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200 words APA format At the level of popular, Sunday-School Christianity, God is portrayed simplistically as a sort of Cosmic Magician, conjuring the world into being from nothing and from time to time working miracles to fix problems. Such a being is obviously in flagrant contradiction to the scientific view of the world. The God of scholarly theology, by contrast, is cast in the role of a wise Cosmic Architect whose existence is manifested through the rational order of the cosmos, an order that is in fact revealed by science. That sort of God is largely immune to scientific attack.”—Paul Davies in The Cosmic Jackpot Given this week’s material and everything up unto this point, in light of the story of Modern Cosmology, in what sense can God be seen as a wise Cosmic Architect? How have you seen Him portrayed as a sort of Cosmic Magician?

SCI260 – Introduction to Biochemistry Lesson 6 1. Describe (in words) the overall structure of a lipid bilayer. 2. What are the properties (i.e., characteristics) of the lipid bilayer of a cell that make it impermeable to ions and most molecules? 3. Describe the role of cholesterol in maintaining the fluidity of the lipid bilayer of a cell? 4. The triglycerides in animals tend to be solids (i.e., fats) at room temperature whereas the triglycerides in plants tend to be liquids (i.e., oils) at room temperature. Based on this fact, what can you conclude about the characteristics of the fatty acids in animal triglycerides compared to the fatty acids in plant triglycerides? 5. Peanut oil contains a high percentage of monounsaturated triglycerides whereas vegetable oil contains a higher percentage of polyunsaturated triacylglycerols. A bottle of peanut oil and a bottle of vegetable oil are stored in a pantry with an outside wall. During a cold spell, the peanut oil freezes, but the vegetable oil remains liquid. Explain why. 6. How many molecules of ATP are generated when stearic acid (i.e., stearate), an 18-carbon saturated fatty acid, is completely oxidized via the beta-oxidation pathway in the mitochondria? a) 112 b) 129 c) 146 d) 163 7. Which of the following fatty acids below are essential for humans? *Select one or more. a) Oleic acid b) Linoleic acid c) Linolenic acid d) Palmitoleic acid e) Eicosapentaenoic acid (EPA) 8. Refer to Question 7, look up the structures of each fatty acid that is essential and explain why they are essential for humans? 9. Are trans fatty acids saturated or unsaturated? 10. Provide four (4) examples of foods that contain trans fatty acids. You may use your textbook and/or the internet to assist you. You will earn 10 points for correctly answering each question (maximum points earned = 100 points).

2 Parts assigment is included..Read well and let me know in case Part 1. Do the lab and completly the documents attached Part 2. Do the Discussion Assigment and answer to students discussion

APA format The 100-year Old Tree, by Dr. Joshua Swamidass Let us imagine that God creates a fully grown tree today, and places it in a forest. A week later, a scientist and a theologian encounter this tree. The theologian believes that God is trustworthy and has clearly communicated to him that this tree was created just a week ago. The scientist bores a hole in the tree, and counts its rings. There are 100 rings, so he concludes that the tree is 100 years old. Who is right? In some senses, both the scientist and the theologian are right. God created a one week old tree (the true age) that looks 100 years old (the scientific age). Moreover, it would be absurd for the theologian to deny the 100 rings that the scientist uncovered, or to dispute the scientific age of the tree. Likewise, the scientist cannot really presume to disprove God. For your response this week, address at least two of the following: Why would God not leave clear, indisputable evidence that the tree is just a week old? Why might God choose not to leave evidence that this 100-year old tree is on week old? Alternatively, why might God choose to leave evidence that the week-old tree is 100 years old?

Assignment Directions:  Using the internet or any other sources that you like, write an essay on each of the following objectives (essays should be 1-2 pages in length, single-spaced, no larger than 12-point font):  List the effect of technology on air, water, and land quality.  List possible solutions for air, water, and land pollution.  List measures by which industries and individuals can conserve natural resources and energy.  List examples of environmental planning and waste management.  Describe ecosystems with respect to energy flow, food cycles, pollution, and the impact of man.  Describe factors of population dynamics (How does the increase or decrease of a population influence the environment?).  Describe at least three different sources of energy and list advantages and disadvantages of each. DON'T FORGET TO CITE YOUR SOURCES!  Note: ALL assignments for this course should be submitted together. You will not get credit if you submit one essay at a time.  You probably will want to use the e-mailing option to submit these lessons.

Oswego Outbreak Investigation Read the "Oswego Outbreak Investigation," located in the study materials. In a 750-1,000 word paper, evaluate the situation and present your findings. Include the following: Refer to the "Oswego Outbreak Investigation." Read the scenario and review the epidemic curve that describes the time of onset of illness. What does this curve tell you regarding the average incubation period, source, and transmission? Using the incubation range and clinical symptoms, identify potential infectious agents that could be responsible for the outbreak (refer to the study material, "Compendium of Acute Foodborne and Waterborne Diseases"). Provide an explanation for your findings. Why is this considered an outbreak? Discuss the criteria for why it is considered an outbreak. Describe the steps required to investigate an outbreak and apply each step to the Oswego event. Include the relevant information needed for each step to be successful. Discuss the possible routes of transmission for the expected agent. Based on this information, what control measures would you recommend? State a control measure for each prevention level: primary, secondary, and tertiary prevention. You are required to cite to a minimum of three sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and public health content. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

PLEASE CLICK THE LINK BELOW TO ASSURE YOU ARE FAMILIAR WITH THE MATERIAL + THAT IT WORKS ON YOUR COMPUTER. Ever wonder why we have seasons on earth? We will use this interactive tool (Links to an external site.)Links to an external site. to investigate how the tilt of the earth affects things like temperature, day length, and the path the sun takes through the sky. Read the "Introduction" and "How To" tabs on the seasons interactive page. On the "Interactive" tab, watch a full orbit of the planet with the inclination set to the same as Earth. Record the maximum and minimum temperature (as given by the thermometer on the interactive - cold, cold 1/2, cool, mild, etc.) for Winter, Spring, Summer and Fall. Repeat this for inclination set to the same as Venus and then Uranus. Now pick an inclination other than 23, 2, or 86 degrees and repeat the process a fourth time. Turn in your observations of the relative temperatures for all four seasons for these 4 inclinations in a Word document (or similar) as part of your Lab 3 Report. You should include a data table summarizing the results of your 4 virtual experiments for the four seasons. You will discuss your analysis of these observations in Discussion Board 3 (below) Rubric for Lab 3 Report (5 pts) You should write a full lab report that includes: an “Introduction”, a “Materials and Methods”, “Results”, “Discussion” sections. This lab report should be a minimum of 300 words. Only the submission of a single Word document is required for this lab report. Please ensure that your document is either a .doc OR .docx file to ensure that we can easily access your file from both a PC and Mac computer. Introduction (1 pt) Describe what the term “tilt” means Include characteristics of Earth, Venus, and Uranus Include a hypothesis for the experiment Materials and Methods (1 pt) (this should be written in past tense and in paragraph format. Write this section as if someone else needs to complete the experiment solely using the information you’ve given here) What materials do you need to complete this experiment? What exact methods did you use to complete this experiment? Results (2 pts) Inclusion of data table that displays all collected data (1 pt) Brief summary of results in paragraph format (1 pt) Discussion (1 pt) How did tilt impact minimum and maximum temperature Relate these changes to day length and the path of sun through the sky Was your hypothesis supported or rejected? 1 pt will be deducted if lab report does not meet word count requirements and up 1 pt may be deducted based on clarity of writing and grammar mistakes. BELOW ARE RESOURCES INCLUDED IN THIS LESSON: Sea Turtle Conservation and Climate Change Adaptation (Links to an external site.)Links to an external site. Climate Change and Avian Population Ecology in Europe (Links to an external site.)Links to an external site. (French, Nature Education Knowledge 2011) Predicting survival, reproduction and abundance of polar bears under climate change Seminal and Endocrine Characteristics of Male Pallas’ Cats (Otocolobus manul) Maintained Under Artificial Lighting With Simulated Natural Photoperiods

Read the file CC6740HW, below. This is a defensive company operation order. You will reference this order to write your platoon operation order. You may also refer to the OSMEAC Guide as well as CC6740REQA, Platoon in the Defense, found below in your Supplemental Readings, to help with some of the finer details of your order. The map is 1:25,000 digital map of the AOR. You may use the map or some other media to show your work, but you must show your work using the correct operational terms and graphics. Annex A: Platoon Defensive OpOrd example Mission Statement: 1st Platoon, you are the company ME. NLT 28AUG1200R2009, block the enemy platoon south, in the vicinity of the Rawah Bridge, in order to prevent the enemy from interfering with the Bn ME attack to the north. Example Defensive Scheme of Maneuver: On order, we will conduct a platoon battle position in the vicinity of Hill 265 with one main effort and four supporting efforts. The defense will be oriented to the northeast. The ME will occupy the center of the battle position, SE 1 will occupy to the left of the main effort, while SE 2 occupies to the right of the main effort. SE 3 and SE 4 will provide direct fire and obstacle support for the platoon battle position. The platoon will cross the Line of Departure in a platoon column. Order of movement will be the Main Effort followed by SE 1, SE 3, SE 4, then SE 2. The platoon will pass through Checkpoint 27 before consolidating in a 360 at the ORP. In the ORP, the ME will orient from 10-2, SE 1 from 6-10, and SE 2 from 2-6, with 12 o'clock being our direction of movement. In the platoon ORP, SE 3 and SE 4 will remain in the center position of the 360. Departing from the ORP, the leader's reconnaissance patrol will conduct the reconnaissance in accordance with the priorities stated in coordinating instructions. Upon the return of the leader's recon, I will pass any refinements in the scheme of maneuver to the squad leaders. O/O the platoon will proceed to the SRP in a platoon column, with the ME followed by SE 3, SE4, SE 1, then SE 2. At the squad release point, the platoon will execute a combination of the Crow's Foot and the Bent "L" to occupy the BP. Once beyond the SRP, the squads will execute individual Bent "L"s from left to right into their positions. The ME will occupy the primary positions first. Once the main effort is in position, SE 1, SE 2, and SE 3 will depart the SRP and will occupy. SE 4 will occupy last behind the ME. Upon occupation, all elements will stand- to. O/O squads will go to 25% security and begin to execute priorities of work. O/O, SE 1 will provide the first patrol and SE 2 will provide the first LP/OP. Once priorities of work begin, the ME’s first priority is construction of their primary positions. O/O, SE 4 will also commence the implementation of the obstacle plan. O/O, the platoon will execute stand-to within the BP. O/S, the platoon will fire its FPF. O/S, the least engaged unit will occupy supplementary positions. The platoon will be prepared to occupy alternate positions. Example Fire Support Plan: The purpose of my fire support plan is to neutralize the enemy in Engagement Area Reaper in order to prevent the enemy from interfering with Bn ME attack to the north. (In this example, 1st Platoon has priority of fire from the company 60mm mortar section) I have four pre-planned targets: AE 5202 (UT 1234 5678). Suspected enemy avenue of approach. Suppress the enemy IOT turn the enemy platoon towards Engagement Area Reaper. The LP/OP will be the observer and will contact L 3/11 over the artillery conduct of fire net when the enemy’s lead elements cross trigger line red. L battery will fire HE/PD. AE 5203 (UT 1242 5657). Likely enemy overwatch position. Suppress the enemy IOT prevent the enemy from observing their approach into Engagement Area Reaper. The LP/OP will be the observer and will contact the 81mm mortar section over the battalion mortar net when the enemy is spotted IVO of TRP 2. 81mm mortars will fire HE/PD. AE5204 (UT 1258 5795). Enemy avenue of approach into Engagement Area Reaper. Suppress the enemy as they enter the engagement area IOT prevent the enemy’s effective command and control during the engagement. I will be the primary observer and will contact the 81mm mortar Page 29 of 34 section over the battalion mortar net when the enemy’s lead squad crosses trigger line white. 81mm mortars will fire HE/VT. AE5205 (UT 1210 5605). Final Protective Fire. Neutralize enemy assault elements IOT prevent the enemy from assaulting through Engagement Area Reaper. I will be the primary observer and will contact the company 60mm mortar section over the company tac net when the enemy crosses trigger line blue. Company 60mm mortars will fire HE/VT. Patrol leaders will submit a list of targets ISO their patrol routes to me during forward unit coordination for approval prior to departure. Example Tasking Statements: 1st Squad: You are the ME. NLT 1200, block the enemy south in the vicinity of the Rawah Bridge in order to prevent the enemy from interfering with the Bn ME attack to the north. You have one assault squad attached effective immediately. 2d Squad: You are SE 1. NLT 1200 block the enemy south IVO of Rawah Bridge from the east of 1st Squad IOT prevent the enemy from exploiting the eastern flank of the platoon’s main effort. You will provide Marines for the first patrol to depart friendly line approximately 30 minutes after occupation. BPT assume the mission of the main effort. BPT assume the role of least engaged unit. 3d Squad: You are SE 2. NLT 1200 block the enemy south IVO Rawah Bridge from the west of the 1st Squad IOT allow the main effort to fix the enemy in Engagement Area Reaper. You will provide Marines for the first LP/OP, which will be inserted during the leader’s recon. BPT assume the mission of the main effort. BPT assume the role of least engaged unit. MG Squad: You are SE 3 and in general support of the platoon. Refer to B3N4478 Machine Gun Employment Engineer Team: You are SE 4. Utilizing wire and existing obstacles, turn the enemy into Engagement Area Reaper IOT deny the enemy freedom of movement. Also, fix the enemy in Engagement Area Reaper IOT prevent them from closing with the platoon’s primary positions. Priority of obstacle construction goes to obstacles in the engagement area, obstacles forward of the engagement area, and then to supplementary wire and other dummy obstacles. Actively seek opportunities to employ existing obstacles into the plan to maximize our resources. Coordinate with me throughout the course of the operation for security support during obstacle construction. Coordinating Instructions (Not an all-inclusive list): Timeline Leader’s Recon Patrol task organization Priorities of Reconnaissance for Leader’s Recon Method for Marking Squad Release Point Squad BPs Command Post Casualty Collection Point Enemy Prisoner of War Collection Point Latrine Priorities of Work Security Plan Patrol Plan Obstacle Plan Target Precedence Engagement Criteria Immediate Action Drills - Actions on enemy contact during occupation - Actions on enemy contact during departure / re-entry of friendly lines by a patrol. Plan for employment of least engaged unit MOPP Level ROE Platoon Insertion Plan (Air, trucks, AAVs, etc…) Platoon Extraction Plan (Air, trucks, AAVs, etc…) Lost Marine Plan Missing Marine Plan Tactical Control Measures - Assembly Area - Tentative ORP - SRP - Tentative primary defensive position - TRPs (tentative) - Trigger Lines (tentative) - Etc… Annex B: Step-by-step how to create a fire plan sketch Step Action 1 Determine appropriate scale required for creation of your platoon fire plan sketch. This means determining the dimensions, in meters, of each box on your graph paper. (remember that the ratio of your scale should grow as the FPS progress from FT to Sqd to Plt). 2 Ensure that you know the length of each squad battle position (pace it off to be exact) as well as the attitude of the position. This will allow you to be precise when you place it on the grid lines. (You can also use a GPS to get the 8-10-digit grid for each position, or the left and right most holes for the fire teams/squads sectors. This info can also be used to place the positions on the grid lines.) 3 Use the grid lines available to orient the grids north. Reference the squad fire plan sketches and, based on the attitude and size (measure both with a protractor), draw your ME and both SE squads’ primary positions. Repeat for alternate and supplementary positions as necessary. 4 Draw and label the platoon CP. Your company commander may need this information later on. 5 Use the protractor to measure and draw each squad’s left and right limits (Magnetic Azimuths) using a dotted line Primary Positions Alternate Positions Supplementary Positions Write the azimuth for each sector along its associated line 6 Use the protractor to draw: For Plt – MG PDFs and FPLs; do not include SAW PDFs (You may choose to include some SAW PDFs based on the SAWs’ location in the defense and importance in the overall fire plan.) FPLs are depicted with a bold line for grazing fire; where grazing fire cannot be achieved, the dead space is shown by a thin line. FPLs have a magnetic azimuth For Sqd – SAW and M203 PDFs for each fire team; SAW PDF has magnetic azimuths M203 has magnetic azimuth and range to target/dead-space in meters Write the azimuth for each PDF/FPL along its associated line 7 Annotate key terrain on the sketch (large fingers or draws, roads, steams and large amounts of dead space. Try not to clutter the sketch. Ensure the terrain matches what you see in front of you. (This portion falls under the art of developing the sketch. Try to balance the need for detail with avoiding clutter/confusion on the sketch). Page 32 of 34 8 Draw and number Target Reference Points (TRPs) and trigger lines Are TRPs recognizable? Do they make sense? Do all the Marines know their respective TRPs/trigger lines? 9 Annotate targets (maintain grids to targets on another piece of paper) ensure FPF target is drawn with boxes. Each box is labeled with a number that corresponds to a gun on the gun-line. Annotate whether or not the FPF has been registered. 10 Annotate obstacles. This includes both existing and reinforcing obstacles. (Maintain grids to obstacles on another sheet of paper; this includes early warning devices). 11 Draw Passage Points for patrols. Draw Check Points for patrols if applicable. Draw LP/OPs 12 Complete the marginal information 13 Create a copy of the fire plan sketch. You will keep one and turn the other one over to your company commander. Ensure to update as required. PLATOON FIRE PLAN SKETCH CHECKLIST 1. Significant terrain annotated on the sketch? a. Streams? b. High Ground? c. Trails? 2. Left and Right Grids and Sector Limits for Squads (Magnetic Azimuths) a. Primary Positions? b. Alternate Positions? c. Supplementary Positions? 3. Center Grid for the Squad position? 4. Left and Right Grids and Sector Limits for the Platoon (Magnetic Azimuths) a. Primary Positions? b. Alternate Positions? c. Supplementary Positions? 5. Center Grid for the Platoon positions? 6. Final Protective Fires for MGs (Principle Direction of Fire – PDF, or Final Protective Line – FPL) and Rockets/ Missiles (Hot/ Cold Positions) a. SAW has magnetic azimuths? b. M240G has magnetic azimuths for PDF/FPL? i. Length of Dead Space annotated? ii. Have you attached copies of the Range Cards to the Sketch? iii. Do you have a copy of the Range Card at the CP? c. Mk153 hot/cold positions marked? i. Have you attached Range Cards to the sketch? ii. Do you have a copy of the Range Card at the CP? d. Vehicles/other attachments marked? i. Grids to positions? ii. Sectors of Fire/PDFs/FPLs marked? iii. Have you attached Range Cards to the sketch? iv. Do you have copies of the Range Cards at the CP? 7. Target Reference Point (TRP) Grids and Descriptions? a. Are TRPs recognizable? b. Do they make sense? c. Marked in Additional Information? 8. OP/LP positions marked? a. Grids? i. Primary? ii. Alt? 9. Targets annotated on sketch? Grids to targets? FPLs noted for all fire support agencies (60mm, 81mm, Arty, NGF) 10. Wire, Natural Obstacles, Claymores, Booby Traps, Trip Flares, etc.? a. Annotated on map in relation to terrain? b. Grid marked in marginal info? 11. IS IT CURRENT? Is it updated for new additions to the defense? Have you changed the date/time group (DTG) to reflect the new changes? Name, Rank, Unit, and DTG on Margin?

module 08 Written Assignment - Asthma Management Title of Assignment: Module 8: Respiratory pathophysiology Purpose of Assignment: This assignment will help the student evaluate of a respiratory disorder, which, if untreated, can be a serious condition. Students need to understand respiratory complications and how it can impact ventilation and respiration is important to the study for maintaining homeostasis in the body. Course Competency(s): Evaluate pathophysiologic alterations that affect the neurologic and respiratory systems. Content: J.S. is a 42-year-old man who lives in the Midwest and is highly allergic to dust and pollen and has a history of mild asthma. J.S’s wife drove him to the emergency room when his wheezing was unresponsive to his fluticasone/salmeterol (Advair) inhaler. J.S. was unable to lie down, and began to use accessory muscles to breathe. J.S. is immediately started on 4 L oxygen by nasal cannula and intravenous (IV) D5W at 75 mL/hr. A set of arterial blood gases is sent to the laboratory. J.S. appears anxious and says that he is short of breath. Vital signs BP = 152/84HR = 124 bpmRR = 42 Temp = 100.40F ABGs pH = 7.31PaCO2 = 48HCO3 = 26PaO2 = 55 Instructions: Investigate the pathophysiology of asthma and the clinical manifestations of the disease. Analyze the case study provided and determine what symptoms support the diagnosis of asthma. Identify the treatment provided in the emergency department and determine what additional therapies are needed to mitigate the asthma symptoms and return the client to wellness. Do you have any concerns with the numbers above? Identify what may be causing (etiology) J.S. to have an exacerbation of asthma. Prepare a 3-5 page paper outlining the causes of asthma, the symptoms that the client presents and the management of the disorder. Use two evidence-based articles from peer-reviewed journals or scholarly sources to support your findings. Be sure to cite your sources in-text and on a References page using APA format. Need help finding evidence-based articles? Use this link: http://rasmussen.libanswers.com/faq/208365 Have questions about APA? Visit the online APA guide: https://guides.rasmussen.edu/apa Grading Rubric: Levels of Achievement Criteria Emerging Competence Proficiency Mastery Pathophysiology (15 pts) Did not include discussion on the pathophysiology the respiratory disorder. Failure to provide the pathophysiology will result in zero points for this criteria. Briefly identified the pathophysiology of the respiratory disorder. Clearly identified the pathophysiology of the respiratory disorder. Thoroughly identified the pathophysiology of the respiratory disorder. Points: 10 Points: 13 Points:14 Points: 15 Etiology (15 pts) Did not include discussion on the etiology of the respiratory disorder. Failure to provide the etiology will result in zero points for this criteria. Briefly discussed included etiology of the respiratory disorder. Clearly discussed etiology of the respiratory disorder. Thoroughly discussed etiology of the respiratory disorder. Points: 10 Points: 13 Points: 14 Points: 15 Clinical Manifestation (10 pts) Did not provide examples of the clinical manifestations of the respiratory disorder. Failure to provide clinical manifestations will result in zero points for this criteria. Briefly provided clinical manifestations of the respiratory disorder. Clearly provided clinical manifestations of the respiratory disorder. Thoroughly provided clinical manifestations of the respiratory disorder. Points: 6 Points: 8 Points:9 Points: 10 Treatment (5 pts) Did not present treatment for the respiratory disorder. Failure to provide treatment for hematologic disorder will result in zero points for this criteria. Briefly provided treatment options for the respiratory disorder. Clearly provided treatment options for the respiratory disorder. Thoroughly provided detailed treatment for the respiratory disorder. Points: 2 Points: 3 Points: 4 Points: 5 APA, Spelling and Grammar (5 pts) Six or more APA, spelling or grammar errors.Detracts from the readability of the submission. No more than five APA, spelling or grammar errors, minimally detracts from the readability of the submission. No more than three APA, spelling or grammar errors.Does not detract from the readability of the submission. No APA, spelling or grammar errors. Points: 2 Points: 3 Points: 4 Points: 5 Points:30 Points:40 Points:45 Points:50

Title of Assignment: MUSCULOSKELETAL DISORDER Module 3: Musculoskeletal disorders Purpose of Assignment: The purpose of this assignment is to identify and analyze a musculoskeletal system disorder to process the possible manifestations of a selected disorder. The concept map will help you identify the pathophysiology of the musculoskeletal system disorder. Course Competency(s): Instructions: Content: Prepare a concept map for a musculoskeletal disorder from your readings. Use the included template to outline the system disorder including the pathophysiology, etiology, clinical manifestations, and treatment. Format: Resources: You can find useful reference materials for this assignment in the School of Nursing guide: https://guides.rasmussen.edu/nursing/referenceebooks Have questions about APA? Visit the online APA guide: https://guides.rasmussen.edu/apa Levels of Achievement Criteria Emerging Competence Proficiency Mastery Pathophysiology (10pts) Did not include discussion on the pathophysiology of one musculoskeletal system disorder. Failure to provide pathophysiology will result in zero points for this criteria. Briefly identify the pathophysiology of the one musculoskeletal system disorder. Clearly identified the pathophysiology of one musculoskeletal system disorder. Thoroughly identified the pathophysiology of one musculoskeletal disorder. Points: 10 Points: 13 Points: 14 Points: 15 Etiology (15 pts) Did not include discussion on the etiology of the musculoskeletal system disorder. Failure to provide etiology will result in zero points for this criteria. Briefly discussed etiology of the musculoskeletal system disorder. Clearly discussed etiology of the musculoskeletal system disorder. Thoroughly discussed etiology of the musculoskeletal system disorder. Points: 10 Points: 13 Points: 14 Points: 15 Clinical Manifestation (10 pts) Did not provide examples of the clinical manifestation of the musculoskeletal system disorder. Failure to provide clinical manifestation will result in zero points for this criteria. Briefly provided examples of the clinical manifestation of the musculoskeletal system disorder. Clearly provided detailed examples of the clinical manifestation of the musculoskeletal system disorder. Thoroughly provided detailed examples of the clinical manifestation of the musculoskeletal system disorder. Points: 6 Points: 8 Points: 9 Points: 10 Treatment (5 pts) Did not present treatment for musculoskeletal system disorder. Failure to provide treatment will result in zero points for this criteria. Briefly provided treatment options for musculoskeletal system disorder. Clearly provided treatment options for musculoskeletal system disorders. Thoroughly provided detailed treatment options for musculoskeletal system disorders. Points: 2 Points: 3 Points: 4 Points: 5 APA, Spelling and Grammar (5 pts) Six or more APA, spelling or grammar errors.Detracts from the readability of the submission. No more than five APA, spelling or grammar errors, minimally detracts from the readability of the submission. No more than three APA, spelling or grammar errors.Does not detract from the readability of the submission. No APA, spelling or grammar errors. Points: 2 Points: 3 Points: 4 Points: 5 Points: 30 Points: 40 Points: 45 Points: 50