Write a short “biography” of the author of the book.

BIOL 2402 NAME _________________

CASE STUDY ON AIDS SECTION (PERIOD) ______

TAKE HOME REPLACEMENT GRADE GROUP ___________

DR. KELLY SEXTON

INSTRUCTIONS:

This is a case study in two parts. First you must watch an HBO movie called “And the Band Played On”. It is available on HBOgo and YouTube. I also have several copies of the movie on DVD. After that you will answer the questions related to HIV and AIDS. You may use any resource but you MUST NOT plagiarize. Copy and Paste will get you a zero. You must answer the questions in your own words and in your own hand-writing. You may work with your group members but remember—NO PLAGIARIZING!!!

PART 1

First you will watch the HBO movie “AND THE BAND PLAYED ON”. It dramatizes the events that took place in the early years of the AIDS crisis. While watching the movie answer the questions below and then you will go a little deeper into the virus and the disease.

1. Who wrote the book that the movie was based on?

a. Bobbi Campbell

b. Randy Shilts

c. Don Francis

d. Robert Gallo

e. Luc Montanier

Write a short “biography” of the author of the book. Why did he feel the need to write this book? What happened to him?

1. Who was at the forefront of the American effort to isolate and identify the virus?

a. Luc Montanier

b. Robert Gallo

c. Francoise Barre-Sinoussi

d. William Darrow

e. Don Francis

Write a short biography of this person. Include any pertinent facts about his/her career.

1. Who was at the forefront of the French effort to isolate and identify the virus?

a. Luc Montanier

b. Robert Gallo

c. Francoise Barre-Sinoussi

d. William Darrow

e. Don Francis

Write a short biography of this person. Include any pertinent facts about his/her career.

1. Who was Patient Zero?

a. Bobbi Campbell

b. Gaetan Dugas

c. Mary Guinan

d. Sister Heimulluer

e. William Darrow

Why was this person called that? Was this person the first to have AIDS? Include any pertinent information about this person.

1. Who worked for the CDC?

a. Luc Montanier

b. Robert Gallo

c. Francoise Barre-Sinoussi

d. William Darrow

e. Don Francis

Write a short biography of this person. Include any pertinent facts about his/her career.

PART 2

The following is a story about John and his cousin Albert.

John’s cousin, Albert, had a bad case of pneumonia for several weeks. Albert took antibiotics but they did not seem to be able to clear up the infection. The doctor finally took a sputum sample, which led to a biopsy of Albert’s lung tissue. The tests revealed the fungus Aspergillus caused the pneumonia. Because this fungus is more likely in individuals with weakened immune systems, the doctor ordered additional tests. It was soon determined that Albert was HIV positive and had developed acquired immune deficiency syndrome (AIDS). His viral load was 2 million and his CD4 cell count was 11.

John was very concerned when he heard the news because he and his family were around Albert while he was coughing and sneezing from the pneumonia. John is worried that the family might have been exposed to the human immunodeficiency virus (HIV). Obviously John and his family need to know more about how the virus is transmitted and how it harms those who are infected.

1. List and explain the major routes of HIV transmission. Was John or his family at risk from Albert? What would tell John and his family?
2. What does HIV positive mean and how is a person tested for HIV?
3. What is the difference between being HIV positive and having AIDS? AIDS can be divided in the acute and chronic phases. Describe each. What is the typical timeline for each? What is the prognosis if left untreated?
4. What is meant by viral load? Albert’s viral load was 2 million? What does that mean for Albert? What is meant by having an undetectable viral load? Discuss Albert’s condition.
5. Place the following in the correct order using the diagram (circle one).

ABCDE CDABE CEBAD BADCE AEDBC

HIV Life Cycle:

HIV Life Cycle

A. The new polypeptides are converted into functional HIV proteins by the enzymatic actions of protease.

B. The HIV DNA form is inserted into the host’s genome by the enzymatic action of integrase. Once inserted into the host genome, HIV is called a provirus.

C. HIV uses a receptor on its surface called gp160 to bind to T cells. The T cells that gp160 interacts with are CD4 (or T4). Once bound to the cell surface the virus enters the cell

D. Once the newly synthesized HIV proteins are synthesized in the host cell, the HIV virus is then assembled into new virus particles. Hundreds or thousands of viruses may be produced within a single cell.

E. Once the HIV is in the host cell, the virus releases the 2 RNA strands that comprise the HIV genome. The HIV genome is converted from RNA to DNA by the enzymatic action of Reverse Transcriptase (RT).

The good news is that drugs have been developed that successfully treated HIV-positive patients, giving them extended lifespans, allowing the immune system to regain control, and decreasing virus loads.

The bad news is that HIV is a smart virus; HIV has developed mechanisms to overcome drug treatments. Through a micro-evolutionary process, HIV variants that are resistant are able to replicate and produce more virus.

Over time, in the presence of an antiviral drug, random mutations may develop that allow these variants to be resistant to the effects of the drug. These variants continue to replicate in human T cells in a person even in the presence of the drug. Thus, the effectiveness of the drug decreases over time.

1. What was the first drug developed to treat HIV/AIDS? How did it work? What were the side-effects? What were the costs associated with the drug?
2. What drugs are typical used today? How do they work? Often multiple drugs are prescribed simultaneously? What are advantages? What do the different drugs of today target? What are typical costs?
3. Generally treatments to HIV are based on inhibiting enzymes necessary for HIV replication. Based on the HIV life cycle (above), propose “new” potential anti-HIV treatments.

The CDC and some doctors are recommending PREP for individuals at risk of becoming HIV positive. On the other hand some people say it is not 100% fool-proof and is too expensive. Some insurance companies refuse to pay for it.

1. What is PREP? How does it work? How effective is it? What is the typical cost?

In many patients, over the course of many years, the virus undergoes many mutations, which continually challenges the T cells to keep up by producing clone after clone of cells. Eventually, too many CD4 T helper cells are killed.

1. Describe how mutations could lead to drug resistance in the RT enzyme. What happens to the patient when resistant strains develop? What treatment options are available?
2. If you worked for a government agency whose job it is to reduce HIV/AIDS in the general population, what sort of things would you spend on money on? What would you do to slow the spread of drug resistant strains?

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Supply Chain Operations Management

Faculty of Business and Law

MODULE NAME: Supply Chain Operations Management

Module Code

Level

Credit Value

Module Leader

6

20

Assignment Brief

Assignment title:

Assignment 2

Deadline:

Feedback and Grades due:

30/07/19

Resit Date

TBC

Please read this assessment brief in its entirety before attempting your assignment.

Assessment Breakdown

Company A:

A manufacturing organisation which supplies the construction industry is currently reviewing its manufacturing processes in order to improve production, reduce lead-times and increase customer response. This is an attempt to keep up with demand and increased customer requirements.

The organisation manufactures Door Hinges from different raw materials as the main product, as well as other ironmongery products which are fitted to doors.

The product specification and order sizes can vary from batch to batch depending on customer requirement. On average 50% of the product output is made up of standard sizes which can be stocked and the other 50% are specific sizes and specific raw materials which are specified at the point of the customer placing the order. Raw materials have long lead-times but can be obtained from several different suppliers.

Customers expect the manufacturing company to deliver products within a short lead-time and this is due to the fact that doors are fitted at the end of the construction process. An additional issue is that the purchasing of these products can be overlooked until a few weeks of the building completion hence late orders come in all the time.

Company B:

Company B is also looking to improve its manufacturing process in order to increase competition in the market as well as reduce inventory costs and have a better managed cash flow (capital management).

The organisation is currently holding high levels of inventory and in contrast to organisation A, organisation B has a small number of variation on the manufactured products as well as a more consistent order size.

Despite the fact of having a good forecast from its customers, organisation B still has lead-time issues and parts are accumulating all around the shop floor due to the high number of works in progress (WIP).

Your task

Give a brief description of lean versus agile supply chains identifying which strategy would apply to which organisation and why (25%)

Identify the benefits and pitfalls of each strategy giving examples from the real world (25%)

How could these strategies be implemented by either company A or B and what considerations need to be made in each case (25%)

Give a real world example of an organisation that has successfully implemented one (or both) of these strategies and evaluate the success it has achieved since implementation of the strategy (25%)

Learning Outcomes

The learning outcomes that are being assessed in this assignment are:

a. Apply and reflect critically on the Supply Chain Management Models as a basis for effective resource management.

b. Distinguish between key supply chain concepts and techniques and apply appropriate ones for controlling and planning cross functional operations.

c. Evaluate and synthesise the various definitions of quality in an operational context and identify opportunities for quality improvement.

d. Demonstrate an ability for problem-solving in complex scenarios.

Your grade will depend on the extent to which you meet these learning outcomes in the way relevant for this assignment. Please see the grading rubric at the end of this assignment brief for further details of the criteria against which you will be assessed.

Word Limit

The maximum word limit for this assignment is 2,400 words

In accordance with the, as stated in section 4.40 where a submission exceeds the stipulated word limit by more than 10%, the submission will only be marked up to and including the additional 10%. Anything over this will not be included in the final grade for the assessment item. Abstracts, bibliographies, reference lists, appendices and footnotes are excluded from any word limit requirements.

In line with section 4.41 of the same Policy, where a submission is notably under the word limit, the full submission will be marked on the extent to which the learning objectives have been met.

GRADE CRITERIA:

Rubric Assignment 2:

Learning Outcomes addressed through this assignment

No submission / no evidence

F

D

C

B

A

Work submitted is of no academic value / nothing submitted

Evidence included or provided but missing in some very important aspects.

Of satisfactory quality, demonstrating evidence of achieving the requirements of the learning outcomes

Of sound quality, demonstrative which is sufficient and appropriate to the task or activity

Of high quality, demonstrating evidence which is rigorous and convincing, appropriate to the task or activity

Of very high quality, demonstrating evidence which is strong, robust and consistent, appropriate to the task or activity

Distinguish between key supply chain concepts and techniques and apply appropriate ones for controlling and planning cross functional operations.

Falls well short of the threshold standards in relation to one or more area of knowledge, intellectual, subject based or key skills

Knowledge base is coherent and of appropriate depth/detail for the field of study, including an awareness of current theories and issues

A firm, detailed/ comprehensive knowledge base for the field of study and its developing and provisional nature, including a good grasp of current theories and issues both abstract and practical

Strong comprehensive/detailed knowledge base for the field of study, including an assured grasp of concepts, principles and major theories. Some awareness of the provisional nature of knowledge

Rigorous, comprehensive and detailed knowledge base, including awareness of the provisional nature of knowledge.

Evaluate and synthesise the various definitions of quality in an operational context and identify opportunities for quality improvement.

Insufficient evidence of the ability to sustain valid argument, critically evaluate evidence from a range of sources, transfer or apply skills to solve problems in relation to threshold standards of competence.

Primarily derivative, with limited evidence of autonomous/creative analysis, synthesis, and evaluation or application.

Some evidence of the ability to analyse new or abstract, synthesise data/concepts, critically evaluate and apply appropriate methods/techniques

Evidence of considered and confident analysis of new/abstract data/situations, synthesis of data/concepts, critical evaluation of evidence and effective application of knowledge skills to address complex problems

Sustained ability to engage in analysis of new/abstract data and situations, with confidence and authority in application.

Demonstrate an ability for problem-solving in complex scenarios.

Major deficiencies in knowledge of wider context and implications.

Limited knowledge of wider context and implications.

Some understanding of wider context and implications

Good understanding of wider context and implications

Detailed understanding of wider context and implications

2

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Cultural significance

TV in American Life

February 8, 2019

Viewing Project

Details:

Due Date: Our Exam Session during Final Exam Week

Length: Five sections of 2-3 pages each, double-spaced, with standard margins and point sizes

Value: 200 points + 50 points for a brief presentation on one section of your project

Description:

For the Viewing Project assignment, you will be examining a single season of a specific television series.

(One exception: for a season that only has a few episodes, especially half-hour sitcoms, you should

watch two seasons so that you have enough material to write about.) After watching the entire season,

you will analyze the series from five different perspectives, writing a 2-3 page essay for each one. The

possible perspectives are:

• Evaluation/Aesthetics: Why does the show work? Why do people like it? Is it good? Why or

why not?

o This section is mandatory; you will then choose your other four sections from the list

below

• Audience: Who is watching the show, and why? Does it appeal to a specific demographic? How

does the show define its audience? To what extent does the series have a fan following? If this is

an important aspect of the series and its audience, what are the fans like and how to they

demonstrate their fandom?

• Genre: How does the series fit into a category of similar stories, with specific conventions to

define its scope and themes? To what extent does the series bend or break the genre rules?

Does it cross genre boundaries? If so, how and to what end?

• Cultural significance: How does the series connect to its original context? How does it

reflect historical, economic, and social trends of its time? To what extent did the show reflect

or even shape cultural changes or controversies?

• TV history: Where does the show fit into the larger narrative of television history? What

shows influenced your series? What shows were influenced by your series? How was your

series innovative? Look at The Platinum Age of Television for models of how particular series fit

into their genres’ history.

• Structure: How does the narrative work structurally? Is it serial, episodic, or something

different? Do the storylines continue over the course of the season? Do they continue into

other seasons? How is an individual episode structured? Are there multiple storylines, or just

one linear plot in a single episode?

• Ideology: To what extent does the series have a political position or “ax to grind”? To what

extent does the show unintentionally reinforce traditional notions of American “ways of

thinking”: the American dream, nationalism, capitalism, “truth, justice, and the American way”?

Does it challenge or reinforce those ideas? Is the show liberal or conservative? Why?

• Gender: How does the show portray traditional gender roles and norms? How does it address

issues of sexuality and sexual identity? Are men and women portrayed equally, or does the show

privilege the experiences of one gender over the other? Is the show feminist? Why or why not?

Is one gender objectified? If so, how?

• Race: How does the show portray racial difference? What kinds of roles are non-white people

allowed to fill on the series? To what extent does the show define what it means to African-

American, Asian American, Latinx, or white? Does it rely upon stereotypes, or are racially

defined characters thoroughly developed?

The questions here are just some ideas to get you started thinking about each one of these topics.

Don’t think that you have to answer all of these questions – you don’t need to and, in fact, you

shouldn’t try to answer all of the questions in a single section. You want to make sure that each one of

your five essays is focused, well-developed, and thorough. Obviously, not every series to going to

prompt ideas and interpretations for all of the possible approaches; just use the ones that seem most

relevant to your project/series.

A few other limitations or notes:

• You should write about an American TV series or a TV series that is widely available in the

United States (like Downton Abbey). You also want to make sure that you’re writing about a

television series and not movies. Avoid series that were originally created as movies and then

cut up into a series format.

• Reality TV is fine to write about, as is narrative TV (i.e. fictional series). A news or sports

program isn’t really going to work for this project, unfortunately, as it is not practical to write

about a whole “season.”

• Animated series like The Simpsons or Bob’s Burgers are fine to use.

• You might prefer to use something that’s roughly contemporary, but historical series can also be

interesting to research and write about.

• In your five essays, you must use at least 2 different quality sources: books, academic journal

articles, or more journalistic articles from quality, respected outlets, including magazines and

websites. Check with me if you’re not sure if what you’re using is “quality.” Obviously, this

means that you’ll need to include a Works Cited page with your essays. References need to be

cited within the text itself also.

• At the beginning of your set of documents, you should give some basic information about your

series and the specific season you’re writing about. In other words, you should tell us when it

was shown, who the important characters were, who created it, and what network/streaming

service it was originally on. Also, provide a brief summary or description of the series.

• I will be posting a sample Viewing Project on our Blackboard page. You can take a look at that

to get a sense of how something like this should look.

• At the end of the semester, when you turn in your project, you will also be giving a brief

presentation based on a single section of your work. I’ll provide more directions about the

presentation later on in the course.

Evaluation:

A high quality project will have the following ingredients:

• Clearly focused, unified arguments in each section

• Thorough analysis and well-developed answers to important questions

• Specific references to the show; use of at least 2 quality secondary sources

• Insights into your show and how TV in general works; evidence that you’ve really thought about your series and how it functions as an extended narrative

• Engaging writing that is free of mistakes. Proof-read; I don’t want to see mistakes that could be easily caught if you had just read the paper over once. (Like, for example, homonyms: words

that sound the same but are spelled differently.) Organize each section into paragraphs, and

avoid run-ons and fragments.

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Disaster Recovery Plan tasks

1. Submit your Disaster Recovery Plan PowerPoint Presentation here. It is due by Sunday of this week before 11`:59 PM EST.

For this 2nd question I need 6 weeks presentations. So I need 1 to 6 weeks individual plans from week 1 to wee 6 individuals plans what we did so for .

1. Please upload your Disaster Recovery Plan REPORT. It is due by Sunday evening of this week before 11:59 p.m. EST.Turnitin Assignment 2

Top of Form

Bottom of Form

Develop a Complete Disaster Recovery Plan to be submitted to the executive board of your company.

Only MS Word (.doc, .docx) and Adobe Acrobat (PDF) formats are acceptable.Please note that this is a formal writing, all references (peer-reviewed) mostly must be cited appropriately within the text and clearly avoid plagiarism. The paper should have a minimum of 10 pages, 1.5 spacing and Times New Roman font. A minimum of 5 peer review references must be provided. Reference style is APA. You can also have some web references alongside the stated requirement. Please see class syllabus for additional details

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