Understand how international health care systems compare to the United States. 

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Useful Resources:

  • Patient Protection and Affordable Care Act (PPACA) ResourcesPreview the document
  • APA Citation Guide (Links to an external site.)Links to an external site.
  • APA Citation and Referencing: 6th Edition (Links to an external site.)Links to an external site.
  • What is Peer Reviewed?

The purpose of this assignment is to understand how international health care systems compare to the United States.  Students will also explore the Patient Protection and Affordable Care Act (PPACA) and predict how it will affect America’s system of health care delivery.  Follow the instructions below to fulfill all stated requirements.

Technical Requirements:

  • 900-1300 words (does not include in-text citations or reference page)
  • Double-spaced, 12 point Times New Roman font, 1” margins, essay format
  • Less than 20% of the word count should be direct quotes
  • Submit to the correct link in Assignments. This uploads your paper to TurnItIn, a plagiarism detection device.  See plagiarism information under Institutional Policies.
  • Correct grammar, spelling, sentence structure, etc.
  • Use APA referencing style (see guide in Canvas). You do not need to include APA formatting (for example, title page, running head, or abstract)
  • All information must be from reputable and reliable, academic sources. See Canvas for a list of good sources.

Content Requirements:

Introduction paragraph (minimum 4 sentences) – Last sentence is a thesis sentence

  • Briefly introduce the topic
  • The last sentence of this paragraph should be your thesis statement. A thesis statement clearly states what your paper will cover and gives an overview of the points you will make.
    • Hint: Write your thesis sentence last. That way you can focus the flow of information within the body of your paper and then make your thesis sentence match all topics at the end of your writing.
    • Example: “This paper will explore various health systems around the world and how they compare to the United States using dimensions such as quality of care and access.”

Dimensions of Health Care paragraph

  • Review this international comparison of health systems article (Links to an external site.)Links to an external site. to complete this section of the paper. Begin this paragraph with 1 sentence that identifies the three organizations that contributed the information that was used for this ranking of health care systems
  • Briefly describe all 6 dimensions (quality of care, access, efficiency, equity, healthy lives, and health expenditures) that are used to evaluate the health care systems of each country
    • Include no more than 1-2 sentences for the description of each dimension
    • Five of these dimensions are highlighted under the section titled Major Findings

Rank Comparison of Health Care Systems paragraph

  • Identify 1 dimension you think is the most important to health care and explain why is it most important to you (minimum 2 substantive sentences)
  • Identify the country whose health care system received the highest overall rating in this dimension.
    • Describe the reasons for achieving this ranking (minimum 3 substantive sentences)
  • Identify the country whose health care system received the lowest overall rating in this dimension.
    • Describe the reasons for achieving this ranking (minimum 3 substantive sentences)

Patient Protection and Affordable Care Act (PPACA) paragraph

  • The information in the international comparisons report was gathered BEFORE the full implementation of the PPACA. Do some research to predict how full implementation of the PPACA will affect the U.S. health care system?
  • Identify and describe 2 main components of the ACA
    • Minimum of 2 substantive sentences to describe each component
    • Find and cite this information from reliable, unbiased sources.  See PPACA Resources above.
  • Predict how each component will affect the U.S. health care system
    • Minimum of 2 substantive sentences to describe each outcome
    • Include what dimension of health care will be effected (refer back to the 5 dimensions from the international comparisons article)

Conclusion paragraph (minimum 4 sentences)

  • Include your opinion of the current direction of health care reform in the U.S. after completing this paper (Students are expected to use first person in this paragraph).
  • Some possible discussions in this paragraph could include:
    • Ways the PPACA affects the U.S. health care system
    • Ways you have personally been affected by changes in health care since the implementation of the PPACA
    • What you specifically like/dislike about the PPACA

What are the dangers of true belief illustrated in this documentary?

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For this discussion board, you will watch “The Power of Belief” a 6 part documentary by John Stossel  (Under exemplary speeches, it should take about 45 minutes to watch all 6 parts) . The documentary explores the supernatural, ESP, psychic powers, astrology, voodoo, and other ideas that many people believe because they want to believe.

** Your response should be at least 450 words.

1.Can we discount these claims as “impossible” given the evidence that refutes the claims?

2.Were the controlled tests illustrated in the program fair? Were they valid tests of paranormal phenomena?

3. What are the dangers of true belief illustrated in this documentary?

4.How do we find this juxtaposed to the importance of research our book describes?

The Issues of INSECTS AND HUMAN SOCIETIES

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BIOLOGY 162CS

The Issues of INSECTS AND HUMAN SOCIETIES

2019 Midterm TAKE HOME Exam

40 points

(The other 60 points were on the in-class midterm exam you took 8 March 2019)

24 March 2019

Remember the goals of this course are to encourage you to think critically and creatively as you explore issues of the interaction of insects and human societies. The learning objectives for the sections of the course we have just finished, insect biology, and introduction to the issues of insects and society, are to understand the amazing adaptations of insects to live on Earth and how culture and society continue to strongly influence an individual’s attitude toward insects and other arthropods.

NAME: _____________________________________

This is a take-home exam. You may use any reference and talk with anyone about this. Engage your family to help you with this. You can even ask me questions about it. If you have questions, email me or call me and, to be fair, I will share answers to your questions via email with all your classmates. Email at fdunkel@montana.edu. My cell is 406 451 9343. You will need pages 67, 68, 69, 70, 71, 72 of your Course Notes for question Number 3 and the Pesticide Conspiracy by Robert Van den Bosch (it’s on D2L and on your email) for Question number 2. Question number 4 is extra credit if you want to answer it.

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1. Natural products. 5 points.

After your TA, Claire Zahner, graduates this year, she will likely move to Seattle. It is a much milder climate there than in Bozeman. She wants to start a vegetable garden in her back yard or in pots on the patio. Milder climate, more insects. If she needs some insect management in her garden, what kinds of natural ways or plants could she use to manage insects (and mites) in her garden.

2. The Pesticide Conspiracy: Is it a piece of history? 20 points (of the 40 points on the take-home exam.)

2.1. First the definitions.

What did Van den Bosch mean by the title The Pesticide Conspiracy?

What did he mean by the Pesticide Treadmill?

What is Integrated Pest Management?

2.2. What was your favorite chapter? Why? Be very specific.

2.3. Robert Van den Bosch was very angry when he wrote this book. Why was he angry? With whom was he so upset?

2.4. Is there any evidence that a pesticide conspiracy is happening now with other pesticides than the one he mentions in the book? or other pest management techniques? What is the evidence either for or against? Who are the participants in the conspiracy?

2.5. What social action can you take in your community to prevent a pesticide conspiracy? (Consider what we have discussed in lecture on risk, mode of action, bioaccumulation, bio-magnification)

3. Nutrient content calculations (15 points)

Your professor has 6 grandchildren from ages 1 to almost 19 and they all like steak. Some of her grandkids eat a lot of venison steak, and the others eat beef steak.

Their moms and dads all say, “eat your steak, Aria.” Or “eat more steak Roman, it will feed your brain.” You need the iron and the protein to be strong and smart.

Then they say to my grandchildren, don’t forget the milk, cheese, and eggs for your calcium. Here’s an orange for your vitamin C and a mango for your vitamin A.

How smart those rural African (and other places in the world also) moms were before the Europeans arrived, when they harvested the local lepidopteran or coleopteran larvae for their young children and had pesticide-free fields for their older children to hunt grasshoppers and locusts for their snack food.

Were these rural African moms who likely had no formal education choosing a better diet for their children than my own children, all with doctoral degrees, are choosing as a diet for their children, my grandchildren?

Here is the label information from the beef top sirloin steak (USDA organic, grass-fed) I purchased for the grandchildren during vacation:

Serving size 4 oz (113g). For calculation, just round it off to 100grams

Nutrient content preserving:

Total fat 6g (of this 2g were saturated fat or 11% of the % daily value [dv])

Cholesterol 60mg (20% dv)

Sodium 80mg (3% dv) Vitamin A 0%

Vitamin C 0%

Calcium 0%

Iron 15%

Protein 25g

Use the nutritional tables in your Course Notes and Lab Manuel

Make (theoretically) the same serving (100 grams) for plate of palm weevils, and for a plate of lepidopteran larvae (Usta terpsichore). Using your tables in the Course Notes make a new table comparing the above nutrients with a plate of palm weevils or a plate of the silk moth larvae.

Does it really make better sense to feed my grandchildren an insect meat patty or insect burger (these are available now in Switzerland, England, and Germany) or other preparation with insect meat? Why or why not?

4. Extra credit– 8 points. The War on Locusts was still going on in West Africa in 2004 (see BBC [British Broadcasting Company] report that will soon be posted on D2L or search the Web for it.) At that time the rate of malnutrition (medical term is “stunting,” both brain function and physical stunting) in West Africa was 40% of the rural children 0-5 years of age. That level was still, in 2018, 38-40% in West Africa.

What is the War on Locusts?

Who participated in the War on Locusts?

Is the War on Locusts still going on?

What might the War on Locusts have to do with malnutrition in West Africa?

In the human, normal pigmentation (A) is dominant to albinism (a). What results would be expected from the following matings, both genotypically and phenotypically?

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BIOLOGY 160 GENETICS PROBLEMS

1. In the human, normal pigmentation (A) is dominant to albinism (a). What results would be expected from the following matings, both genotypically and phenotypically?

AA x aa

Aa x aa

Aa x Aa

aa x aa

2. A man with normal pigment, whose father was an albino, marries an albino. What chance is there that their first child will be an albino?

3. A man with normal pigment marries a woman with normal pigment. They have an albino child. What are the genotypes of all three individuals?

4. In chickens rose comb (R) is dominant over single comb (r). A rose-combed male is mated to a rose-combed female. Eighteen chicks are produced, ten of which are rose-combed, and eight of which are single-combed. What are the genotypes of the parents?

5. Andalusian chickens may be either black, white, or gray. The gene for black is not dominant over the gene for white, nor is the gene for white dominant over the gene for black. When a black rooster is mated to a white hen, all gray chicks are produced. When gray chickens are mated, the chicks are black, gray, and white.

Using a Punnett Square, demonstrate how feather color is inherited in Andalusian chickens.

Is the inheritance of feather color in this problem an example of incomplete dominance?

Why would it be impossible to establish a true breeding flock of gray Andalusian chickens?

6. In guinea pigs, black coat color (B) is dominant to white (b), and a rough coat (R) is dominant to smooth (r). What are the expected genotypic and phenotypic results of the following crosses?

BBRR x bbrr

BBrr x bbRR

Bbrr x bbRr

BBRr x BbRr

BbRr x BbRr

7. A pure-breeding black, smooth guinea pig was mated to a pure-breeding white, rough female. They produced several litters, and eventually, five males and twenty females resulted from this mating. These females were bred to the males. By the time their litters were produced, there were 96 offspring. Theoretically how many phenotypic classes should have appeared, and in what relative numbers?

8. In rabbits, black fur is dominant to brown, and long hair is dominant to short hair. A male is mated to several brown, short-haired females. These matings result in the following offspring: 11 brown, long-haired: 16 black, long-haired; 12 brown, short-haired; 15 black, short haired. Express the genotype and phenotype of the male.

9. In cattle, the polled condition (H) is dominant to the horned condition (h). A cross between an individual with red coat (R) and white coat (W) results in roan (RW). A polled, red bull is mated to three cows. With cow A, which is horned and white, a polled roan calf is produced. With cow B, which is horned and roan, a horned, red calf is produced. With cow C, which is polled and red, a

horned calf is produced. What are the genotypes of all individuals; the bull, cows A, B, and C, and calves A, B, and C?

10. A roan bull which is heterozygous for the polled condition is mated to several cows of identical genotype to his. How many roan, polled animals should be produced out of 16?

11. In man, the determination of sex depends upon whether the male sperm carries an “X” chromosome (resulting in a female) or a “Y” chromosome (resulting in a male). In other words, body cells of females carry two X chromosomes, and those of the males carry one X and one Y. During meiotic division, the egg of the female must of necessity carry one X, whereas segregation of the X and Y in spermatogenesis results in some sperm that are Y bearing, and others that are X bearing. One human abnormality, called red-green color blindness, is the result of a recessive allele (Xb) carried on the X chromosome. The dominant allele (XB) produces normal vision. There is no copy of this gene on the Y chromosome. Consequently, the genotypes XBXB, XBXb, and XbXb are possible in females, but a male must be either XBY or XbY.

Working theoretically, answer the following questions:

a. Is it possible for a female to be color-blind?

b. Can two persons with normal vision produce a color-blind daughter?

c. Can two persons with normal vision produce a color-blind son?

d. Can two color-blind parents produce a child with normal vision?

Let us suppose that a woman with normal vision, whose father was color-blind, marries a color blind man.

e. What proportion of their sons may be expected to be color-blind?

f. What proportion of their daughters may be expected to be color-blind?

g. If one of their sons whose vision is normal marries a woman of the genotype , XBXB can they have any color-blind children?

h. Can any of their daughters be “carriers” (heterozygous)?

i. Can the color-blind trait be expressed in subsequent generations?

12. In Drosophilia, sex determination is the same as in the human. Normal flies have bright red eyes; a certain recessive sex-linked gene is responsible for white eyes. From a pure-breeding strain of red-eyed flies, a female is selected and bred to a male from a pure-breeding strain of white-eyed flies.

a. Will all their offspring have eyes of the same color?

b. What will be the color of the eyes of male flies?

c. What will be the color of the eyes of female flies?

Now suppose we let the male and female offspring of this original pair mate at random, and we collect exactly 100 of their offspring; 50 males and 50 females.

d. How many of the females should have white eyes?

e. How many of the males should have white eyes?

f. How many of the males should have red eyes?

g. How many of the females should have red eyes?