygous parent: wgT sbS elR/ wg+ or+ el+ Full wing, long bristles, 6 legs 736 Full wing, short bristles, 6 legs 200 No wing, long bristles, 6 legs 61 No wing, short bristles, 6 legs 14 Full wing, long bristles, 8 legs 8
 
 
Assignment Problems: Cumulative 0350 Genetics Fall 2020 5
Full wing, short bristles, 8 legs 23 No wing, long bristles, 8 legs 103 No wing, short bristles, 8 legs 322 11 (3a) Between which two marker genes is the el gene located A. wg and or B. wg and sb C. or and sb 12 (3b) What is the distance between wg and el A. 7 m.u B. 9 m.u C. 13 m.u. D. 16 m.u. 13 (3c) Is there anything unusual about the numbers of any of the classes of phenotype in the three crosses? A There are a lot more parentals that would be expected B There are a lot fewer double recombinants that would be expected C Both classes of parentals should be approximately the same but are not D The total number of recombinants is too high compared to the parentals
 
 
Assignment Problems: Cumulative 0350 Genetics Fall 2020 6
(4) If you were to generate mutations for the his gene in Salmonella gene with X-rays and with the chemicals EMS and profavine (i.e. separately) and then sequenced the gene, what might you expect to find in each case? 14 (4a) X-rays A: No sequence because the whole gene is deleted B: Point mutations C: Small insertions and deletions D: Several pyrimidine dimers 15 (4b) EMS A: No sequence because the whole gene is deleted B: Point mutations C: Small insertions and deletions D: Several pyrimidine dimers 16 (4c) Proflavine A: No sequence because the whole gene is deleted B: Point mutations C: Small insertions and deletions D: Several pyrimidine dimers 17 (4d) Which of these mutations might be useful to use in the Ames test? A: All three B: X-ray only C: EMS only D: EMS and proflavine 18 (4e) As well as a mutation in the his gene, the strain of Salmonella used in the Ames test also usually carries a mutation in what other gene? A: Antibiotic resistance B: uvrA or uvrB C: DNA polI D: RND efflux pump
 
 
Assignment Problems: Cumulative 0350 Genetics Fall 2020 7
(5) Different temperature sensitive mutants of E. coli and yeast in genes encoding proteins involved in transcription were grown at the permissive temperature for several generations and while still actively growing the temperature was raised to the restrictive temperature. After raising temperature, the synthesis of new RNA was assessed using radioactively labeled nucleotides. Assume the mutations completely inactivate the proteins at the restrictive temperature and that function of the mutant protein was abolished instantly temperature was raised. What would happen to the level of new RNA synthesized (i.e. radioactive incorporation into RNA) in the following mutants after raising the temperature?) A Transcription would stop instantly B Some RNA would still be synthesized but will be reduced and eventually stop C Levels would probably increase D No effect on the level of transcription 19 (5a) Sigma factor (E. coli) 20 (5b) Subunit ß of RNA polymerase (E. coli) 21 (5c) RNA Pol II (yeast) 22 (5d) Rho protein (E. coli)
 
 
Assignment Problems: Cumulative 0350 Genetics Fall 2020 8
(6) Hedgehog (Hh) is a secreted signaling protein that activates the Hh signaling pathway in responding cells resulting in the activation of Hh-target genes that can control cell activities such as proliferation. The pathway is inappropriately activated in some cancers. Key proteins in the Hh pathway are as follows: Hedgehog (Hh): secreted signaling protein found outside cells Patched (Ptc): transmembrane receptor, externally portions of the protein bind Hh, other regions bind to Smo. Note, Ptc is the Hh receptor, but unlike most receptors its activity is inactivated by its ligand, Hh. Smoothened (Smo): transmembrane protein that positively regulates the Hh pathway by binding and inactivating Cos2. Smo activity is inhibited by Ptc. Costal-2 (Cos2): cytoplasmic protein that has 3 separate binding domains. It binds to Smo and that blocks its activity. It binds to GSK/PKA and that forms an active complex. It binds to Gli when the latter active complex forms and that results the processing of Gli to the repressor form. GSK3 and PKA: kinases that phosphorylate Gli to result in its partial degradation Glioblastoma (Gli) Transcription factor that can act as a repressor or activator of transcription. In the absence of Hh, it is partially degraded to a repressor form. In the presence of Hh this does not happen and the full length form is an activator. Absence of Hh: Ptc inactivates Smo by binding to it and preventing it interacting with Cos2, which then binds to Gli, and GSK3 and PKA. The latter 2 phosphorylate Gli and this targets it for partial degradation. The smaller from of Gli enters the nucleus, binds to Hh-target genes and represses their expression. Presence of Hh: Hh binds to its receptor which is Ptc and this prevents Ptc from inactivating Smo, which can now bind Cos2 and preventing GSK3 and PKA from phosphorylating Gli. Gli then remains full length and can enter the nucleus and bind to and activate Hh-target genes. (N.B. some liberties have been taken with pathway to simply the question so don’t take it all completely literally)
 
 
 
Assignment Problems: Cumulative 0350 Genetics Fall 2020 9
23 (6a) Which of the simple genetic pathways below is correct based on the information above.
The table below lists mutations in different regions of proteins in Ptc, Smo and Cos2 in the Hh pathway. (Determine whether the pathway will be on or off in each mutant, i.e. is the gene G is expressed in a homozygous mutant. (c) Determine if the mutation will be a simple loss of function (SLF), possibly a dominant negative (DN) or probably a gain of function (GOF). (0.33 points each) To work out answers to (c) you need to first determine the loss of function phenotype for the gene in question (one mutation of each is obviously a SLF), then determine if each of the other mutations in the same gene would result in the same phenotype or not – if the same then the mutation is either SLF or DN, if the opposite then it would be a GOF. To work out if it is SLF or DN you have to consider what would happen in a heterozygote: can the mutant protein interfere with wild-type protein in some way? Could it block the wild-type protein or would it compete with the wild-type for a protein the wild-type needs to interact with? Note, a mutation in one part of a protein could be DN, while mutation in a different part could be GOF. Hint…only one of the mutants is predicted to act as a DN
 
Protein Mutation (region inactivated) (b) Is pathway always on or off in homozygous mutant (i.e. is gene G expressed)
(c) Is the mutation SLF, possibly DN or probably GOF?
Ptc Deletion of gene 24 6b 32 6j
 
 
Assignment Problems: Cumulative 0350 Genetics Fall 2020 10
Smo Deletion of gene 25 6c 33 6k
Cos2 Deletion of gene 26 6d 34 6l
Ptc Hh binding domain 27 6e 35 6m
Ptc Smo binding domain 28 6f 36 6n
Smo Ptc binding domain 29 6g 37 6o
Cos2 Smo binding domain 30 6h 38 6p
Cos2 Gli binding domain 31 6i 39 6q
24-32 (6b- 6i) Determine whether the pathway will be on or off in each mutant, i.e. is the gene G is expressed in a homozygous mutant. A = On B = Off 33-41 (6j- 6q) Determine if the mutation will be a simple loss of function (SLF), possibly a dominant negative (DN) or probably a gain of function (GOF). A = SLF B = DN C = GOF To work out answers you need to first determine the loss of function phenotype for the gene in question (one mutation of each is obviously a SLF), then determine if each of the other mutations in the same gene would result in the same phenotype or not – if the same then the mutation is either SLF or DN, if the opposite then it would be a GOF. Remember, a GOF mutation is only in relation to the function of the protein itself, not as to whether the pathway is activated by the mutation. So for a gene that functions to inhibit the pathway a SLF mutation will result in the pathway being on all the time, but a GOF would result in the pathway being off all the time. To work out if it is SLF or DN you have to consider what would happen in a heterozygote: can the mutant protein interfere with wild-type protein in some way? Could it block the wild-type protein or would it compete with the wild-type for a protein the wild-type needs to interact with? Note, a mutation in one part of a protein could result in a DN mutation, while mutation in a different part could be GOF. Hint…only one of the mutants is predicted to act as a DN 40 (6r) Based on what you know about other signaling pathways, why might a GSK3 mutant have more complicated phenotypes than would be predicted based on its role in Hh signaling? (2 points) A. It is redundant
 
 
Assignment Problems: Cumulative 0350 Genetics Fall 2020 11
B. It is also involved another pathway – in the Wnt pathway – so loss of GSK3 would affect both pathways C. It is haploinsufficient D. Mutations are always dominant negative

Biology homework help

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Assignment
Critical thinking is the process of actively applying analyzing and evaluating information gathered from observation, experience or communication and can be a guide to belief and action.  In order to complete this assignment, I would like you to complete an annotated bibliography and opinion paper on any topic covered by this class.  Consult the PowerPoints and your book for ideas.
Don’t over analyze this – you are very opinionated even if you don’t think you are.  If I say to you “Popeye’s has the best fried chicken in the world”, you immediately think yes, no or I don’t know and you have a reason for this.  Maybe you tried it or maybe you like the commercials, and that has influenced you.  In a way, this is critical thinking at a very base level.  For this assignment, pick something you feel strongly about and then research it.  I have had students submit successful papers with completely opposite opinions to me because they showed how they came to their opinions.  If you have been in debate club or even a heated argument, you will have experiences this.
 
 What you turn into me

  • Annotated bibliography for 10 sources
    • Cite source using any method such as APA – videos, news articles, etc can cut and past URL
    • Summarize your source 1 to 2 paragraphs
  • Opinion paper based on your 10 sources – 3 to 5 pages double spaced 12 point font normal margins

 
Here are some examples of submitted work to give you a feel for this
Central Campus friend with cf.docx
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CT Paper about the Delta 32 gene.docx
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Just a final note about this process.  I use annotated bibliographies in my research, we usually call them literature reviews.  If you are writing a thesis or dissertation, you want to know what is published about the subject before you submit your results.  Below is a literature review that I conducted in grad school.  Be aware that I formalized this as another professor wanted the results and so I am writing it that way.  Usually my literature reviews are written for me only and are a mess.  You can write your annotated bibliography for yourself, you can use bullet points if you like.  Also, if you are using a book, you only need to use the chapters required, you don’t need to summarize the entire book.
Annotated Bibliography example.docx
Actions
 

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    AnnotatedBibliographyexample.docx
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    CTPaperabouttheDelta32gene.docx
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    CentralCampusfriendwithcf.docx

Biology homework help

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Be sure you have Part One as there are 3 parts overall.  You will be watching part 2 and part 3 in your next 2 assignments.
To access the movie, you can go to the HCCS library anthropology page, link below and using the search bar at the very top of the page to search the entire library, type “becoming human”, this will give you a list of results, the first result gives you a page that contains links to all 3 movies at the very bottom.  If you click on a link it launches Kaltura and the movie.
https://library.hccs.edu/guides/anthropologyLinks to an external site.
PreviousNext
 
This is available on the hccs.edu library website – you can search for becoming human and should be able to link to a kaltura streaming version.  It was originally a PBS production at https://www.pbs.org/wgbh/nova/evolution/becoming-human.html.  Please be sure you are watching Part One subtitled “First steps” for this assignment as there are 3 parts.  Upload your answers onto Canvas as if you were doing a homework.
 

  1. How did they date the child’s skull (Selam) that they found and what species is Selam?

 
 

  1. How old was she when she died and how do they know this?

 
 

  1. What bones confirm that Selam is bipedal and what are some of the theories that this movie mentions that try to explain why we are bipedal?

 
 

  1. What was the environment like for Selam and her family and how do we know that?

 
 

  1. What technique did they use to find when chimps and apes (humans) diverged from a common ancestor?

 
 

  1. How old is the fossil found in Chad and what part of the skeleton did they find?

 
 

  1. How did they find out of the Chad fossil is bipedal?

 
 

  1. Darwin thought that coming out of the trees led to bipedalism and bipedalism led to larger brains but the skeletons don’t show that bipedalism necessarily led to larger brains as many species survived and thrived and brain size didn’t change for 4 million years (Lucy, Chad skeleton, etc.), so why do adult humans have larger brains than chimps and is Selam’s brain more like a human or a chimps?

 
 

  1. Why is the genus Homo habilis from 2 MYA nicknamed handy man and how do we know that stone tools were used?

 
 

  1. What are some of the changes to the Homo habilis brain?

 
 

  1. 2 million years ago what jump started human evolution including al Larger brain and tool making? How do scientists prove that this occurred?

The mechanisms of pain and the spinal blocking of pain signals.   /10pts:   Student submitted a thorough, informational and clear response that advanced the discussion with detail. Critical thinking about topic was included. /5pts:  Assignment submitted on time and

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 The mechanisms of pain and the spinal blocking of pain signals.
 
/10pts:   Student submitted a thorough, informational and clear response that advanced the discussion with detail. Critical thinking about topic was included.
/5pts:  Assignment submitted on time and on a different day than other posts. Assignment met 135 word count minimum.
/5pts:  Appropriate scientific college-level sources were used. Post contained APA formatted references and in-text citations. The post was grammatically correct.
Respond to the student discussion
Top of Form
Research
Pain can be interpreted as an intolerable sense of injury or harmful stimulation. It is not a disease but a symptom your body is making you aware of that something could be wrong. The function of pain is to prompt you to avoid, reduce, or get away from perceived danger. Although no one enjoys pain, we are better with it than without it due to certain diseases such as leprosy and diabetes mellitus where nerve damage can numb sense of pain and make a person not realize they have an injury resulting in the possibility of gangrene or amputation of a limb (Saladin, 2018 p 569).
There are two classifications of pain, nociceptive pain, and neuropathic pain. Nociceptive pain comes from tissue injury due to cuts, burns, and chemical irritations that are recognized by nerve endings called nociceptors (Saladin, 2018 p 569). You can find nociceptors in the skin, mucous membranes, and almost all the organs except the brain and liver. Nociceptors come about in the meninges and play a part in headaches since nociceptive pain has to do with inflammation it reacts to anti-inflammatory medications such as ibuprofen and aspirin (Saladin, 2018 p 569). Visceral, deep somatic, and superficial somatic pain are the three varying kinds of nociceptive pain. Visceral pain comes from the internal organs and is hard to find you can associate this type of pain when you have deficient blood flow like when you suffer a heart attack it’s linked to the sense of squeezing, cramping, and nausea. Deep somatic pain comes from bones, muscles, and joints and is experienced when you have fractures, arthritis, or sprains and lastly there’s superficial somatic pain which is felt on the skin from burns and cuts (Saladin, 2018 p 569).
Neuropathic pain comes from injuries to nerves, spinal cord, meninges, and brain. Examples of these are headaches, phantom limb pain and cancer. There are two types of nerve fibers that arbitrate pain responses called fast pain and slow pain. Fast pain is the instantaneous intense pain you feel from cuts and burns, and slow pain is the type of pain that is more like a throbbing aching sensation (Saladin, 2018 p 569).
It is difficult for physicians to pinpoint the origin of someone’s pain because pain travels and the feeling can stem from anywhere. Pain indicators get to the brain by two main pathways. Prompts from the head travel to the brainstem down four cranial nerves, the trigeminal (CN V), facial (CN VII), glossopharyngeal (CN IX), and vagus (CN X) (Saladin, 2018 p 569). Pain indicators from the neck and below travel down three ascending spinal cord tracts, the spinothalamic tract, spinoreticular tract, and gracile fasciculus (Saladin, 2018 p 569).
There are times you hear someone say they have joint or muscle pain but the truth is pain doesn’t occur in these outermost locations but only in the brain, it’s the awareness of signals from other organs, so it can be instinctive for someone to believe they have pain in their joints or muscles. As a result, techniques such as acupuncture, meditation or placebos help people effectively decrease pain (Saladin, 2018 p 570). The CNS has a pain-relieving system that can be compared to the effects of morphine, opium, and heroin, we have receptors for these drugs in our brain. Enkephalins, endorphins, and dynorphins are three analgesics in the body and are secreted by the CNS, the pituitary gland, digestive tract, and other organs when stressed or exercising (Saladin, 2018 p 571). Lastly, for pain to be recognized, indicators from the nociceptors must get past the posterior horn of the spinal cord and progress to the brain. Pain signals can be stopped at the posterior horn by a method called spinal gating. Descending analgesic fibers are nerve fibers that come from the brainstem, go down the spinal cord inside the reticulospinal tract and obstruct pain signals from getting to the brain (Saladin, 2018 p 571).
Critical thinking
I found this topic extremely informative; I have always wondered how people who suffer severe trauma due to accidents seem not to appear like they are not in pain. I find it amazing to know that our own body has the capacity to produce its own analgesic to stop the body from feeling such intense and severe pain. This knowledge is something that will help me in my career path since once I am done with this class, I will be entering the nursing program. It also helped me understand better why when my husband suffered a motorcycle accident and had so many broken bones throughout his body he told me he didn’t feel any pain until after he had had surgery to repair everything that was broken.
Reference
Saladin, K.S., (2018). Chapter 16: Sense Organs. In Anatomy & Physiology, the unity of form and function (9th ed) (pp 563-611). McGraw Hill.
WC: 812
 

The mechanisms of pain and the spinal blocking of pain signals.   /10pts:   Student submitted a thorough, informational and clear response that advanced the discussion with detail. Critical thinking about topic was included. /5pts:  Assignment submitted on time and

/in /by

 The mechanisms of pain and the spinal blocking of pain signals.
 
/10pts:   Student submitted a thorough, informational and clear response that advanced the discussion with detail. Critical thinking about topic was included.
/5pts:  Assignment submitted on time and on a different day than other posts. Assignment met 135 word count minimum.
/5pts:  Appropriate scientific college-level sources were used. Post contained APA formatted references and in-text citations. The post was grammatically correct.
Respond to the student discussion
Top of Form
Research
Pain can be interpreted as an intolerable sense of injury or harmful stimulation. It is not a disease but a symptom your body is making you aware of that something could be wrong. The function of pain is to prompt you to avoid, reduce, or get away from perceived danger. Although no one enjoys pain, we are better with it than without it due to certain diseases such as leprosy and diabetes mellitus where nerve damage can numb sense of pain and make a person not realize they have an injury resulting in the possibility of gangrene or amputation of a limb (Saladin, 2018 p 569).
There are two classifications of pain, nociceptive pain, and neuropathic pain. Nociceptive pain comes from tissue injury due to cuts, burns, and chemical irritations that are recognized by nerve endings called nociceptors (Saladin, 2018 p 569). You can find nociceptors in the skin, mucous membranes, and almost all the organs except the brain and liver. Nociceptors come about in the meninges and play a part in headaches since nociceptive pain has to do with inflammation it reacts to anti-inflammatory medications such as ibuprofen and aspirin (Saladin, 2018 p 569). Visceral, deep somatic, and superficial somatic pain are the three varying kinds of nociceptive pain. Visceral pain comes from the internal organs and is hard to find you can associate this type of pain when you have deficient blood flow like when you suffer a heart attack it’s linked to the sense of squeezing, cramping, and nausea. Deep somatic pain comes from bones, muscles, and joints and is experienced when you have fractures, arthritis, or sprains and lastly there’s superficial somatic pain which is felt on the skin from burns and cuts (Saladin, 2018 p 569).
Neuropathic pain comes from injuries to nerves, spinal cord, meninges, and brain. Examples of these are headaches, phantom limb pain and cancer. There are two types of nerve fibers that arbitrate pain responses called fast pain and slow pain. Fast pain is the instantaneous intense pain you feel from cuts and burns, and slow pain is the type of pain that is more like a throbbing aching sensation (Saladin, 2018 p 569).
It is difficult for physicians to pinpoint the origin of someone’s pain because pain travels and the feeling can stem from anywhere. Pain indicators get to the brain by two main pathways. Prompts from the head travel to the brainstem down four cranial nerves, the trigeminal (CN V), facial (CN VII), glossopharyngeal (CN IX), and vagus (CN X) (Saladin, 2018 p 569). Pain indicators from the neck and below travel down three ascending spinal cord tracts, the spinothalamic tract, spinoreticular tract, and gracile fasciculus (Saladin, 2018 p 569).
There are times you hear someone say they have joint or muscle pain but the truth is pain doesn’t occur in these outermost locations but only in the brain, it’s the awareness of signals from other organs, so it can be instinctive for someone to believe they have pain in their joints or muscles. As a result, techniques such as acupuncture, meditation or placebos help people effectively decrease pain (Saladin, 2018 p 570). The CNS has a pain-relieving system that can be compared to the effects of morphine, opium, and heroin, we have receptors for these drugs in our brain. Enkephalins, endorphins, and dynorphins are three analgesics in the body and are secreted by the CNS, the pituitary gland, digestive tract, and other organs when stressed or exercising (Saladin, 2018 p 571). Lastly, for pain to be recognized, indicators from the nociceptors must get past the posterior horn of the spinal cord and progress to the brain. Pain signals can be stopped at the posterior horn by a method called spinal gating. Descending analgesic fibers are nerve fibers that come from the brainstem, go down the spinal cord inside the reticulospinal tract and obstruct pain signals from getting to the brain (Saladin, 2018 p 571).
Critical thinking
I found this topic extremely informative; I have always wondered how people who suffer severe trauma due to accidents seem not to appear like they are not in pain. I find it amazing to know that our own body has the capacity to produce its own analgesic to stop the body from feeling such intense and severe pain. This knowledge is something that will help me in my career path since once I am done with this class, I will be entering the nursing program. It also helped me understand better why when my husband suffered a motorcycle accident and had so many broken bones throughout his body he told me he didn’t feel any pain until after he had had surgery to repair everything that was broken.
Reference
Saladin, K.S., (2018). Chapter 16: Sense Organs. In Anatomy & Physiology, the unity of form and function (9th ed) (pp 563-611). McGraw Hill.
WC: 812
 

Anatomy homework help

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Chose one Topic to write about

  1. Nervous Tissue
  2. The Spinal Cord, Spinal Nerves, and Somatic Reflexes
  3. The Brain and Cranial Nerves
  4. The Autonomic Nervous System and Visceral Reflexes
  5. Sense Organs

 
First question: What was your favorite topic this week? What did you enjoy? Find a video that relates to this topic.
You will create 4 short paragraphs. Please organize your post to earn points.
Overview:

  1. Research: Students will briefly summarize a video that relates to their favorite topic this week.  Locate and give the full page of the URL to a video in APA formatting (cite in text and reference) that pertains to your favorite topic this week. It is not unlike a main discussion post. Summarize the video in 50 words. Cite in the text. Reference at the end.  If the URL is not given and cannot be verified, points will not be earned for this section. Documentation of sources is necessary. /25 Words:
  1. System Check: Relate your topic from this week to another system in the body. Demonstrate and show how this information is connected to other functions in the body. Please illustrate how this system is interrelated to another system in the body. Compare and contrast structure. Provide examples from the text. Cite and reference the text. /75 Words.
  1. Apply the importance of this information at different levels (individual/career, society, world). What was the most significant connection you made with the material this week? How is your topic showing up in the news these days? Explain why this video is important. Tell me why this topic may be important to your future career. How can you apply this topic of anatomy to your career or your community? Society?  Give a detailed example. Be specific about this; Do not only say it is important but explain why it is important. /100 Words.
  2. Weekly Self Reflection: What resources do you think helped you most this week to help you understand? What challenges did you have with the material? What improvements can you make this week to implement for next week? /50 Words.

 
       Expectations:

  • 250+ words minimum.
  • Thoughtful, substantial and factual information is required.
  • This must be written in your own words.
  • Direct quotes must be cited. Demonstrate comprehension of material. APA references and citations are expected when sources are used.

 

Anatomy homework help

/in /by

Chose one Topic to write about

  1. Nervous Tissue
  2. The Spinal Cord, Spinal Nerves, and Somatic Reflexes
  3. The Brain and Cranial Nerves
  4. The Autonomic Nervous System and Visceral Reflexes
  5. Sense Organs

 
First question: What was your favorite topic this week? What did you enjoy? Find a video that relates to this topic.
You will create 4 short paragraphs. Please organize your post to earn points.
Overview:

  1. Research: Students will briefly summarize a video that relates to their favorite topic this week.  Locate and give the full page of the URL to a video in APA formatting (cite in text and reference) that pertains to your favorite topic this week. It is not unlike a main discussion post. Summarize the video in 50 words. Cite in the text. Reference at the end.  If the URL is not given and cannot be verified, points will not be earned for this section. Documentation of sources is necessary. /25 Words:
  1. System Check: Relate your topic from this week to another system in the body. Demonstrate and show how this information is connected to other functions in the body. Please illustrate how this system is interrelated to another system in the body. Compare and contrast structure. Provide examples from the text. Cite and reference the text. /75 Words.
  1. Apply the importance of this information at different levels (individual/career, society, world). What was the most significant connection you made with the material this week? How is your topic showing up in the news these days? Explain why this video is important. Tell me why this topic may be important to your future career. How can you apply this topic of anatomy to your career or your community? Society?  Give a detailed example. Be specific about this; Do not only say it is important but explain why it is important. /100 Words.
  2. Weekly Self Reflection: What resources do you think helped you most this week to help you understand? What challenges did you have with the material? What improvements can you make this week to implement for next week? /50 Words.

 
       Expectations:

  • 250+ words minimum.
  • Thoughtful, substantial and factual information is required.
  • This must be written in your own words.
  • Direct quotes must be cited. Demonstrate comprehension of material. APA references and citations are expected when sources are used.