Reproductive Disorders Essay Example | Topics and Well Written Essays - 250 words

Reproductive Disorders - Essay Example Nearly 20% of men with rectal colonization become symptomatic. Infection in untreated cases is complicated by involvement of testes and epididymis (Ison, 2011). In females, nearly half of the uncomplicated N. gonorrhoeae infections are asymptomatic. Symptomatic females present with purulent or nonpurulent vaginal discharge due to cervicitis. Complicated infection is more common in women. Involvement of fallopian tubes and pelvic peritoneum occurs and patient presents with acute abdominal pain, nausea, vomiting, fever, malaise and ill health (Ison, 2011). PID due to gonococcal infection is more common in the developing part of the world. It is acquired by sexual transmission. The infection spreads across the epithelium of fallopian tubes, ovaries and pelvic peritoneum causing inflammation of these structures and resultant adhesions and abscesses. Ovarian abscess and peritonitis are serious sequelae of the disease (Ison, 2011). Jane’s symptoms are suggestive of peritonitis. Fallopian tube blockage and adhesions due to pelvic inflammatory disease and ovarian abscess can lead to infertility and ectopic pregnancy (Ison, 2011). Thus, Jane may develop infertility as a result of PID. N. gonorrhoeae was earlier sensitive to antimicrobials but it has rapidly developed resistance. At present, 3rd generation extended cephalosporins are the drugs of choice. Penicillinase producing N. gonorrhoeae is drug resistant bacteria and this enzyme mediated resistance is acquired through plasmids. A low degree of resistance is also mediated as chromosomal resistance which is a result of additive effect of multiple mutations. They have become resistant to Tetracyclines but ceftriaxone nd azithromycin remain active (Ison, 2011). Ison, C.A.  (2011). Gonorrhoeae and the clinical picture of infection. In G. E. Gross & S. K. Tyring (Eds.), Sexually Transmitted Infections and Sexually Transmitted Diseases (pp. 79-80). New York:

Scrutinize the Qatar Architects Ethical and Professional Code of Assignment - 1

Scrutinize the Qatar Architects Ethical and Professional Code of Conduct, Analyze and structure its components in canons, ethical standards (ES) and rules, according to the AIA and RIBA codes - Assignment Example The second part analyses and relates the AIA codes and then the RIBA codes to that of Qatar Architects’ ethical standards and professional codes are essential since they work towards aligning themselves with the AIA’s Ethics Code on Human Rights: This is through prohibiting design of execution and spaces, torture, inhuman treatment, and degrading treatment of architects. All registered architects must try to promote excellence in architecture through their work and encourage others too. They must also carry out their duties to the best of their ability and to the satisfaction of clients and have proper regard for the interests of all consumers. The code of conduct expects architects to conduct themselves with integrity and honesty. This is in line with RIBA codes of integrity. This makes them to honor architecture as a unique profession. They must not act in manners that will make put their profession into dispute. They must therefore, work with fairness and integrity. The Qatari architects’ code of conduct explains that architects (registered), do not have interest in personal or financial in connection with businesses that may turn out to be inconsistent with obligations of professional conduct and standards. The code also calls for architects to rely on performance, ability, and experience as the basis of advancement in business, and shall not criticize maliciously how other architects work. Finally, it states that an architect shall be disqualified to serve as director or partner of any practice of architecture proffering service to the public when he becomes a bankrupt or his application is not discharged or has his application rejected by the registration board of architects. The first standard in architecture is about integrity and honesty, where architects are at all times expected to act with honesty and integrity and avoid situations or actions inconsistent with professional obligations. Secondly, they need

Estimate Waterfowl Nests on Monte Vista National Wildlife

Estimate Waterfowl Nests on Monte Vista National Wildlife USING DISTANCE SAMPLING TO ESTIMATE WATER FOWL NESTS ON MONTE VISTA  NATIONAL WILDLIFE REFUGE, COLORADO, USA Principal Investigator Nicole J. Traub, College of Arts and Sciences, University of Colorado at Boulder, 275 UCB, A Research Proposal Project  Justification Measuring nest success is extremely important in order to determine the well-being of avian  populations. Biologists have been attempting to infer the status of avian species by estimating rates of births and deaths to determine population growth and stability (Johnson, 1979; Newson et al., 2008). One measure of avian birth rate that is easy to gauge is the percentage of nests that hatch, which is used as an indirect measure of reproduction (Johnson, 1979). Nest success rates can also be used to hypothesis causes for declines in avian populations, i.e. habitat degradation,  predation, overhunting, disease, environmental contaminants, etc. (Beauchamp et al., 1996). Nest success is defined as a nest in which at least one egg hatched and the presence of detached shell membranes is the best evidence that eggs hatched (Klett et al., 1986). Nest failure usually results from predation but they may have been abandoned if the hens are disturbed during the early stages of egg laying (Klett et al., 1986). Transect sampling is widely used by wildlife managers and researchers to estimate population sizes of inanimate and animate objects (Newson et al., 2008). Transect studies designed to estimate inanimate object population size, such as waterfowl nests, usually proceed as follows: the area to be sampled is defined; random (or systematic) transect lines are placed throughout the area; transects are searched to record the detection of the study object (Anderson and Pospahala,  1970). Bias is unavoidable in population size (density) estimates; therefore, it is important to recognize the source(s) of bias and adjust for them. An important source of bias lies in the transect sampling methods themselves. If some objects are not detected, then the expanded population estimate will be lower than the true population size unless adjustments are made (Burnham et al., 1980; Buckland et al., 2001). This source of bias is very important when detecting objects that are small, secretive, or well con cealed; however, when detecting large or inanimate objects, this source of bias may be of little importance (Anderson and Pospahala,  1970). The basic output from line transect sampling is the encounter rate, which is the number of detections per distance walked. This method can be used to estimate relative density but it does not account for detectability which can vary depending on the study object and habitat (Marshall et al., 2008). In order to compensate for incomplete counts and problems with detectability, one can measure the distance from the transect to each observation (distance sampling) (Burnham and Anderson, 1984). The sample population is then the area sampled rather than the objects of interest. For example, the population sampled is a population of line transects in a given area, each line transect is a sample unit, and the object of interest (waterfowl nests) is the variate associated with each transect (Anderson and Posahala, 1970; Marshall et al., 2008). Four assumptions must be met in order to make valid inferences about population densities using distance sampling (in order of importance): (1) all objects that fall on the transect line are detected with certainty; (2) objects do not move either away from or towards the observer prior to detection; (3) perpendicular distance data are measure accurately; and (4) all detections are independent of each other (Burnham and Anderson, 1984; Buckland et al., 2001). These assumptions can be violated in many ways including, but not limited to, inexperienced or untrained observers, lack of interest in the observer, fatigue, speed of travel down the transect, transect width, habitat type, time of day, season, sun angle, inclement weather, object size, shape, coloration, and habits (Burnham and Anderson, 1984; Buckland et al., 2001; Marshall et al., 2008). Both strip transects and line transects can be useful measures of population density. However, the key difference between them is that density can be estimated using line transects based on distance without some of the bias innate to strip transects. Line transects require only the perpendicular distance to the object. In contrast, strip transect density estimates are usually low because not all objects in the strip are detected (Burnham et al., 1980; Burnham and Anderson,  1984; Buckland et al., 2001). A previous study completed on the Monte Vista National Wildlife Refuge (Anderson and Posahala, 1970) estimated waterfowl nest density using strip transects with a narrow width (8.25 ft. each side). This method is impractical and inefficient for sampling large areas since an insufficient number of objects may be detected after covering great distances (Anderson and Posahala, 1970). In contrast, this project proposes to utilize distance sampling with systematically placed line transects to obtain a full waterfowl nest census in order to determine nest distribution, nest success, and nest density. Objectives The purpose of this study is to test the possibility of employing a distance-based sampling  protocol utilizing line transects to estimate waterfowl nest density. Specifically, the objectives are to: 1. Evaluate and expand upon previous density estimates of waterfowl nests in the  Monte Vista National Wildlife Refuge. 2. Determine if line transect sampling is more efficient than strip transect sampling for calculating waterfowl nest density. 3. Implement a distance-based line transect approach to calculating: a. Number of successful nests b. Number of depredated nests c. Total number of nests Methods  and  Study Design The general survey design will follow Anderson and Pospahala (1970). Thus, the survey design  will involve at least 20 transects that will be oriented north to south across the Refuge and spaced  150 feet apart. Total transect length will depend on the desired coefficient of variation (described below). Transects will be systematically overlaid a map of the Refuge prior to the start of the project to avoid bias in the way of vegetation or land use gradients (Figure 1). A transect will be randomly selected and a subsequent transect 150 feet away will be walked. This method will be followed in a sequential manner until all transects have been walked (Anderson and Pospahala, 1970; Buckland et al., 2001). Figure 1: Potential configuration of line transects throughout the Monte Vista National  Wildlife Refuge The Monte Vista National Wildlife Refuge is home to several species of migratory waterfowl such as ducks and geese that rely on the refuge for breeding. Some species arrive on the refuge earlier than others. To mitigate the possibility of not detecting nests due to waterfowl arrival, this project will collect data twice a year, once during mid-May and once between mid-July to mid- August (Monte Vista, 2017). Sampling effort, and consequently cost, depends on the acceptable amount of uncertainty (randomness) in the density estimates. The coefficient of variation (CV) measures the uncertainty of the density estimate. Meaning that it measures how much the density estimate would change if the data were collected again (Burnham et al., 1980; Buckland et al., 2001; Schnupp, 2017a). The greater the variation in the estimate, the farther the estimate is from the true value. To control for fluctuations in variation, this project will utilize a systematic survey design with many transects (large sample size) and each transect will aim to have similar encounter rates (Figure 1). For ease of navigation and repeatability, pre-established transects will be uploaded through Mapwel 2016 to Garmin Etrex GPS units (Garmin International Incorporated, Olathe, Kansas). For each nest detected, the perpendicular distance from the center of the nest to the transect line, nest state (depredated or successful), and waterfowl type (duck or non-duck) will be recorded. Program DISTANCE 7.0 (Buckland et al., 2001) will be used to calculate overall nest density, density of successful nests, and density of depredated nests for both waterfowl types. If strong habitat differences are encountered during the survey, stratification will be used in post- processing of the data to reduce variation and improve the precision of density estimates. Data will be pooled from all transects to increase model robustness. Data pooling helps even out minor fluctuations in object density between transects and lead to more precise density estimations (Fewster et al., 2005). Various detection functi ons will be evaluated in DISTANCE, including uniform, half-normal, hazard rate, and negative exponential with simple polynomial, hermite polynomial, or cosine adjustments. A detection function will be selected from the competing models using Akaikes Information Criterion (AIC) values and goodness of fit using Chi-square analysis (Buckland et al., 2001). Expected  Results  and  Benefits Given that nest success is viewed as empirical evidence for reproduction success and population status, it is imperative that estimates of density be as accurate as possible. The proposed research will (1) analyze the effectiveness of line transect distance sampling versus strip transect sampling and (2) provide an accurate, efficient, and cost-effective method to determine waterfowl nest success and distribution on the Monte Vista National Wildlife Refuge, Colorado, USA. Upon confirmation of funding, research protocols will be refined in consultation with Monte Vista National Wildlife Refuge personnel and Colorado Parks and Wildlife. Annual progress reports will be submitted and a final report detailing findings and recommendations will be submitted within 1 year of contract completion. Research results will be presented at professional scientific meetings and published in peer-reviewed scientific journals where Monte Vista National Wildlife Refuge will be acknowledged as a major funding contributor. Additionally, if desired, one or more Monte Vista National Wildlife Refuge employees will be listed as a coauthor in all presentations and publications. Project deliverables will include: Ph.D. dissertation and corresponding scientific publications Scientific presentations at state, regional, and international conferences (undergraduate and graduate) Spreadsheets for calculation of density estimates Technical bulletin comparing the efficacy of estimating nest density using distance sampling with line transects and strip transects. Endangered  Species  Considerations This section is not applicable to the proposed project.   Necessity  and  Ethical  Use  of  Animals This study will determine nest success and estimate of density of waterfowl on the Monte Vista National Wildlife Refuge, Colorado, USA. All necessary precautions will be utilized to avoid harm to waterfowl during this study; however, an Animal Care and Use Form is being submitted with this proposal for research approval. Personnel The principal investigator of this study will be Nicole J. Traub, M.S. and the project will involve 1 Ph.D. candidate. Additionally, 5 part-time student workers will be hired to assist with research activities and data collection. Budget All items are budgeted for 2x year sampling 5%CV 10%CV 20%CV 25%CV 281.32 LINE ITEM Transect miles 7,032.97 1,758.24 439.56 Sampling hours 2,344.32 586.08 146.52 93.77 Sampling time (in days) 173 22 11 7 Salary/undergraduate 3,751.36 936.32 234.08 152.00 Salary/year (5 undergraduates) 18,756.80 4,681.60 1,170.4 760.00 Salary/P.I. 16,200.00 16,200.00 16,200.00 16,200 Fringe (0.7% salary) 244.70 146.17 114.22 118.72 Medical 13,108.3 4,741.30 4,741.30 3,346.80 Field supplies 3,000.00 3,000.00 1,000.00 1,000.00 Lodging 10,034.00 1,276.00 638.00 406.00 Expected mileage 13,872.40 1,645.6 1,754.80 1,193.8 Mileage reimbursement 6,936.20 1,288.6 877.40 596.90 Yearly Budget $95,454.05 $36,281.91 $27,327.28 $24,156.31 Total Expenses $286,362.15 $108,845.73 $81,981.84 $72,468.93 (3 Yearbudget) Literature  Cited   Ã‚   Anderson, D.R. and R.S. Pospahala. 1970. Correction of bias in belt transect studies of immotile objects. The Journal of Wildlife Management 34(1):141-146. Beauchamp, W. D., R.R. Koford, T. D. Nudds, R. G. Clark, and D.H. Johnson. 1996. Long-term declines in nest success of prairie ducks. The Journal ofWildlife Management 60 (2):  247-257. Buckland, S. T., D. R. Anderson, K. P. Burnham, J. L. Laake, D. L. Borchers, and L. Thomas. 2001. Introduction to distance sampling estimating abundance of biological populations. Oxford  University Press, New York, USA. 432p. Burnham, K. P., D. R. Anderson. 1984. The need for distance data in transect counts. The  Journal ofWildlife Management 48 (4):1248-1254. Burnham, K. P., D. R. Anderson, and J. L. Laake. 1980. Estimation of density from line transect sampling of biological populations. Wildlife Monographs. (72):3-202. Fewster, R.M., J. L. Laake, and S. T. Buckland. 2005. Line transect sampling in small and large regions. Biometrics. 61 (3):856-859. Johnson, D.H. 1979. Estimating nest success: The Mayfield Method and an alternative. TheAuk  96 (4):651-661. Klett, A.T., H.F. Duebbert, C. A. Faanes, and K.F. Higgins. 1986. Techniques for studying nest success of duck in upland habitats in the Prairie Pothole region. Resource Publication  158. 24 p. Marshall, A.R., J. C. Lovett, and P.C.L. White. Selection of line-transect methods for estimating the density of group-living animals: lessons from primates. 2008. AmericanJournal of Primatology70:452-462. Monte Vista. 2017. Monte Vista National Wildlife Refuge. https://www.fws.gov/refuge/Monte_Vista/wildlife_and_habitat/index.html. Newson, S. E., K. L. Evans, D. G. Noble, J. J. D. Greenwood, and K. J. Gaston. 2008. Use of distance sampling to improve estimates of national population sizes for common and widespread breeding birds in the UK. Journal of Applied Ecology45:1330-1338. Schnupp, M. 2017a. Sample units and transect design. PowerPoint presentation. Estimating Wildlife Populations course-WSCI 6390. http://schnuppconsulting.com/wp- content/uploads/2017/01/2-Sample-Units-Transect-Design.pdf. Schnupp, M. 2017b. Distance Sampling Assumptions. PowerPoint presentation. Estimating Wildlife Populations course-WSCI 6390. http://schnuppconsulting.com/wp- content/uploads/2017/01/4-Distance-Sampling-Assumptions.pdf.

Stonehenge Essay -- essays papers

Stonehenge Behind every great structure in the world, there are the people who made them, and who took the time and effort to design them. Those who made Stonehenge succeeded in creating an incredibly complex and mysterious structure that lived on long after its creators were dead. The many aspects of Stonehenge and the processes by which it was built reveal much about the intelligence and sophistication of the civilizations that designed and built the monument, despite the fact that it is difficult to find out who exactly these people were. They have left very little evidence behind with which we could get a better idea of their everyday lives, their culture, their surroundings, and their affairs with other peoples. The technology and wisdom that are inevitably required in constructing such a monument show that these prehistoric peoples had had more expertise than expected. The planning and assembling of Stonehenge took a very long time (about one thousand years, from 2800 BC to 1500 BC*), and not one but many different groups of people were involved in the process. How they came about plays an important role in understanding them. Some of the first men to come to England that are connected to the Stonehenge builders came when the ice blocking Britain and France melted around 10,000 BC (Souden, 104). After them, many more groups of people came from the mainland, and had great influence on those already living there. The first group involved in the building of Stonehenge was the Windmill Hill people. These people were semi nomadic farmers, mainly just keeping their flocks of cattle, sheep, goats, pigs, and dogs, and growing wheat, who had arrived as some of the last Neolithic (or New Stone Age, 4300 – 2200 BC) newcomers in England. Not only were they farmers they also hunted, mined flint, made and traded axes, and could almost be called industrialists. The Windmill Hill people had a very strong religion with a great respect for their dead and their ancestors. They have exceptional collective graves, in the form of long barrows, or long manmade piles of dirt, sometimes 300 feet long. Many riches such as food, tools, and pottery were buried with the dead (Hawkins, 36). The next group to contribute to Stonehenge was the Beaker people, known for the beaker-like pottery they would frequently bury with their dead. These people did not ... ...The idea that men from the Stone Age were unintelligent, ill-mannered barbarians is far from the truth in the case of Stonehenge. The cultures of Windmill Hill, the Beaker people, and Wessex all thoroughly demonstrate organized systems and communities of the Stone and Bronze Ages. BIBLIOGRAPHY Ancient Voices: The Secret of Stonehenge. Dir. Jean-Claude Bragard. Narrator Mark Hammil. Videocassette. BBC/Time Life, 1998. Cohen, I.L. The Secret of Stonehenge. Greenvale, NY: New Research Publications, Inc., 1977. Dimitrakopoulos, Sandra. (2000). Mystic Places: Stonehenge, [Online}. Available HTTP: http://exn.ca/mysticplaces/stonehenge.cfm. Hawkins, Gerald S. Stonehenge Decoded. New York: Doubleday, 1965. Mackie, Euan. The Megalith Builders. Oxford: Phaidon Press Ltd., 1977. Niel, Fernand. The Mysteries of Stonehenge. New York: Avon Books, 1975. Service, Alastair, and Jean Bradbery. Megaliths and Their Mysteries. New York: MacMillan Publishing Co., Inc., 1979. Souden, David. Stonehenge Revealed. New York: Facts on File, Inc., 1997. White, John B. Afterword. Stonehenge Decoded. By Gerald S. Hawkins. New York: Doubleday, 1965. 191-197.

Is Summer Reading Really Necessary? Essay

Towards the end of the School year many students begin to look forward to their 3 month Summer vacation. It’s the time where they can hang out with friends, laugh and catch up with some sleep. One thing students don’t look forward to is an 8 letter word that makes them sough, homework. The Summer Reading in Port Richmond High School requires students to read 2 books and create a journal for each one. Some students believe Summer Reading is necessary while others don’t. School Librarian, Mrs. Makler said â€Å"I believe [Summer Reading] is important [because it will] keep the students mind engaged during the Summer. †   While one student who chose to remain anonymous said â€Å"It’s completely unnecessary, that’s why we have school, it’s my summer vacation, it’s time to relax and vacate. Not time to do homework. † When students were asked if they did their Summer Reading some answers were very surprising while others seemed reasonable. â€Å"[I did my homework] because I had no choice and wouldn’t be able to pass the test when they give it in the beginning of the school year† said Aida Sproul from the Leader Ship house. Aisha E. Carson, a Gateway senior also replied saying â€Å"No, I had a summer job and I was more focused on that [and less] on books that were uninteresting. †Ã‚  There were few students who simply said they â€Å"had no money†. However when reminded that the libraries were open every day and money wasn’t a problem. One student replied â€Å"If I have no money for a book, what makes you think I have money for a metro card† while another replied â€Å"I was too lazy some days and too busy on the days I wasn’t†Whether financial or not there were other excuse to why students didn’t read their books. I only read a part of the book because it didn’t interest me at all. I read the first few pages and closed the book† said a Gateway senior. Another student mentioned how they disliked the Summer Reading because they wanted to read a book that they wanted to. Quadry Bellow and Aisha Carson seem to agree with a similar concept that the gateway senior has. What if students chose the books that they wanted to read? Will more students do their reading or will the statistics remain the same it is now? Quadry Bellow believes â€Å"If [students] picked their own books they would actually read it. It would make it fun† and that he believed â€Å"education and fun go great together. † Aisha E. Carson also agrees by saying â€Å"Yes, students will probably read their books but it can’t be anything immature or stupid. A student from the TV and Media arts department seems to disagree with both their opinions. She believes â€Å"If student’s picked their own books then that’s about 30 to 50 different books that are being read in each English class. How will teachers possibly give out their tests? The kids who chose to not do [their summer reading] obviously don’t care about their grades. If they don’t want to read the book, they should at least go to Sparknotes or Cliffnotes and make some type of effort toward their grade. †    Now while some students may not want to hear it Summer Reading is indeed necessary and very important. Like the students said before, when you do your Summer Reading it will start you off with a great grade in your English class and increase your reading abilities. Based on a three year study at the Dominican University graduate school of Library and Information studies, students who took part in their Summer Reading program improved their reading skills. Also a New York University sociology professor, who spent two years following 3,000 sixth and seventh graders in Atlanta Public Schools, found that children who read at least six books during the summer maintained or improved their reading skills opposed to students who didn’t do any. She also found that students who spent time reading were able to increase vocabulary test scores. Now you may not be 6th or 7th graders but the statistics still apply to you. According to the John Hopkins Center for Summer Learning, statistics show that students can lose up to 25 percent of their summer reading. The Learning center also mentions how â€Å"A conservative estimate of lost instructional time is approximately two months or roughly 22 percent of the school year†¦ It’s common for teachers to spend at least a month re-teaching material that students have forgotten over the summer. That month of re-teaching eliminates a month that could have been spent on teaching new information and skills. †   It’s also been said that students who read actively develop higher-order thinking skills, literary skills, life-long reading habits that continue to their adulthoods, and they engage in class discussions more often. Summer reading is very important and crucial. It would be wise to complete your summer reading so your grades can be the highest it can. Read a chapter a day and it will be over before you know it. | |

Medium of Exchange

Medium of exchange is what a buyer uses to purchase either a good or service from a seller, in most cases this is going to be money. Money is an accepted medium of exchange because we know that we will be able to obtain goods and services if we have the money to purchase them. Unit of account is used to measure and record economic value. This means that we use this when the amounts will be measured in dollars and not the quantity of goods. The store of value is when someone will keep the money that they have received for a good or service and spend it in the future on a good or service for themselves. One example of using money as a unit of account is my student loans. Right now there are no payments on the loans but in the future they payments will be measured in amounts of money. I do run my own business making jewelry when accepting payment for my jewelry I will use store of value which means that I will keep the money that I make selling my jewelry for future purchases that I may make. I may decide to purchase more supplies or even putting the money in my savings account to build up. When using money as a medium of exchange the one example that comes to mind is shopping at the grocery store. This is a place where money is the only medium of exchange and the money is always accepted for the groceries that one buys.