What does fragmentation mean?

A new organism forms from a piece of the parent.

Why is genetic variation important?

It helps populations survive when environments change.

The process of receiving genes from parents.

A sequence of DNA that controls a trait.

When does a recessive trait show?

Only when two recessive alleles are inherited.

What is an example of incomplete dominance?

Red flower + white flower = pink flower.

What are polygenic traits?

Traits controlled by many genes.

Patterns of Reproduction & Inheritance

Patterns of Reproduction Quiz

Patterns of Reproduction 1

A symbiosis (SIM-bie-OH-sis) is a close, long-term relationship between two organisms. Three examples of symbiotic relation- ships include: parasitism, mutualism, and commensalism. Parasitism (PAR-uh-SIET-IZ-UHM) is a relationship in which one indi- vidual is harmed while the other individual benefits. Mutualism (MYOO-choo-uhl-IZ-uhm) is a relationship in which both organisms derive some benefit. In commensalism (kuh-MEN-suhl-IZ-uhm), one organism benefits, but the other organism is neither helped nor harmed. Parasitism Parasitism is similar to predation in that one organism, called the host, is harmed and the other organism, called the parasite, benefits. However, unlike many forms of predation, parasitism usually does not result in the immediate death of the host. Generally, the parasite feeds on the host for a long time rather than kills it. Parasites such as aphids, lice, leeches, fleas, ticks, and mosquitoes that remain on the outside of their host are called ectoparasites. Parasites that live inside the host’s body are called endoparasites. Familiar endoparasites are heart- worms, disease-causing protists, and tapeworms, such as the one shown in Figure 20-5. Natural selection favors adaptations that allow a parasite to exploit its host efficiently. Parasites are usually specialized anatomically and physiologically for a par- asitic lifestyle. Parasites can have a strong negative impact on the health and reproduction of the host. Consequently, hosts have evolved a variety of defenses against parasites. Skin is an important defense that prevents most parasites from entering the body. Tears, saliva, and mucus defend openings through which parasites could pass, such as the eyes, mouth, and nose. Finally, the cells of the immune system may attack para- sites that get past these defenses. parasite from the Latin word parasitus, meaning “one who eats at the table of another” Word Roots and Origins Tapeworms are endoparasites that can grow to 20 m or greater in length. Tapeworms are so specialized for a parasitic lifestyle that they do not have a digestive system. They live in the host’s small intestine and absorb nutrients directly through their skin. Tapeworms reproduce by producing egg-filled chambers, which are released in their host’s feces to be unknowingly picked up by a future host. FIGURE 20-5 Copyright © by Holt, Rinehart and Winston. All rights reserved. 404 CHAPTER 20 Mutualism Mutualism is a relationship in which two species derive some benefit from each other. Some mutualistic relation- ships are so close that neither species can survive without the other. An example of mutualism, shown in Figure 20-6, involves ants and some species of Acacia plants. The ants nest inside the acacia’s large thorns and receive food from the acacia. In turn, the ants protect the acacia from herbi- vores and cut back competing vegetation. Pollination is one of the most important mutualistic rela- tionships on Earth. Animals such as bees, butterflies, flies, beetles, bats, and birds that carry pollen between flowering plants are called pollinators. A flower is a lure for pollina- tors, which are attracted by the flower’s color, pattern, shape, or scent. The plant usually provides food—in the form of nectar or pollen—for its pollinators. As a pollinator feeds in a flower, it picks up a load of pollen, which it may then carry to other flowers of the same species. Commensalism Commensalism is an interaction in which one species benefits and the other species is not affected. Species that scavenge for leftover food items are often considered commensal species. However, a relationship that appears to be commensalism may simply be mutu- alism in which the mutual benefits are not apparent. An example of a commensal relationship is the relationship between cattle egrets and Cape buffaloes in Tanzania. The birds feed on small animals such as insects and lizards that are forced out of their hiding places by the movement of the buffaloes through the grass. Occasionally, the cattle egrets also feed on ectoparasites from the hide of the buffaloes, but the buffaloes gen- erally do not benefit from the presence of the egrets.

Studying population involves examining various aspects of the demographic composition, dynamics, and characteristics of a group of individuals within a specific geographic area. Here are key areas to explore when studying population: Demography: Population Size: Analyze the total number of individuals in a given area or community. Population Distribution: Examine how the population is spread across different regions or areas. Population Density: Explore the concentration of people in a particular area relative to the size of that area. Population Growth and Decline: Birth Rate: Study the number of live births per 1,000 people in a given year. Death Rate: Examine the number of deaths per 1,000 people in a given year. Migration: Explore patterns of people moving into and out of a specific area. Age Structure: Age Distribution: Analyze the distribution of individuals across different age groups in a population. Dependency Ratio: Examine the ratio of dependent individuals (young and elderly) to the working-age population. Gender Composition: Sex Ratio: Study the ratio of males to females in a population. Population Pyramids: Use population pyramids to visualize the age and gender structure of a population. Fertility and Family Planning: Total Fertility Rate (TFR): Explore the average number of children a woman is expected to have during her reproductive years. Contraceptive Use: Analyze the prevalence of contraceptive methods in a population. Mortality and Health: Life Expectancy: Examine the average number of years a person can expect to live. Infant and Child Mortality: Study the number of deaths among infants and children under the age of five. Urbanization: Urban vs. Rural Population: Analyze the distribution of people in urban and rural areas. Rate of Urbanization: Explore the speed at which people are moving from rural to urban areas. Education: Literacy Rates: Examine the percentage of the population that can read and write. Educational Attainment: Study the level of education achieved by individuals within the population. Socioeconomic Factors: Income Distribution: Explore the distribution of income among the population. Employment Rates: Analyze the percentage of the working-age population that is employed. Cultural and Ethnic Composition: Ethnic Diversity: Examine the presence of various ethnic groups within the population. Healthcare and Quality of Life: Access to Healthcare: Study the availability and accessibility of healthcare services. Quality of Life Indicators: Explore factors such as housing, sanitation, and overall living conditions. Population Policies and Government Interventions: Study the impact of government policies on population dynamics, including family planning programs and immigration policies. Environmental Impact: Explore the relationship between population growth and its impact on the environment, including resource consumption and pollution. Global Population Trends: Examine global population trends and their implications, including aging populations and population growth in developing countries. Studying population involves a multidisciplinary approach that incorporates elements from demography, sociology, geography, economics, and public health. Researchers and policymakers use this information to make informed decisions about resource allocation, development planning, and social policies.

Health 11/12 Review for Final Exam Core Concepts - Mental and Emotional Health, Substance Abuse Prevention, Safety and Violence Prevention, Family Life and Human Sexuality, Disease Prevention and Control, Healthy Eating Health Education Skills - goal setting, decision making, accessing information/resources, analyzing influences, communication, self-management, advocacy DIMENSIONS of Wellness - social, spiritual, emotional/mental, environmental, financial, intellectual, multicultural, occupational, physical, sexual RISK factors - anything that increases the risk of disease, injury, or illness. PROTECTIVE factors - anything that decreases the risk of disease, injury, or illness. INTERNAL health factors - health factors that can be either hereditary and genetic or acquired elements -- include smoking and personal diet or eating habits. Example – a genetic predisposition to an illness. EXTERNAL health factors - health factors that are part of the direct outer environment, the geographical location, micro-organisms, socio-economic elements that could affect an individual's health. Example – being unable to afford mental health services. Unit 1- Managing Personal and Community Wellness Explain Maslow’s Hierarchy of Needs in your own words using the image provided. Explain how each Social Determinant of Health may impact a person’s health. Levels of Disease Prevention • PRIMARY The goal is to avoid conditions altogether. • SECONDARY The goal is early detection. • TERTIARY The goal is to minimize the damage (manage). Define the following terms. Fads/Trends Sleep hygiene Driver safety Unit 2- Investigating Social Ecological Factors on Well-Being Socio-Ecological Model – The SEM examines how health behaviors form based on characteristics of individuals, communities, nations and levels in between. Each level overlaps with other levels signifying how the best public health strategies are those that encompass and target a wide range of perspectives. Interpersonal (personal) health vs. intrapersonal (relationship) health Health INEQUITY - systemic, ingrained and unjust barriers that prevent segments of the population from having the opportunity of health leading to health disparity. IMPLICIT BIAS - a form of bias that occurs automatically and unintentionally, that nevertheless affects judgments, decisions, and behaviors. Research has shown implicit bias can contribute to unequal access to quality healthcare, negative patient-provider relationships and interactions; and create mistrust in the healthcare system and practitioners among patients. This can contribute to health disparities. Health DISPARITY - represents a difference in health between populations. It is often used to describe disease burden and other negative health outcomes socially disadvantaged groups may face. Health EQUITY - The opposite of health inequity. It describes a system that supports a high standard of health and healthcare for all people. Racism - Beliefs, attitudes, institutional arrangements, and acts that tend to denigrate individuals or groups because of phenotypic characteristics or ethnic group affiliation. DISCRIMINATION - An unjust differential treatment of a person or a group. PRIVILEGE- The unearned access to resources and social power that are only available to some because of their membership within certain social groups. OPPRESSION is the act of taking away choices from others and can be defined as a system that maintains advantage and disadvantage based on social identities and that acts on multiple levels from interpersonal to institutional and societal. (internalized, interpersonal, institutional, structural) Systematic Oppression - Intentional disadvantage of groups of people based on their identity while advantaging members of dominant group (race, gender, sexual orientation, language, size, ability, etc.). Intersectionality - The complex, cumulative way in which the effects of multiple forms of discrimination (such as racism, sexism, and classism) combine, overlap, or intersect especially in the experiences of marginalized individuals or groups Unit 3- Accessing Resources and Communicating to Support Mental and Emotional Health What is anger? What is anxiety? What is stress? STRESSORS are the things that cause stress. Stressors can be internal and external. A stressor may be a one-time or short-term occurrence, or it can happen repeatedly over a long time. INTERNAL Stressors - are made by your belief system and the way you evaluate yourself. Examples include pessimistic attitude, negative self-talk, deep need to be perfect, low self-esteem or body image, unhealthy standards for self. EXTERNAL Stressors - are stressful things that happen in your surroundings and/or in your environment. Examples include busy schedules, work problems, family issues, financial trouble, social problems, injury, unforeseen circumstances. Socio-economic issues are also a part of external stressors such as poverty, violence, and racism. Define the following mental health conditions. Depression Eating disorders NSSI Non-suicidal self-injury Grief/Loss Suicide prevention A.C.T. • ACKNOWLEDGE- Tell them in a caring way that you recognize that they are having a problem • CARE- You can show you care by actively listening - put away anything else you are doing, make eye contact, sit down, ask questions. • TELL-(call 988 for additional help and support) - Tell them it is important that they speak with a trusted adult. Help them figure out who this may be and offer to go with your friend. A social norm is an unwritten, informal rule meant to guide behavior among the of society. It distinguishes between acceptable and unacceptable, good and bad, and so on. Social norms can influence a person with emotional or mental health disorders, access to care and stigmatize their situation. STIGMA- a mark of disgrace associated with a particular circumstance, quality, or person. • Self-stigma - This describes the internalized stigma that people with mental health conditions feel about themselves. • Public stigma - This refers to the negative attitudes around mental health from people in society. • Institutional stigma - This is a type of systemic stigma that arises from corporations, governments, and other institutions. Unit 4- Evaluating Risks of Substance Use and Abuse Harm Reduction - a set of practical strategies and ideas aimed at reducing negative consequences associated with drug use. Explain how each level of the Social Ecological Model is impacted by addiction. Individual Relationship Community Society SEM Level Contributing/Risk Factors to substance use Preventative/Protective Factors for substance use Individual Interpersonal/Relationship Community Society Unit 5- Analyzing Influences to Examine Ways to Increase Safety and Reduce Violence HATE CRIME - a crime, usually violent, motivated by prejudice or intolerance toward an individual’s national origin, ethnicity, color, religion, gender, gender identity, sexual orientation, or disability. Explain how the media influences violence in society. The Pyramid of Hate Explain the escalation of hate using the Pyramid of Hate visual. List several hate crime motivators. Example: age HEALTHY Relationship Signs - comfortable pace, trust, honesty, independence, respect, equality, kindness, taking responsibility, healthy conflict, fun UNHEALTHY Relationship Signs - intensity, possessiveness, manipulation, isolation, sabotage, belittling, guilting, volatility, deflecting responsibility, betrayal Sexual Assault is a sexual behavior WITHOUT consent. Human trafficking - the recruitment, harboring, transportation, provision, or obtaining of a person for labor or services, using force, fraud, or coercion for the purpose of subjection to involuntary servitude, peonage, debt bondage, or slavery. Sex trafficking - commercial sex act induced by force, fraud, or coercion, or in which the person induced to perform such an act has not attained 18 years of age. Trafficking happens using… • Force - using violence to control someone. • Fraud - using lies to control someone. • Coercion - using threats to control someone. Unit 6- Family Life and Human Sexuality Agency - A belief about yourself and the extent to which you can act on that belief. • The ability to choose freely one’s own narrative. • To embrace the idea that I am the cause (or agent) of my own thoughts and actions. • Personal agency is a personal responsibility for who we are, what we experience, what we do about that experience, and how we shape our world to give us more of the experiences we want. SEXUAL Agency • The ability to choose your own interests and desires vs. what we see in the media or others’ perceptions • The ability to identify, communicate, and negotiate one’s sexual needs • The ability to initiate behaviors that allow for the satisfaction of those needs Sexually Explicit Material - photographs, videos, films, magazines, and books whose primary themes, topics, or depictions involve sexuality that may cause sexual arousal. Sexual scripts - thoughts, patterns, or behavior that a person has about themselves in a romantic or sexual context. It is how people picture themselves or want to project themselves in front of others. Reproductive Rights of Teens - In Maryland, teens have the right to an abortion, keep their child, obtain and use birth control, paternity tests, adoption, give up custody of their child within 10 days of birth (Safe Haven Law). • REPRODUCTIVE RIGHTS- legal rights and the freedom of the individual to control decisions regarding contraception, abortion, sterilization and childbirth. • SAFE HAVEN LAW- a distressed parent who is unable or unwilling to care for their infant can safely give up custody of their baby, no questions asked. CONSENT is an agreement between participants to engage in sexual activity. • It is clearly and freely communicated, verbal, and affirmative. Consent CANNOT be given if… • A person is underage, one or both partners is intoxicated or incapacitated by drugs or alcohol, one partner is asleep or unconscious, one partner feels pressured, threatened or intimidated, or one partner holds a position of power or authority over the other. Unit 7- Advocating for Enhanced Nutrition, Food Systems, and Health Outcomes Dietary Guidelines for Americans Guideline 1: Follow a Healthy Dietary Pattern at Every Life Stage Guideline 2: Customize and Enjoy Food and Beverage Choices to Reflect Personal Preferences, Cultural Traditions, and Budgetary Considerations Guideline 3: Focus on Meeting Food Group Needs with Nutrient-Dense Foods and Beverages, and Stay Within Calorie Limits Guideline 4: Limit Foods and Beverages Higher in Added Sugars, Saturated Fat, and Sodium, and Limit Alcoholic Beverages FOOD DESERT- a neighborhood where there is little or limited access to healthy and affordable food such as fruits, vegetables, whole grains, low-fat milk and other foods that make up the full range of a healthy diet. FOOD INSEQURITY lack of access to a sufficient amount of food because of limited funds. More than 49 million American households are considered food insecure and are vulnerable to poor health as a result. PROCCESED FOODS- any raw agricultural commodities that have been washed, cleaned, milled, cut, chopped, heated, pasteurized, blanched, cooked, canned, frozen, dried, dehydrated, mixed or packaged — anything done to them that alters their natural state.

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