Category: Microbiology

Write an essay using the title or similar, Actinomyce tes: potential biocontrol tool against fungal disease in crops?.

max 2200 words, strict referencing style, many refer ences and a clear writing style

Read the webpage Cyclospora.

https://go.gale.com/ps/i.do?p=HRCA&u=nhc_main&id=GALE%7CA837838291&v=2.1&it=r&sid=bookmark-HRCA&asid=47cffb80

Your analysis should address the following prompts……

1. What is the source of the infection?
2. How is the infection a threat to public health?
3. How can you use the knowledge of its biological characteristics to prevent or control the disease? For instance, consider the small size of the pathogen as its characteristic and how this can play a role in prevention.
4. Propose a strategy to mitigate the disease risk and demonstrate how the strategy addresses the biologic principles of the disease.

Submit assignment as a Word document with double spacing, 12-point Times New Roman font, and one-inch margins. Your paper must be 12-pages with at least three sources cited in APA format.

It has two other sources that need to be used

1. https://www.fda.gov/food/foodborne-pathogens/cyclospora
2. https://www.afdo.org/resources/produce-safety-regulatory-and-industry-guidance/

Here is a paper that has my gene:

https://mycobrowser.epfl.ch/genes/MSMEG_1174 the gene is on Mycobrowser

I have attached a sample presentation slides + Rubric to follow. I also attached my previous Intro and methods so please use it.

The Importance of Hand Hygiene Students Name: Date: Instructors name: Semester / Year: Introductory Reading Hand hygiene is the fundamental defense against the spread of infectious disease, essential for personal well-being and community health. Our hands constantly pick up invisible germsviruses and bacteriafrom surfaces like doorknobs and money. Washing hands prevents these microbes from entering our bodies through the eyes, nose, or mouth. In everyday life, handwashing breaks the contamination chain in high-risk scenarios: it prevents foodborne illness (e.g., from Salmonella) by avoiding the transfer of pathogens during food preparation, and it contains high concentrations of germs after handling waste or covering a cough. Critically, clean hands shield vulnerable people, like infants or the elderly, who are most susceptible to serious complications from common infections. The science behind proper cleaning emphasizes the necessity of friction and time. Soap and rubbing physically lift and wash away microbes and break down their membranes. On a global scale, reducing the number of infections through simple hand hygiene lowers the overall reliance on antibiotics, which is a vital step in combating the threat of antibiotic resistance. Ultimately, practicing proper hand hygiene fosters a culture of responsibility and safety for everyone. The consensus among public health organizations, including the Centers for Disease Control and Prevention (CDC) and the World Health Organization (WHO), is that the best amount of time for someone to wash their hands is 20 seconds. This 20-second period specifically refers to the time dedicated to lathering and scrubbing the hands, not the total time spent at the sink (which includes wetting and rinsing). Why 20 Seconds is Necessary: Mechanical Action and Friction: The friction created by rubbing your hands together and scrubbing all surfaces (palms, back of hands, fingers, and under nails) is essential for physically dislodging transient bacteria and viruses. Twenty seconds ensures enough time for this mechanical removal. Chemical Action: Soap and detergents need sufficient contact time to break down the lipid (fatty) membranes of certain viruses (like influenza and SARS-CoV-2) and the cell walls of bacteria. A quick rinse does not allow the soap to fully interact with these microbial structures. Optimal Efficacy: Studies have shown that while washing for less than 15 seconds significantly reduces microbial load, the most substantial and rapid log reduction (the dramatic drop in germ count) is achieved between 15 and 30 seconds. The 20-second mark is the accepted minimum to achieve high efficacy. To help people time the 20 seconds, the most common suggestion is to hum or sing the “Happy Birthday” song twice from beginning to end while scrubbing. The recommended five steps for effective hand hygiene are: Wet: Wet your hands with clean, running water (warm or cold) and turn off the tap. Lather: Apply soap and lather thoroughly. Rub your hands vigorously together for at least 20 seconds. Be sure to scrub the back of your hands, between your fingers, and under your nails. Rinse: Rinse your hands well under clean, running water. Dry: Dry your hands using a clean towel or an air dryer. Turn Off: Use a towel to turn off the faucet. This assignment will evaluate the quantitative science, qualitative real-world challenges, and public health importance behind this simple practice. Part 1: Purpose Statement Based on the importance of hand hygiene in everyday life and in the lab, draft a complete, five-sentence purpose statement for an activity titled: The Importance of Hand Hygiene. Part 2: Quantitative Analysis The table below shows estimated bacteria counts (Colony-Forming Units, or CFUs) on a persons hand after various activities. Complete the missing cells in Column D by converting the estimated counts from Column C to proper scientific notation. If you need to review scientific notation concepts, please return to the Scientific Notation lab in Week 1. Alt text: This table shows data about how different hand washing methods change the amount of bacteria on skin. The table has four columns and eight rows. The columns are labeled Column A Activity or Condition, Column B Estimated number of different colony types,Column C Estimated Bacterial CFUs, and Column D CFU Count in Scientific Notation. The first row of data is an example showing five colony types and 3,250 CFUs. The other rows show results for a quick water rinse with 12 different colony types and 12,000 CFUs, using hand sanitizer with 6 colony types and 8,900 CFUs, 10 second soap and water wash and air dry with 4 colony types and 450 CFUs, 20 second soap and water wash with paper towel drying with 2 colony types and 35 CFUs, 20 second soap and water wash drying with a used towel with 12 colony types and 230 CFUs, 20 second soap and water wash drying with a clean towel with 8 colony types and 127 CFUs, and a 20 second soap and water wash drying with a public restroom air dryer with 7 colony types and 1500 CFUs. CHART AT PICTURE Graph Create a bar or line graph with the information from the table above. You do not need to include the column with scientific numbers. You do not need to include the Example in your graph. If needed, review the Microsoft Create a Chart from Start to Finish webpage. Part 3: Qualitative Analysis Instructions: Select ONE of the following three options to complete. Answer the question for the chosen option in at least five sentences. Option 1: The Observational Protocol (Focus on Technique & Time) Observation Log: Secretly observe a friend, family member, or housemate washing their hands after a high-risk activity (e.g., using the bathroom or handling food). Record the following without alerting the person: Duration: Estimate the total time spent washing (in seconds). Coverage: Note any areas that were not scrubbed (e.g., fingertips, thumbs, back of the hands). Drying: Note the method used for drying (towel, air dry, or none). Follow-up Question: Based on the log and your Critical 20 Seconds analysis, what is the single most common qualitative failure in real-world hand hygiene, and how does this failure compromise the microbial removal shown in the quantitative table above? Response: Option 2: The Hand-Hygiene Environment Audit (Focus on Fomites) Public Audit: Visit a public restroom (e.g., mall, library, gas station) and evaluate the environment. Availability: Was soap available and functional? Drying Reliability: Was the drying method (paper towels, air dryer) functional and hygienic? Environmental Barriers: Describe any fomites that must be touched after washing (e.g., pushing a heavy door open to exit, touching a dirty lever). Follow-up Question: Based on your audit, propose two low-cost, qualitative improvements this establishment could make to its hand hygiene station (beyond just adding soap) to encourage better public compliance and reduce post-wash contamination. Response: Option 3: The Visual/Sensory Check (Focus on Soap/Sanitizer Properties) Comparison: Use both standard hand soap/water and an alcohol-based hand rub (sanitizer). Sensory: Describe the feeling of the skin immediately after drying with soap/water versus AHBR (e.g., tight, moisturized, sticky, smooth). Practicality: Which method felt faster? Follow-up Question: Although AHBRs often achieve a higher log reduction factor than soap in the short term, provide a qualitative reason why healthcare professionals must still use soap and water immediately after contact with certain bodily fluids or when hands are visibly soiled. Response: Part 4: Critical Thinking Questions Answer each of the following six questions in a full, detailed paragraph (57 sentences). Explain why a quick splash of water and a five-second lather is much less effective than a full 20-second wash. Be sure to describe the essential roles of friction and soap in your explanation. Response: Describe a scenario where washing your hands is not just about protecting yourself, but about fulfilling a public health responsibility. Use an example involving a vulnerable person (like a baby or a sick relative) to illustrate why your clean hands are critical for them. Response: You are preparing a chicken dinner. You handle the raw chicken and then immediately reach for the saltshaker and the salad tongs without washing your hands. Explain how this common action creates a cross-contamination risk and how it could lead to foodborne illness for anyone eating the salad. Response: Explain the link between good, consistent hand hygiene and the global problem of antibiotic resistance. How does stopping the spread of common bacterial infections in the first-place help keep our life-saving medicines effective for the future? Response: A healthcare worker enters a patient’s room, adjusts their IV drip, helps the patient use the restroom, and then proceeds to help the patient into a chair without performing hand hygiene in between tasks. Explain the potential chain of infection and risk created by this action. Use the term Healthcare-Associated Infection (HAI) (or Nosocomial Infection) and describe why hand hygiene is considered the single most important intervention for preventing the spread of dangerous, multi-drug resistant bacteria in a hospital. Response: In clinical settings, hand hygiene is often guided by the World Health Organization’s (WHO) Five Moments for Hand Hygiene (infographic in PDF format). Explain why the timing of hand hygiene is just as critical as the technique in a healthcare environment. Provide one specific example of a “Moment” and describe the contamination risk that would occur if that moment were skipped. Response:

Build a cladogram using the genetic information and calculate relatedness.

Using your group tools, exchange ideas so that you are all collaborating and working together to complete this assignment.

To access the group tools, click on your group name.

(example: New Group #). Click on the discussion icon to discuss the assignment with the other group members. Click the video camera icon to access a Collaborate (webinar) room for your group.

As a group you will decide which group member is responsible for each part of the assignment. Submit all of your completed assignment parts to the group leader by attaching them to a discussion thread.

Here are 4 fictional species of bacteria and the genetic information for each. Calculate the relatedness using the instructions provided and build a cladogram. Upload the cladogram to Blackboard in a microsoft word format. You can use powerpoint to create the cladogram. If you need help with this you can use the LRC or other tutors to help you build this. Then save the picture and copy and paste it to the microsoft word format.

Odessa clovis AUGCAUGGUACAGGA

O. allystair UUGAUCCUAAAUGGU

O. zhengdao AUGCUUGAUACGAGU

O. brian AUGCAGGGUGCAGGA

This is what i need to get done. My part.

• Build the cladogram in PowerPoint
• Ensure branching matches the percent similarity results
• Export the final image for Word submission

Build a cladogram using the genetic information and calculate relatedness.

Using your group tools, exchange ideas so that you are all collaborating and working together to complete this assignment.

To access the group tools, click on your group name.

(example: New Group #). Click on the discussion icon to discuss the assignment with the other group members. Click the video camera icon to access a Collaborate (webinar) room for your group.

As a group you will decide which group member is responsible for each part of the assignment. Submit all of your completed assignment parts to the group leader by attaching them to a discussion thread.

Here are 4 fictional species of bacteria and the genetic information for each. Calculate the relatedness using the instructions provided and build a cladogram. Upload the cladogram to Blackboard in a microsoft word format. You can use powerpoint to create the cladogram. If you need help with this you can use the LRC or other tutors to help you build this. Then save the picture and copy and paste it to the microsoft word format.

Odessa clovis AUGCAUGGUACAGGA

O. allystair UUGAUCCUAAAUGGU

O. zhengdao AUGCUUGAUACGAGU

O. brian AUGCAGGGUGCAGGA

This is what i need to get done. My part.

• Build the cladogram in PowerPoint
• Ensure branching matches the percent similarity results
• Export the final image for Word submission

For this assignment, use the website Scientific American to FIND AN ARTICLE about CORONAVIRUSES and COVID-19. This review should be two pages double-paced, 12-point font. Please use the APA format (include a title page, running head and make sure that the in-text citations and the bibliography are in the APA format). The review should contain: Summary: State the main idea or thesis of the article Summarize the most important information, facts and ideas presented in the article. Personal Reflection: What is your critique of the article (was it effective in communicating the presented ideas)? What did you find interesting or surprising? What did you learn? Bibliographic Information: Author(s) (Date article was published). Title of the article. Name of the journal, volume (issue if applicable), page numbers. Retrieval information.

In your reading this week, you’re learning about the various methods to control microbial growth. In this assignment, we will evaluate the general considerations in microbial control and discuss examples of physical and chemical methods to control microbial growth. referencing : References : – VanMeter, K., & Hubert, R. (2021). Microbiology for healthcare professionals. Elsevier. Address the following criteria in your video, infographic, or presentation digital study tool: -What are some of the general factors that we must take into account in order to control microorganisms in healthcare settings? -Select ONE physical method to control microbial growth and provide a brief overview of the advantages and disadvantages of using this method in a healthcare setting. -Select ONE chemical method to control microbial growth and provide a brief overview of the advantages and disadvantages of using this method in a healthcare setting. -Add some visual illustrations to highlight each method. Be sure to add at least one reference (using APA) which exemplifies where you learned about the material. This could be your e-text or another source. If you submit a video response, be sure to add a text response with your reference. -All submissions should be in your own words. If you quote material, be sure to clearly identify these statements in quotations