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Credible Science and Real-World Problems

Credible Science and Real-World Problems

Prepare a report on an emerging or infectious disease where you will be advising your employer (in the scenario) on investment decisions.

There is nothing so patient, in this world or any other, as a virus searching for a host.

—Mira Grant, author

Viruses may be patient, but during a global pandemic, how patient are we? When people are scared, they have questions, and they want answers fast. Questions like: Where did this virus come from? How do I stay safe? When will there be a cure? While it’s easy to understand the desire for quick answers, science is often a slow process, requiring rigorous study and careful consideration. Scientists may initially believe a disease is spread one way, and that could change as more data are collected. A treatment option may appear safe at first but not once long-term side effects are discovered. Vanquishing viruses is a challenge that requires integrity, a methodical approach, an openness to new ways of thinking, and an understanding that what we believe today may change tomorrow.

Consider the source . . . . Don’t be a fool by listening to a fool.

—Sylvester Stallone, actor

Credible scientific reports, containing valid research and measured conclusions, are published regularly. But, so are articles filled with junk science, or unsubstantiated claims, invalid data, and haphazard conclusions. To make matters more confusing, unscientific articles are often meant to appear credible, in a deliberate attempt to deceive others. So, how can you be sure that what you’re reading is real, rigorous science?

What is false in the science of facts may be true in the science of values.

—George Santayana, philosopher

Sometimes, your brain tells you to do one thing, but your gut tells you to do something else entirely. Perhaps, you’re buying a new car, and all the evidence suggests that a minivan is the most economical and reliable choice, but the sedan you test-drove just feels better. So, which do you choose? In science, data and facts are more important than feelings, but when it comes to decisions that affect the public, such as regulations during a pandemic, scientific conclusions, and societal values must both be taken into account.

In this assessment, you will grow your problem-solving, innovation, and results-driven skills as you:

Learn about bacteria, viruses, and diseases. You will also explore how credible scientific studies are completed, how some conclusions are proven wrong, and why the only thing that can truly refute science is better science.

Learn how to be a better consumer of science—and information in general—by understanding which sources are credible, which aren’t, and how you can tell the difference.

Explore how public health decisions are made, how valid measurements lead to logical conclusions, and how the scientific method inspires new ideas.

Overview

This assessment gives you an opportunity to practice your problem-solving skills. It will show that you can identify credible sources of information and compare and contrast results across varying studies to solve a problem and make a well-informed decision. The ability to interpret scientific information from a variety of sources is essential to make important decisions in everyday life. Problem solving is a universal skill and one you will continue to refine as you progress throughout your career.

Preparation

Use the following scenario for this assessment.

You are a research assistant at a firm that invests in treating emerging or infectious diseases. Your manager asks you to write a report about treating an emerging or infectious disease your firm is considering for investment. This report should be based on an appropriate and credible source of information. Furthermore, your report should contain these points of information:

Your choice of an emerging or infectious disease.

Your chosen disease\’s pathogenesis, transmission, and impacts on human and environmental health.

A specific choice of treatment for your chosen disease, summarizing the effectiveness, safety concerns, and limitations.

Discuss active and passive immunity. Is your specific choice of treatment an example of active or passive immunity?

What makes your sources high quality and credible.

Use the Credible Science and Real-World Problems Assessment Template [DOCX] to complete this assessment.

Instructions

Complete the following:

Step 1: Explain the attributes of a credible and high-quality source. Include examples of credible sources.

Step 2: Summarize the findings and effectiveness of treating your chosen emerging or infectious disease. Include supporting examples.

Step 3: Explain how the drug\’s effectiveness was tested. Include supporting examples.

Step 4: Describe the safety concerns surrounding a specific choice of treatment for your chosen disease, especially any adverse side effects.

Analyze the pros and cons of this treatment.

Include supporting examples.

Step 5: Describe any limitations in your choice of treatment for your chosen disease. Include supporting examples.

Additional Requirements

Your submission should meet the following requirements:

Written communication: Write in complete sentences free from errors that detract from the overall message.

Font and font size: Arial, 12 point.

Citations: Include complete citations of your sources. Review Evidence and APA for more information on how to cite your sources.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

Competency 1: Apply the scientific method to examine the science behind key innovations.

Explain how the drug\’s effectiveness was tested.

Competency 2: Analyze credible information to explain how science is currently solving real-world problems.

Explain the attributes of a credible and high-quality source.

Summarize the findings and effectiveness of treating the chosen emerging or infectious disease.

Describe the safety concerns surrounding a specific choice of treatment for the chosen emerging or infectious disease, especially any adverse side effects.

Describe any limitations in the choice of treatment for the chosen emerging or infectious disease.

Competency 4: Address assessment purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences.

Write in a well-organized and concise manner that adheres to the rules of grammar, usage, and mechanics.

Scientific Method and Innovations

Scientific Method and Innovations

Practice your problem-solving skills by using the scientific method to determine if you can rely on data to reject or accept your hypothesis on whether lifestyle choices can reduce the risk of cancer.

Science is simply the word we use to describe a method of organizing our curiosity.

—Tim Minchin, comedian and musician

Every day, everywhere incredible processes are shaping and affecting our world. A bundle of cells multiplies over and over again, forming the heart tissue of a growing fetus. A group of researchers studies a deadly virus, working toward a vaccine. A team seeks new methods to safely develop sustainable energy.

Understanding science is more important than ever. Because while there is real, reputable research being conducted in every scientific field, there is also an endless stream of unreliable information that only looks like valid science flooding our newsfeeds. We have to reason our way through all these claims and figure out the best way to respond. That may mean making a thoughtful decision, changing our behavior, or doing more research.

In this course, you’ll learn about basic biology, public health, and environmental science, and you’ll discover scientific strategies and techniques that will help you strengthen three essential skills. They are:

  • Problem solving: Through the scientific method, you will learn how to communicate about discoveries of the past, solve real-world problems in the present, and analyze alternative approaches to solve problems in the future.
  • Results driven: Scientific discovery requires resilience and focus on achieving results—even in the face of obstacles and failure—all without compromising integrity or quality.
  • Innovation: Thinking like a scientist requires constant curiosity, creativity, a willingness to test new ideas, and a mindset that is open to unexpected perspectives.

Overview

This assessment allows you to practice your problem-solving skills by identifying and communicating the key parts of the scientific method. You will use the scientific method to determine if you can rely on data to reject or accept your hypothesis on whether lifestyle choices can reduce the risk of cancer. Once you understand the scientific method and how it helps scientists seek answers to important questions, you can apply it when answering questions and solving problems in your own life. Problem solving is a universal skill and one you will continue to refine as you progress throughout your career.

In this assessment, you will use scientific method to do an analysis of the data provided in the assessment template. Based on this assessment, you will prepare a pamphlet for your targeted readers in Assessment 2. You will use the feedback on your analysis in this assessment to prepare your pamphlet.

Preparation

Use the following scenario for this assessment:

You work as a research assistant at a primary care center, where your role is to ask patients about their lifestyle choices (that is, smoking, exercise, environmental exposures, et cetera). Based on this information, create a pamphlet to inform patients of the risks of their choices so that the patients can make informed decisions for themselves.

  1. Refer to the following:
    • Taylor, M. R., Simon, J., Dickey, J. L., Hogan, K. A., & Reece, J. B. (2020). Campbell biology concepts & connections (10th ed.). Pearson. Available in the courseroom via the VitalSource Bookshelf link.
      • Chapter 1, \”Biology: The Scientific Study of Life,\” Figure 1.4 on page 9.
      • Chapter 11, \”How Genes Are Controlled,\” pages 212–232.
  2. Review the data set in The Scientific Method and Innovations: Part 1 Assessment Template [DOCX] to do your analysis. You will enter your analysis into this template and submit it in this assessment.

Instructions

Keep in mind that these are the steps for using the scientific method to analyze the data. Follow these steps to complete this assessment:

  • Step 1: Explain the scientific method.
    • Identify the origins of this method and provide examples of its application to solve real-world problems.
    • Describe why this method ensures a sound analysis of data.
  • Step 2: Define the process or steps in the scientific method.
    • Describe the typical activities that would happen in that step or process.
    • Describe the objective of each step and the typical activities or tasks for that step.
  • Step 3: ?Apply the scientific method to determine if lifestyle choices can address the issues of the study.
    • Analyze the data given in the assessment template to see the relationship between lifestyle choices and the risk of cancer. What observations have you made about some of the lifestyle choices and cancer?
    • Evaluate the data to determine if lifestyle choices have any bearing on the risk of cancer, and how. Provide opinions and supporting examples.
  • Step 4: ?Articulate the conclusions reached in the study.
    • Make the connection between the data and how this leads to the conclusion. Include specific data to support your thoughts about the conclusion.
    • Define a hypothesis that is suggested by the data collected in the primary care center. What is your prediction based on the data collected?
    • Explain how you would use the scientific method to test your hypothesis or prediction.
    • Describe the results. Do you accept or reject your hypothesis? Explain your answer in detail.
  • Step 5?: Describe the possible limitations of interpreting your conclusions.
    • Identify the possible limitations of the collected data. What kinds of things might be happening that the data aren\’t showing?
    • Explain how the limitations of the data might cause a misinterpretation of the data.

Additional Requirements

Your submission should meet the following requirements:

  • Written communication: Write in complete sentences free from errors that detract from the overall message.
  • Font and font size: Arial, 12 point.
  • Citations: Include complete citations of your sources. Review Evidence and APA for more information on how to cite your sources.

Competencies Measured?

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

  • Competency 1: Apply the scientific method to examine the science behind key innovations.
    • Explain the scientific method.
    • Define the process or steps in the scientific method.
  • Competency 2: Analyze credible information to explain how science is currently solving real-world problems.
    • Apply the scientific method to determine if lifestyle choices can address the issues of the study.
    • Describe the possible limitations of interpreting the conclusions.
  • Competency 3: Analyze alternative solutions and approaches to unsolved scientific problems.
    • Articulate the conclusions reached in the study.
  • Competency 4: Address assessment purpose in a well-organized text, incorporating appropriate evidence and tone in grammatically sound sentences.
    • Write in a well-organized and concise manner that adheres to the rules of grammar, usage, and mechanics.

Accident investigation analysis has centered on a single primary cause

Accident investigation analysis has centered on a single primary cause

Question: In Mr. Phillips’ article the statement was made that accident investigation analysis has centered on a single primary cause when most accidents involve a chain of events. Do you believe that most accident investigations center on a single primary cause?

(2-3  pages Maximum)

Focus on accident prevention key to future airline safety

The safety record of the world’s airlines will decline in the next 20 years unless the industry focuses more on preventing accidents than determining what caused them, according to a study conducted by the Boeing Commercial Airplane Group.

Although the world airline safety record is low and holding steady, about 560 people die annually in fatal crashes, Paul D. Russell, chief engineer, airplane safety engineering for Boeing, said. The studies indicate that airline safety will decline further as more new aircraft are added to the global fleet, he said.

The global airline jet fleet currently stands at 11,507 active aircraft, according to Edmund S. Greenslet of ESG Aviation. He projects the fleet will grow to 18,200 aircraft by the year 2010 and could reach 19,700 by 2014.

Based on projected fleet growth, Russell predicts one jet transport hull loss every week will occur by 2010 unless strong, preventive measures are taken by the industry to reduce accidents. We have to change from concentrating on the cause of an accident to how it could have been prevented, Russell said.

Boeing’s studies are based on transport category, commercial jet-engine aircraft with takeoff gross weights in excess of 60,000 lb. The company has based its conclusions upon accident data from around the world, except for information from China and the former Soviet Union, which is generally not reliable, according to Russell. Traditionally, accident investigation analysis has centered on a single primary cause when most accidents involve a chain of events. As a result, such procedures tend to limit the scope of future accident prevention, he said.

Boeing advocates creation and implementation of prevention strategies designed to interrupt and thwart the accident process before it processes too far, according to Russell. In a detailed study of hull loss accidents from 1982-91, he has identified six principal strategies that affect flight safety. If implemented by the airlines, these would:

·  Address links in the accident chain through the use of probability analysis.

·  Provide a broader objective basis for improvement than conventional investigation procedures by shifting focus from what caused an accident to events that are common in day-to-day operations.

·  Reveal new opportunities for accident prevention that are currently unknown.

·  Allow a number of small improvements that would have a cumulative, positive effect on flight safety.

Russell found that more than 80% of the accidents were caused by the flight crew. In another series of accidents, about 58% were caused by practices or procedures used by the airline; nearly 38% were the fault of air traffic control or an airport facility, 25% were caused by the aircraft and 18% by maintenance actions. Weather caused less than 10% of the accidents.

In its study of hull loss accidents from 1959 through the first six months of 1994, Boeing found that on scheduled flights of 1.6 hr. duration, nearly 70% of the accidents occurred during takeoff and landing operations. Specifically, 24.8% of the accidents occurred during the crucial takeoff and initial climb phases, which represents a mere 2% of total flight time.

Another 43.4% of the accidents occurred during the final approach and landing phases, which account for only 4% of flight time. The U.S. airline system of hub-and-spoke airports tends to increase the possibility of such accidents by virtue of the high number of takeoff and landing operations at such facilities, according to Russell.

Although takeoff and landing operations accounted for nearly 70% of all accidents since 1959, controlled flight into terrain (CFIT) remains the leading cause of airline deaths worldwide, Russell said. During the post decade, an average of 550 people have died each year in CFIT-related accident according to Boeing’s studies.

Analysis of airline hull losses since 1968 shows a clear correlation between CFIT and the use of ground proximity warning system equipment. GPWS warns pilots that the aircraft is too low and in close proximity to terrain. Since 1974-75, when GPWS was implemented by the airlines, 44 accidents have occurred involving aircraft that did not have the system installed, according to Boeing. In 1994, only about 5% of the world’s airline aircraft lack such equipment.

About five or six CFIT accidents occur each year worldwide, and Russell estimates that 75% of these accidents happen during nonprecision instrument approach procedures that lack vertical, or glideslope, guidance. In such cases, a GPWS probably would have provided warning of the impending crash. Boeing’s analysis indicates that slow, incorrect or no pilot response to GPWS alerts was responsible for at least 19 accidents since 1975.

Another important part of Boeing’s prevention strategies concept is an emphasis on regional and cultural perspectives, and in particular how they can affect airline safety. Our data clearly show that there are regional and cultural differences from one part of the world to another that can become factors in an accident scenario, Russell said.

These include flight crew experience, weather forecasting, approach and navigation aids, runway condition and length, whether the route is domestic or international, and cultural differences. The global airline industry must better understand the regional effects on operation of modern jet transports, Russell said. As a result, Boeing is suggesting the formation of worldwide, regional safety councils to address safety issues indigenous to those areas to help prevent accidents.

Boeing’s study of 63 accidents in the U.S. and Canada from 1982-91, for example, showed that prevention strategies applicable to the flying pilot’s adherence to procedures may have been a factor in as much as 41% of the crashes. This compares with 43% of 38 accidents in Europe during the same period, 48% of 47 accidents in Latin America, 32% of 37 accidents in Africa and 52% of 37 accidents in Asia.

Russell also found that strategies linked to improvements in aircraft design, maintenance, air traffic control and basic piloting skills would have played important roles in preventing the accidents. Basic piloting skills, for example, was a factor in 16% of the U.S.-Canada accidents, 34% of those occurring in Latin America, 29% in Africa and 32% in Asia.