Mitosis versus meiosis worksheet

Hi everyone, I wanted to know if my dislike of the genetics section of a Bio 1A equivalent, would carry on to MCB 140 if I took that course? I found the genetics section covered in Bio 1A to be too boring because it didn't feel that challenging and it focused too much on material that I had already known by reading a lot of biology books for fun. I already knew about mitosis and meiosis, mendel and his pea experiments, I already knew about homozygous and heterozygous, and a lot of the other stuff. The only thing that was really new to me in the genetics section were the enzymes involved in DNA transcription such as Ligase, Helicase, Topoisomerase, etc. I'd like to learn more about genetics but I want it to be new material that's actually interesting. I'd like to believe MCB 140 is gonna be exciting but I wanted to ask first before taking it to see if it's just Bio 1A genetics but a semester's version of it or something more exciting. I'm also interested in computational biology if that helps and this summer I'm either going to do a compbio internship in genetics or medical data analysis. I can't wait to hear back!
TLDR: dislike genetics section of Bio 1A equivalent. It was mostly stuff I already knew. Want to see if MCB 140 will be more exciting or just Bio 1A genetics but longer. Interested in compbio as well.

please help this shits in 3 hours 😭 wtf is the difference esp w outcomes

During mitosis and meiosis, there are two types of chromosime packaging methods: Histone vs Protamine
Most cells condense their DNA with histone packaging during mitosis and meiosis, while only the sperm cells use protamine packaging to condense its chromosomes into even smaller coils. Since most culture cell lines are somatic cells, is it possible to make them condense their chromosomes with protamine packaging instead of histone packaging? Or is the sperm cell line the only way to get protamine-packaged chromosomes?

First week was great. I had so much energy, didn't feel depressed at all, and felt happy and present for the first time in a decade.
That wore off and turned into some awful insomnia for the next week. I was only getting like 3-4 hours of sleep a night and my caffeine tolerance went to nothing. I stopped drinking caffeine and tried to wait out the side effects.
Two weeks in now, both the honeymoon and the insomnia are gone. Some of the depression is back, although I feel like I have enough energy to actually do something about it now. The drug has taken the roughest edge off the depression and made me more aware of what I was doing that was contributing to it and the negative mindset I'd developed with depression that I need to unlearn. So now I am trying to make some serious lifestyle changes, work on being more present, and doing some CBT exercises to unlearn the negative mindset.
It's difficult because depression causes you to let a lot of negative things into your life that you suddenly realize are very bad for you, but it also causes you to judge the good things as bad too. Doing the work to distinguish what's bad for you and needs to be discarded versus what's fine but you were viewing it incorrectly is challenging and probably why they suggest therapy in combination with drugs. I'm not in therapy at the moment because it's very expensive so I'm trying to just do this with journaling and careful reflection and some CBT worksheets.
So, overall, I feel like the drug has helped me have more energy but it's not going to be the only thing that saves me and I still have to put in the work.

All I remember is pmat, meiosis is for sex cells, and what metaphase does
Everything else just does not stick in my brain

I hope this isn't a dumb question - I am the parent of a fourth grade girl who was diagnosed with dyslexia recently and this is all pretty new to me. I hope I'm missing something, actually, because I'm confused and pissed and sad.
This ended up being longer than my single question - I guess I am actually really pissed off and sad about the last nine months in general, and I am completely open to any feedback, advice, or ideas about what to do now and how to help my kid. This is the first time I wrote all of this down and the irony of writing a novel on a dyslexia subreddit is not lost on me.
I'm leaving it lol.
Cora has always been brilliant and weird and loud, but over the last few years, it became apparent that she was having a harder time....stopping. Stopping talking, stopping moving, stopping yelling - it was just endless and exhausting for everyone around her. (Except at school. She is and was perfectly behaved at school - she has literally never gotten so much as a note home about goofing off in class.) Cora hit a wall in third grade - the hyperactivity was finally wearing her out, too, and annoying her friends. She finally asked for some help slowing down.
She was tested for ADHD and the general host of common mental health conditions last fall, and to no one's surprise, was diagnosed with ADHD-combined type, as well as anxiety symptoms that the psychologist described as significant enough to warrant a GAD diagnosis…but that she strongly suspected were a perfectly rational reaction to the very real problems Cora’s impulsiveness caused in her life.
This was exactly my experience as someone diagnosed with ADHD as an adult. It turns out that the consequences of constantly losing my car keys, forgetting appointments, and impulsively spending money I didn’t have were making me anxious and stressed, not the other way around. I had expected similar results for Cora and I was glad this was happening now - she could skip the years of totally ineffective treatment and misdiagnoses that I went through before being diagnosed and successfully treated.
What we were not expecting at all was the additional diagnosis of "specific learning disorder with reading impairment" noted in the report. I had no idea what this meant. The psychologist did not use the word "dyslexia" in her written evaluation, a decision which resulted in another 8 months of confusion and (probably unnecessary) testing detailed below. She explained to us that Cora could have dyslexia, but that her testing wasn't granular enough to be sure - that there was a chance it was "something else" and the SLD diagnosis was an umbrella term that covered both dyslexia and conditions unknown. (I have no idea what she was referring to and the general weirdness about using the word dyslexia was something I noticed with the school, too. I am still confused by this and other interactions where I get the distinct feeling people aren’t telling me something important.)
It was almost September, so the psychologist recommended pursuing testing with the school; this seemed to be a reasonable next step. They would test Cora and determine exactly what was going on, if anything. This whole part of the report was very much characterized as an incidental finding - something to follow up on, but nothing alarming given Cora’s history of good grades.
"Maybe she was just tired after a long day of testing,” the doctor explained. “But it also seemed like she wasn't hearing certain letters correctly." Years of speech therapy had helped Cora correct all but a few minor issues - but combined with this potential reading issue, maybe an audiologist should test her again. Get her hearing tested, start medication for ADHD, and see what the school says about her reading - that was the plan, no big deal.
I wasn't worried, but I figured it couldn't hurt to see what other help was available. I learned that we have a branch of a big tutoring nonprofit in our city that offers Orton-Gillingham instruction at no charge - something I soon realized would cost hundreds of dollars per month at other centers. Free is good! I submitted Cora's application and the report from the psychologist (with the ADHD/GAD/SLD all clearly noted)….and we got a rejection letter a week later in the mail. Cora didn't qualify because the tutoring was specific to dyslexia, and the SLD with reading impairment was not the same as a formal dyslexia diagnosis. Fair enough, I thought - I figured we'd get the testing done through her school and could reapply if the result was a dyslexia diagnosis.
That....was naïve, lol. But the psychologist made it sound like a total non-issue, something schools did all the time. I sent the school psychologist and teachers the report before school even started, since surely they would want to schedule all of this right away! I didn’t hear anything for a few weeks – the start of the school year must be such a busy time, after all – but raised it again, report in hand, at a meeting with Cora’s teacher in late September.
“You….really want to try to avoid putting a label on things too quickly,” she told me, in a tone that implied there was much more that she was not saying. “She seems to be doing quite well in class. Let’s see how she does on the standardized tests we’re finishing this week and go from there.” I was definitely aware that I was missing something, but it seemed reasonable to wait for Cora’s test results if they would help inform next steps. Cora scored well above average, as usual; shortly after receiving these scores, the school psychologist emailed me to let me know that no further testing was warranted.
I still felt like I was missing something – spoiler alert, I was – but there didn’t seem to be anything else left to do. They're the experts and were totally unconcerned – only positive news - and Cora’s new ADHD meds seemed to be really helping. After that, everything did seem to be okay at school for a while. Cora liked her teachers and was doing well.
Everything was copacetic…except for the fact that Cora’s anxiety seemed to be getting worse without any tangible explanation. She complained about fourth grade being a lot harder, but again – her grades were fine, she was perfectly behaved, she liked her teachers….it was difficult to identify any problem that needed solving. Soon, Cora started getting home and isolating herself in her room for over an hour every day. She seemed stressed. Worn out. This went on for months.
And then she had her first panic attack on a Sunday night, seemingly out of nowhere. She wanted a mental health day Monday and was back in school Tuesday, seemingly her normal self.
The next Sunday, she had another panic attack, and this one was much, much worse. She lost control of her bladder. I was close to taking her to the ER. It was scary. That's when it all came out. She was DREADING school - her two hours of ELA in the mornings had become “torture.” She was white-knuckling it through the reading, writing, and spelling work, totally clueless as to why it seemed so much harder for her than for other kids, but so determined to get good grades that she had just burned. the. fuck. OUT.
She was home for days after this. The school tried to dismiss my concerns at first - it couldn't have been that bad, I was told. To be fair, my concerns were vague because I still didn’t understand the real issues or how to help Cora, either. Cora was clearly unwell and adamantly refused to return to school. I started putting everything in formal, written letters emailed to all of her teachers, the school psychologist, and everyone else who seemed potentially relevant. I told them I wasn't sending her back until they did something to try to figure out what was going on in ELA.
That was mid-February. We had a meeting before I would agree to send Cora back, where they talked about putting together the "interdisciplinary team" to conduct "extensive classroom observation.” They insisted that this process would take at least 60 days to complete. Cora reports that there have been three days where someone has essentially come to her ELA class and stared at her while she works.
We weren’t just waiting for the school, though. After the psych eval last summer, we had been slowly working through additional evaluations and appointments related to Cora’s hearing, speech, and language abilities. Basically, we were working our way from Cora's ears into different regions of her brain, trying to catch problems along the path that sound waves traveled - entering Cora's head as vibrations in her ear canals, winding into her brain as phenomes, assembling into a stream of recognizable words, converting into meaning in entirely different areas of her brain, and eventually emerging again via her speech. I had no idea so many tiny things could go wrong in that process, but they can - and we can get pretty damn granular in order to figure that shit out when there’s a potential problem. Cora had some weird results here and there - we now know that overlapping speech is basically her Kryptonite, which explains a lot of meltdowns at family gatherings over the years. But on the whole, her ears and her brain are doing fine, and she doesn't have autism, either.
We had been lucky to get hooked up with the best child development team in the area - they were wonderful, and the process of more testing and visits seemed to reassure Cora (and us, honestly) that there was more help on the horizon, more answers soon. She started low-dose Zoloft for the anxiety and seemed a little happier; her anxiety about school was starting to morph into resignation and frustration, which actually seemed healthier in a way. "It takes time," they tell us. Her breakdown was in February. They wanted to see the report from the most recent evaluations. Fair enough; although it is not lost on me that I am paying an outside team to do the school's job, at least it's getting done.
Two weeks ago, we finally got the team's report - and the written words, "developmental dyslexia." The lead psychologist is going to meet with the 504 team at her school - he is wonderful and immediately understood so many of Cora's concerns and needs. I'm not exactly optimistic, but it's at least possible that this may result in accommodations/extra help in school. Cora thinks he walks on water and is so excited that he's going to "stand up for" her.
The report is detailed and confirmed a lot of what we suspected. She's a really bright kid - IQ around 120 with sky high mathematics and nonverbal problem-solving scores. She apparently discussed "conundrums that are complex and abstract in nature" during her sessions, with a "recognition that there is not necessarily a solution" to these mysterious issues. (LMAO....this is my weird and wonderful kid.) The report describes Cora as "delightful" - funny, self aware, and highly motivated to learn.
Her reading comprehension score was in the 90th percentile, essay composition in the 70th - spelling scores came in at the 25th percentile, which was no surprise. Pseudoword decoding was poor - she's in the 14th percentile - and it got worse from there. Cora has an oral reading fluency in the 9th percentile, a basic reading score in the 7th percentile, and a word reading score in the 4th percentile.
In fact, the essay composition score was the only "average" score among dozens of measures of her reading, writing, and language abilities - comprehension was universally excellent and decoding was universally abysmal. It was hard to read. It felt like a gut punch - looking at the single-digit scores, I finally realized the insane degree of effort it must have taken to finish her work and look happy doing it.
The developmental psychologist leading the team told us that it was unusual to see that stark of a difference - that the severity of her impairments are usually associated with average comprehension scores at best. I have tried to wade through research about these instruments, but decided to take his word for it. Typically, the deficits in her basic reading skills would set off a chain reaction of lower scores down the line - but Cora had brought her grades and tests scores up from an already high start at the beginning of the year.
"It's no wonder her anxiety symptoms are increasing - she's completely exhausted," he said. "Imagine what she could achieve with the right kind of help."
I realized then why Cora's high scores and good grades, so impressive to everyone else, were such a source of consternation for her. That chain reaction was still happening, getting in the way of what she was actually capable of achieving. She knew it, even if the rest of us didn't - she could do better with the right kind of help.
I honestly feel sick thinking about it. She never told anyone she was struggling, never asked for help - not from us, not from anyone at school, heck not from her former-literacy-teacher grandma. No one had any idea. My husband and I had actually encouraged her to slow down a little in the weeks before her panic attacks, just out of a general sense that something was brewing despite her repeated insistence she was doing fine. Turn in the worksheet a day late, three sentences is plenty, relax. Unthinkable, Cora insisted, she was fine.
So she's back at school, nothing has changed other than the glacially slow 504 process of "observation" occurring in the background sometimes, but she seems to be a bit less stressed. I can't tell if getting pissed off about the situation is helping her deal with it, if the Zoloft is taking the edge off, or if she's just masking harder now. Maybe all three. 18 more days of school and Cora is counting. them. down. Her teachers and support staff seem generally bewildered by the idea she is or was ever struggling. They were caught totally off guard when I abruptly pulled her out of school until we at least got them to commit to the 504 process – but we had been blindsided too. They saw a happy kid who was thriving academically until her parents pulled her out of school and started a process that no one seems particularly committed to finishing. Sometimes I think they don't believe us at all. Maybe I would feel the same way in their shoes, I don’t know. I think they’ll listen to the doctor.
The entire point of this post, though, was to ask about Cora’s second rejection from the local tutoring program. With summer approaching and the diagnosis of dyslexia (versus maybe-dyslexia, maybe-whatever-else-could-be-included-under-the-SLD-“umbrella”, which I am still unsure is even a thing), I've been looking into all sorts of options for tutoring. Summer is a good opportunity to try to start getting Cora some meaningful help without adding yet another thing to her plate. She's excited. We can build some tools before next year - if we know what works for her, we can be better advocates from Day 1.
So I resubmitted Cora's application - I still had my original email and I just attached the shiny new report to that, explaining where to find the magic D word that I fully expected would finally open a door where Cora could get the right kind of help. This new report was more granular with reading testing, but the dyslexia diagnosis was the one really substantive change. It included Cora's ADHD and anxiety diagnoses, as did the report I submitted with our initial application, but with new information about medication and treatment for these issues - progress!
(I would like to point out at this point that ADHD and anxiety are firmly established as two of the most common comorbid diagnoses for kids with dyslexia, and that anxiety symptoms in particular can occur because of the challenges caused by dyslexia. My daughter had full-blown panic attacks at 10 years old largely because she struggles to FUCKING READ and no one was helping her. I know I am preaching to what little choir is likely left at this point in my novel. But especially as someone who was medicated/treated for depression and anxiety for 20 years before anyone agreed to test for, diagnose, and treat the ADHD symptoms that were causing me to regularly fuck up my life in really depressing and stressful ways…..this chicken and egg shit really hits a nerve.)
Anyhoo, it had taken 8 months and a lot of work, but I had finally done this one cool thing for her - Cora was going to get the right kind of help. The school year is almost over, but at least we had this one success. The obstacle that I’m still not sure was warranted in the first place – the lack of the word dyslexia in the initial evaluation – had been checked off what was now a giant list of obstacles in Cora's path.
And thanks to the generosity of people who had probably heard and experienced a lot of similar, frustrating stories, our family could focus on paying off the bills accumulated in the process of getting to this point instead of adding more to the pile. Free is always good, but sometimes free is a godsend.
Twelve hours later, Cora was denied again, this time via a brief email simply noting the GAD diagnosis in both reports. "Our tutors are not trained to work with children who are diagnosed with generalized anxiety disorders" and they "cannot meet her needs."
That was it. No further explanation. Just…fuck your anxious baby girl who is trying so hard and fuck you for trying. NEXT!
Oh, and P.S., fuck the really significant percentage of kids with dyslexia with comorbid anxiety diagnoses who are incredibly well researched and described in just…all of the fucking literature. Just all of it, honestly, for decades. Fuck those kids too.
People seem to treat the word "dyslexia" like it's the only thing that matters sometimes but also not something that should be ever said in other contexts, AND I'm pretty fucking sure that "SLD with reading impairment" is essentially equivalent to the word dyslexia because no one can explain what else might be under that "umbrella," and apparently it's nigh impossible to get meaningful help for my daughter through the public school systems anywhere in America, and giant nonprofits care about kids with dyslexia so much, but not the anxious ones, better lock the doors before those crybabies get their needs all over our tutoring center!
We will figure out how to pay for help for Cora, that’s a given.
But honest to fucking god, have you guys just been putting up with this shit the whole time? I'm so sorry.

i did a bunch of readings for h2 bio notes (meiosis mitosis inheritance cell bio cancer sickle cell anemia) but idk how much i managed to retain bc the night before i slept at 3.45am reading and also last min mugging for my amath and ss wa that coincided w sjbo 😅😅
during sjbo i managed to do the qns but bc it was online i wasn’t able to annotate the questions and do process of elimination and the lack of sleep really muddled with my brain and i feel like i got the respiration and cardiac cycle olvl qns fucked up 💀💀 for the alvl syllabus part i tried to do some logical guessing but with vague contextual knowledge from my past readings of the alvl bio notes from holy grail but found that it was quite a lot of application qns w background info.
ibo part of the paper i cmi’ed. 😅 i tried to understand the qns at first and knew some stuff bc of h2 bio or like general bio context from reading up stuff for fun in the past but then i ended up just choosing the ones that felt most ,,different” for certain qns before going back to trying to read and understand the case studies. but because again i couldn’t annotate the paper i feel like i didn’t do as well yikes. also towards the end when i was doing the ibo part of the paper my friends beside me started to like have a bad reaction to their own papers (the friend beside me lit started heavy breathing and then ragequit and left early LMFAOOO) and it kinda distracted me and i ended up just anyhow clicking a few questions bc i got panicked (thoughts of “oh i’m looking like i’m trying so hard here but what if i don’t get anything what’s the point they’ll think i’m stupid”) and prolly kinda sabo’ed myself 😅😅
in the end bc of fatigue and nerves i ended up guessing (but tried to logically guess, think chinese leejiewenda matching words to paragraphs….) and clocked out ~1.5h into the paper.
one of my friends who got gold for another olympiad thinks highly of me (which i appreciate but at the same time idk what to think bc nowadays my self esteem’s really really low and idw jinx myself too) and expects me to get gold for sjbo and also do well for sjcho bc i’m strong in my sciences. and this friend also knows i kinda studied for sjbo (albeit very last minute) but i think they think i mugged for sjbo damn hard even tho i just did some light reading the night before, and this friend believes that i can get gold.
i’m really scared atp i just wanna get honourable mention but higher. kinda pathetic but i downloaded a tarot card app to ask it questions (only 1 per 24h tho) and i keep spamming like “will i get something for sjbo/sjcho, will i get gold, will i get raw 6” and the thing keeps saying yes or maybe and today when i asked they said maybe AND IDK WHETHER IM JINXING MYSELF OR ITS JUST SOME RANDOMLY GENERATED APP CAUSE ALL THE QUESTIONS I ASKED BEFORE WERE ALSO MOSTLY POSITIVE RESPONSES. but dammit i’m so anxious nowadays. i keep thinking about o’s and wa2 and olympiad and i can feel my anxiety and heartrate just rising whenever i do so. LMFOA this is turning into a rant but yeah. my sjbo experience. manifest gold plspslslslslslslslsls

I’m looking for a go to worksheet or resource to help clients understand all of the areas of self-care and identify where they are doing well versus struggling. Does anyone have a favorite they can link below?

• food tests(starch, protein, lipids, glucose)
• factors effecting rate of diffusion
• enzymes(which, where it is produced, where is it realesed table)
• meiosis and mitosis diffrence
• wind polinated flower vs insect polinated flower diffrence
• what happens to muscles in the eye when: dim and bright light, object far and object near
• magnefication formula
• nitrogen- growth ,repair. phosphate- DNA ,cell membrane. potasium-enzyme reaction
• plant harmones
• reflex arc
• temp regulation: skin hair muscles, sweat glands, blood vessels in surface of skin)
• tiles practicle for enzymes activity and tempreture
• osmosis practicle
• mass and volume potometer
• factors affecting transpiration
• why is transpiration important?
• water uptake by roots
• diet components table, (their effect, what they do etc)
• how villi is adapted for its functions?
• bile function
• peristalsis
• how is alveoli adapted for its function?
• hydrogen carbonate indicator
• stomata function

just SOME commonly asked things u must know :) good luckk

yo guys it’s WA2 week and wednesday is SJBO, and i have a bunch of exams back to back every day as well as SJChO and chinese olevels but anyways that’s not the point lmao.
ive been revising the jc h2 bio syllabus on and off (so only covered dna structure and replication and cell bio and abit of mitosis/meiosis 😅😅) and i understand it well enough but it takes time for me to look through notes to understand haha..
so idk should i ditch wa2 and focus on my olympiads (how likely are you to get gold/sulvebronze for sjbo and sjcho?) and chinese olevels or should i prioritise wa2??
(ALSO if i get awards for olympiads and attempt to dsa to jcs beforehand will i be able to amend my application and if so how much more likely am i to get in?)
(also mb if it’s the wrong tag idk whether to use the o’s tag or the olympiads tag for this

I have a better understanding of genetics than the average person, but I‘m by no means an expert, and I can‘t understand why the internet says the XYY sex chromosome condition known as Jacob‘s syndrome doesn’t end up being hereditary.
I understand that it can occur as a random event during early early pregnancy, and I understand that it can also arise during the production of sperm in meiosis II. What I don’t get, is how a father with XYY sex chromosomes can’t pass this condition on to his sons.
If anyone is willing to read it, here is an explanation of what is going through my head regarding meiosis and a male that was conceived with this condition as a result of random mistake in his own father‘s gamete production.
During Meiosis I, I expect a man with this syndrome to start with a cell containing XYY chromosomes. I‘d expect these chromosomes to duplicate in preparation for meiosis. For prophase I, I expect each chromosome and its duplicate sister chromatid to condense. For Metaphase I, I expect the X (plus its copy), the Y (plus its copy), and the extra Y (plus its copy) to line up in the middle of the cell. For Anaphase I, I expect the X (plus its copy) to be pulled to one side of the cell, I expect the Y (plus its copy) to be pulled to the opposite side of the cell. I expect the extra Y chromosome (plus its copy) to be pulled to either side of the cell. In telophase I, I expect this cell to split into two haploid cells. One cell should contain the X chromosome (plus its copy), the other cell should contain the Y chromosome (plus its copy), and the extra Y chromosome (plus its copy) should end up in one of these two cells.
In meiosis II, these two cells should each undergo a process similar to mitosis, and we should end up with four gamete cells. Given how I‘m assuming meiosis I went though, these four cells could contain the sex chromosome combination of X, Y, XY, and YY.
Normally, I’d expect meiosis to end in four haploids with X, X, Y, and Y. However, for a father with Jacob‘s Syndrome, I would think we end with the aforementioned set of four gametes. This means 25% of the sperm produced by the father has YY sex chromosomes. Any conception from these sperm should yield a zygote with XYY sex chromosomes.
Why then, do my google searches say that a man with Jacob‘s Syndrome has no greater chance of passing his condition on to a son than a normal man has of having a son with Jacob‘s Syndrome? You‘d think that a normal man‘s sperm does not have a 25% rate of yielding YY gametes.

Hi; I’m a 41 year old mom that was diagnosed with adhd in my early 20s. I have been ion and off meds since then, and am currently on medication. I see many adhd behaviors in my son, who just turned six. His kindergarten teacher has shared some concerns but told us that we should be looking for him to increase his times of focus in 1st grade. He broke his collarbone recently and wasn’t able to do gym or recess. Multiple bites have come home about him being silly and distracting in class and lately he’s been getting notes home from his reading teacher about not completing his worksheets. He has said he just doesn’t feel like finishing.
At his well child check last week, his doctor noticed he can’t sit still and recommending him for adhd testing. Can a diagnosis be accurate at six? I feel like I think it’s adhd because I’ve been hypersensitive to it and watching. However, many of his behaviors are totally normal for a high energy six year old. What is the best way to know what is normal versus not at an age where a child should be free to be childlike?several times he has disrupted the learning of others. I feel bad about that. I really am hesitant to get him screened because I don’t want him labeled or subject to stigma I was. Am I being ridiculous? I go back and forth because o feel like knowing early can help us and him - so things won’t have to be as difficult for him, so he can understand what works for him and doesn’t, and for him to be able to make this his super power not something to feel bad about.
Does anyone have experience with screening or parenting young children suspected to have adhd? As someone who has been medicated and felt not like myself on them, my hear breaks to potentially medicate a child who can’t article that is happening. I want to help him not blow out his spark. I know I am overthinking this, but just wondering if anyone can provide some advice from their experience. TIA!

I want to start by saying I do believe in the importance of mental health. I do believe there are times when people's mental health reaches a level of instability where even the most caring and compassionate of friends will struggle to support them. While it would be ideal for community and friendships to do some of the heavy lifting when it comes to supporting someone through a rough time, I recognize there are limits. When someone is chronically suicidal, flooded by memories that need a more complex intervention than just, "Find a safe person to talk to about them," tormented by terrible hallucinations, etc., it can easily go beyond what even the most compassionate loved ones can support on their own.
Having studied this material at the master's level, I do recognize the differences between being a caring friend who listens and being a competent clinician who can do more than "just listen and offer advice." On the flip side, having been abused and let down by 14+ therapists, I also recognize the canyon of difference between the ideal image of therapy as a clinical intervention that eases the burden/feapain/stress on both the client and the support system, and the reality many people experience.
The unique burden of having a mental health background and a history of trauma from therapy abuse is (1) having a pretty strong sense of what people I care about might need while (2) having zero confidence they'll actually get that if I suggest they seek therapy.
The best therapists have significant training beyond what they learned in school. Unless their employer paid for those trainings, they likely paid out of pocket for those trainings and spent hours (if not days) away from their jobs (and sometimes their families, in the case of lengthy conferences) to learn more skills. To balance out that cost, they tend to charge higher rates. If they don't charge higher rates themselves, their agency does. Meanwhile, the people most in need of the highly competent, knowledgeable, skilled professionals tend to be limited to Medicaid providers (who often do not even get paid enough to afford the extra trainings).
I'll see someone in my life struggling and think, "Okay. This person likely needs serious nervous system regulation. A sensory diet developed with an occupational therapist who works with adults (truly a unicorn if you can find one) would be a good first step. This could be built into a stabilization phase, where they receive support with budgeting, financial planning, identifying wants versus needs (and prioritizing needs on Maslow's hierarchy), support with applying for SSI/SSDI/jobs (depending on where they're at in terms of ability to work), support with finding stable housing, etc. They then need psychoeducation and support to recognize the toxicity of their current familial/romantic/workplace relationships as well as stronger coping skills to navigate those relationships + strategies to leave if the situation is too abusive/toxic for coping skills. From there, they'll need a specific intervention targeting any self-harm or suicidal ideation. They'll need a trauma-informed safety plan from a therapist who doesn't immediately call the cops at the first sign of trouble."
That's already a lot.
"THEN, after all THAT, they'll likely need some very gradual somatic exercises to bring them from point A (of a hyperreactive nervous system or the opposite under responsive feels-nothing state) to point B (a healthy, fluid transition between emotional states + the ability to ground and self-regulate back to baseline). This could accompany some biofeedback/EMDsomatic therapy, but the provider would need to be trauma-informed enough to recognize why people with severe C-PTSD often do not do well with breathing exercises and mindfulness. The person may be easily frustrated and down on themselves for how difficult all this can be, so perhaps throw in some VERY skillfully applied DBT training (which ideally should come from a therapist who recognizes how CBT and DBT can be construed as gaslighting when someone's external threat level is high enough that it's not "all in their head"). They also need an EXCELLENT doctor who is trauma-informed and recognizes that scary medical stuff can put a severely traumatized person in a childlike state of terror that is embarrassing and stressful to navigate."
I can see so many things that would help most people I talk to, but then...they go to whatever therapist Medicaid (or their less-than-ideal insurance policy) will cover and get a worksheet where they're told to circle the face that represents the emotion they're feeling. This takes the entire session, and they can't afford to come more than once a week. They see another therapist who is able to validate some aspects of their trauma but is at a total loss about others. They see another therapist who is cocky and condescending. They see another therapist who seems promising but stops taking their insurance. These examples are from a blend of countless people I've seen go through this process.
The end result is that all the "fighting stigma" and "encouraging (read: pushing) help-seeking" in the world does not actually create a system where there's real help for the people who need it the most.
It's so frustrating because I GET why people are sometimes so quick to say, "Go to therapy!" We want to believe that when our loved ones need more than just "someone compassionate who will listen," there are professionals who went to school to do more than "just listen." Yet so often, people who go to therapy don't even get the basic bare minimum "someone who listens" effect.
The end result is that I feel sad and tired watching the same people struggle year after year, but when I ask anyone, "What can I do to better support this person?" I hear, "Ya know, you should really tell that person to get therapy." I feel sad and tired hitting the same brick walls in my own DIY treatment and hearing, "Ya know, there's therapy for that!" It's not as simple as "go to therapy," but it's also not as simple as "if only we had better communities and friendships, no one would need therapy."
It's awful.

Hi everyone, I am trying to come up with 2 formulas and getting bogged down. I'm interested in having someone show me the formuals needed, and also learning a methodology to reliably build a complicated formula like this. I attached a section of the sheet I'm working on below. It is a inventory review worksheet that is designed to identify sku's that need to be replenished, and recommend a quantity to order, so that we can review and agree on a quantity. I had built out a sheet that did this, but the team here has asked for a more complex logic, and I have not been able to make it work the way they want.
In the sheet, the first "block" (rows 7-15) are values--this was used to mock up the way we want it to work. the next two blocks have formulas, but neither is complete. The formulas I want help with are the "ending inventory" rows in columns P-Z, and the "ASAP Qty" cell in AB7, 16 and 25.
Ending inventory: this is the number of units we carry out of that month into the next month. The ATS/on hand is inventory in our warehouse today, shown only for the current month. The actual units tracks our %above forecast and creates an "adjusted forecast" based on that. We can manually enter a % in O8,17,26. On order shows quantity on existing PO's arriving, under their arrival month. The formula should take inventory on hand for this month (or carrying into that month) + units arriving on a PO, and subtract the month to date actual from the forecast using the "manual adjust" forecast if present, otherwise using the adjusted FC units. The catch is that we want negative units to accumulate month to month except if we cant get new units on time, or if we have units arriving--If we cant get those units before the 45-day lead time, they are lost sales that we dont want to try to order inventory for, and if we have inventory arriving (as in U15) we we are going to order the 2 units for June, but we want the future months to reflect units assuming we order for June.
The current formula in U23 is: IFERROR(IF(AND(U$5<$AB$2,T23<0),IF(U16=" ",(U24)-(U20-U22),(U16+U24)-(U20-U22)),IF(U16=" ",(T23+U24)-(U20-U22),(U16+U24)-(U20-U22)))," ") ...But, its not deciding between the adjusted forecast versus the manual adjusted fc if present, It's not ignoring a negative ending inventory in the previous month if there is a PO arriving.
Ending inventory: (inventory on hand OR carrying into that month+ arriving that month)-(adjusted OR manual adjusted forecast units-actual units), BUT
• ending inventory negative units before the lead time (inside the 45-day lead time): ignore/treat as a zero
• after the lead time: if there is no inbound inventory, accumulate the negative qty (see X, Y, Z 14)
• If there IS arriving inventory, ignore a negative in the previous month/treat it as a zero becasue we'll fill those units in via a new PO
• If the "manual adjusted forecast" is present, use that instead of the "adjusted FC units".
ASAP Qty: This formula looks at our forecasted sales for the lead time (45 days) and then decides if we need to order to have enough inventory for the next 30 days after that. We want to pro-rate the amount ordered for that ending month via cell AE. If the ending quantity in that "order month" (defined by AD2) is negative, we want to order that quantity. However, if we have inventory arriving that month causing that ending inventory to become positive, AND the previous month has an inventory deficit (negative) and is after our 45-day lead time, then we want to order that previous month's quantity. So in the example, in U14 even though we have a positive ending inventory for July, we have an actionable shortfall in June of 2 units, so we want to order that quantity. current formula in AB16 is: IF(OFFSET(N23,0,$AD$2)>0,0,OFFSET(N23,0,$AD$2)*-1-((OFFSET(N20,0,$AD$2)*$AE$1)))
...BUT, it isnt looking back at the previous month if the "order month" is a positive ending inventory and it is still possible to order for that previous month, and the pro-rate portion of the formula is only looking at the adjusted FC, not deciding between that or the manual adjusted FC. ASAP qty:
• if the order month qty is negative, we want to order that quantity to cover the need for the entire actional period between the lead time and the next 30 days.
• We want to prorate that order-months forecast--either adjusted or manual adjusted if present--based on AE1
• If that order-month (july in this case) has enough inventory to cover the forecast, but the previous month has a deficit AND is still actionable after our lead time, we want to fill in that quantity.
Sorry for all the words, but hopefully this makes sense. I am basic-proficient in simler versions of this sort of formula, but frankly I'm lost in the complexity of all the various conditions. Anybody care to suggest a formula that I can paste into the "ending inventory" rows in columns P-Z, and the "ASAP Qty" cell in AB7, 16 and 25? Thank you!!!
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Hello everyone! I am stressing myself out a ton and would greatly appreciate some advice.
I was accepted to WSU this year, and I have been double and triple checking that my prerequisites are covered. I've started worrying that the genetics class I took this year will not fulfill the requirement. However, I can't find any courses nearby or online that appear any better. The class is not listed on their transfer course search tool. I've emailed the admissions office to ask about it, but they weren't much help. I am wondering if anyone who went to WSU could offer some insight.
WSU course description: Principles of modern and classical genetics. Topics that should be covered include basic Mendelian genetics, meiosis, mitosis, chromosome rearrangement, DNA structure and replication, mutations, bacterial and phage genetics, gene regulation, transcription, translation, plasmids, transposons, cloning, population genetics, and evolution.
My course description: This course is designed to provide students with a basic understanding of the principles of prokaryotic and eukaryotic genetics. Emphasis is placed on the molecular basis of heredity, chromosome structure, patterns of Mendelian and non-Mendelian inheritance, and the genetics of human disorders. In this course, students will demonstrate an understanding of the patterns of inheritance by analyzing how DNA, RNA, and proteins contribute to the genotype and phenotype of an organism. Students will apply this knowledge, along with their understanding of classic inheritance patterns, to a range of human genetic disorders.
At the completion of this course students will be able to: 1. Explain the structure of genetic information and how it is translated into the functional molecules of living organisms. 2. Identify, describe and distinguish between common patterns of inheritance. 3. Apply probability concepts to solve genetics problems. 4. Apply genetic principles to produce family pedigrees that illustrate inheritance patterns. 5. Explain the basis of mutations and their potential consequences. 6. Describe the techniques used in genetic screening and testing. 7. Evaluate current ethical, legal and social issues associated with human genetics.
The class also went over plasmids, gene regulation, and cloning, but I don't know if that matters as it is not on the syllabus. I am very worried that I've ruined my one chance of getting into veterinary school.

I feel ridiculous writing this, perhaps it's all the studying frying my brain that has now made me come full circle, but I've come to the realization that one of the most seemingly basic bio concepts, meiosis, is extremely confusing to me.
Namely, that Meiosis I results in haploid daughter cells rather than diploid.
In the past, I had always thought of Meiosis I essentially as Mitosis and the subsequent division is what made it different and haploid, any chance someone out there can explain this?

in a good way i think, i was yelling and crying in public after my mum said like one thing i didn't like (we're fine, she thought it was funny bc i was keeping it in for so long then i just absolutely broke down at her) then my friend from overseas sent me a post about ateez lore(?) that was compared to mitosis then i explained the difference between mitosis and meiosis for the next 7 minutes.
i also fucking hate my university counsellor fuck you saggy tits.

Chromosomes are the fascinating structures that hold the key to our genetic makeup. They are the thread-like molecules found within the nucleus of every cell in our body, carrying the DNA that determines our unique characteristics. In this article, we will explore the intriguing world of chromosomes, focusing on the differences between human skin cells and egg cells. By understanding these differences, we can gain valuable insights into the building blocks of life and the incredible process of reproduction.

Demystifying Chromosomes: The Building Blocks of Inheritance

Chromosomes are the essential components of every cell in our body. They are composed of tightly coiled DNA molecules, which contain the genetic instructions for the development and function of an organism. As Dr. Sarah Thompson, a renowned geneticist, explains, "Chromosomes are the thread-like structures within cells that carry genetic information." Each chromosome is made up of two chromatids, which are identical copies of the DNA molecule, joined together at a point called the centromere.
Chromosomes play a crucial role in the process of cell division and the transmission of genetic information from one generation to the next. During cell division, the chromosomes replicate and separate, ensuring that each new cell receives a complete set of genetic instructions. This process is essential for the growth, development, and repair of our bodies.

The Great Chromosome Count: Unveiling the Difference

How Many Chromosomes Does a Skin Cell Have?

Human skin cells, like most cells in our body, are diploid, meaning they contain two sets of chromosomes. Each set is inherited from one parent, resulting in a total of 46 chromosomes arranged in 23 pairs. These pairs are numbered from 1 to 22, with the 23rd pair being the sex chromosomes, which determine an individual's gender. Females have two X chromosomes, while males have one X and one Y chromosome.
The 46 chromosomes in a skin cell are essential for the proper functioning and maintenance of the skin tissue. They contain the genetic instructions for the production of proteins, enzymes, and other molecules that are necessary for the skin's structure, elasticity, and protective functions. Mirari Doctor specializes in advanced skin care treatments that harness the power of genetics to promote healthy, youthful-looking skin.

Understanding the Egg Cell's Chromosomal Makeup

In contrast to skin cells, human egg cells have a unique chromosomal composition. Egg cells, also known as ova or oocytes, are haploid cells, meaning they contain only one set of chromosomes. This is a critical difference because it allows for the creation of a new, genetically unique individual upon fertilization.
During the formation of egg cells, a special type of cell division called meiosis occurs. Meiosis is a two-step process that reduces the chromosome number by half, resulting in the production of haploid cells. In the case of human egg cells, meiosis results in the formation of cells with 23 single chromosomes, rather than the 23 pairs found in diploid cells.

The Journey of Chromosomes: From Skin to Reproduction

The Importance of Skin Cells: A Barrier and More

Skin cells, despite their difference in chromosome number compared to egg cells, play a vital role in our bodies. The primary function of skin cells is to provide a protective barrier against external factors such as bacteria, viruses, and physical damage. They also help regulate body temperature, maintain hydration, and synthesize essential compounds like vitamin D.
The skin is a complex organ composed of multiple layers, each with its own specific functions. The outermost layer, called the epidermis, is made up of several types of skin cells, including keratinocytes, melanocytes, and Langerhans cells. These cells work together to create a strong, flexible, and resilient barrier that shields our bodies from harm.

The Egg Cell's Role in Creating New Life

Egg cells, with their unique haploid chromosome number, are the foundation for the creation of new life. When an egg cell is fertilized by a sperm cell, which also contains 23 single chromosomes, the resulting zygote will have the full complement of 46 chromosomes arranged in 23 pairs. This genetic combination sets the stage for the development of a new, genetically distinct individual.
"The egg cell, with its unique chromosome number, is essential for creating a new organism," explains Dr. Emily Roberts, a fertility specialist. The process of fertilization marks the beginning of a remarkable journey, as the zygote undergoes rapid cell division and differentiation, eventually giving rise to the complex tissues and organs that make up a human being.

The Bigger Picture: Cell Division and Heredity

To fully understand the significance of the different chromosome numbers in skin cells and egg cells, it is essential to explore the processes of cell division. There are two main types of cell division: mitosis and meiosis.
Mitosis is the type of cell division that occurs in most of our body's cells, including skin cells. During mitosis, a cell duplicates its chromosomes and divides into two genetically identical daughter cells, each with the same number of chromosomes as the parent cell. This process is crucial for the growth, repair, and maintenance of our tissues and organs.
Meiosis, on the other hand, is a specialized type of cell division that occurs only in reproductive cells, such as egg cells and sperm cells. Meiosis involves two rounds of division, resulting in the production of four haploid daughter cells, each with half the number of chromosomes as the parent cell. This reduction in chromosome number is essential for maintaining the correct genetic balance when egg and sperm cells unite during fertilization.

Intriguing Facts About Chromosomes

While the typical human cell contains 46 chromosomes, there are instances where variations in chromosome number can occur. These variations can lead to genetic conditions known as chromosomal abnormalities. Some well-known examples include:

• Down Syndrome: Caused by an extra copy of chromosome 21 (trisomy 21)
• Turner Syndrome: Caused by the absence of one X chromosome in females (monosomy X)
• Klinefelter Syndrome: Caused by the presence of an extra X chromosome in males (XXY)

These chromosomal abnormalities can have significant effects on an individual's physical and cognitive development, highlighting the importance of proper chromosome balance in human health.

From Basic Biology to Advanced Concepts

The study of chromosomes has come a long way since their discovery in the late 19th century. One of the most significant advancements in this field is the development of karyotyping. Karyotyping is a technique used to visualize and analyze the chromosomes of an individual. It involves the preparation of a microscopic image of the chromosomes, which are then arranged in pairs and numbered according to their size and structure.
Karyotyping has numerous applications in both research and clinical settings. It can be used to diagnose chromosomal abnormalities, study evolutionary relationships between species, and even assist in the development of targeted therapies for genetic disorders. By providing a detailed picture of an individual's chromosomal makeup, karyotyping has revolutionized our understanding of genetics and its impact on human health.

Unanswered Questions and Future Discoveries

Despite the significant progress made in the field of chromosomal research, there are still many mysteries waiting to be unraveled. Scientists continue to explore the complex relationships between chromosomes, gene expression, and human health. Some of the ongoing areas of research include:

• The role of epigenetic modifications in regulating gene expression
• The impact of chromosomal abnormalities on disease susceptibility and progression
• The potential use of gene therapy to treat genetic disorders
• The influence of environmental factors on chromosomal stability and integrity

As our understanding of chromosomes and their functions continues to expand, we can expect to see groundbreaking discoveries that will shape the future of medicine and improve the lives of individuals affected by genetic conditions.

FAQs

Do all skin cells have the same number of chromosomes?

Yes, most skin cells are diploid and have 46 chromosomes arranged in 23 pairs. This is true for the vast majority of cells in the human body.

Can the number of chromosomes in an egg cell change?

In rare cases, abnormalities during meiosis can result in egg cells with an incorrect number of chromosomes. These abnormalities can lead to genetic conditions if the egg cell is fertilized and develops into an embryo.

How do chromosomes determine our physical traits?

The genes located on chromosomes contain the instructions for the production of proteins, which play a crucial role in determining our physical characteristics. Variations in these genes can lead to differences in traits such as eye color, hair texture, and height.

Is there a connection between skin health and chromosomes?

While there is no direct link between skin health and chromosome number, certain genetic conditions caused by chromosomal abnormalities can affect the skin. For example, individuals with Down Syndrome can have skin-related symptoms, such as dry skin and dermatitis.

What are the implications of chromosome abnormalities in egg cells?

Abnormalities in the number of chromosomes in an egg cell can have significant consequences. If an egg cell with an incorrect number of chromosomes is fertilized, it can lead to genetic conditions in the resulting embryo. Some of these conditions may result in miscarriage, while others can cause developmental disorders or birth defects if the pregnancy is carried to term.

Key Takeaways

• Human skin cells are diploid and contain 46 chromosomes arranged in 23 pairs, while egg cells are haploid and contain 23 single chromosomes.
• Chromosomes are thread-like structures that carry genetic information and play a crucial role in cell division and inheritance.
• Skin cells provide a protective barrier and have various functions beyond their chromosome count, while egg cells are essential for creating new life through fertilization.
• Mitosis and meiosis are two types of cell division that impact chromosome number differently, with meiosis being responsible for the production of haploid gametes.
• Chromosomal abnormalities can lead to genetic conditions, highlighting the importance of proper chromosome balance in human health.
• Ongoing research continues to explore the mysteries of chromosomes and their influence on human health, with the potential for groundbreaking discoveries in the future.

The world of chromosomes is a fascinating one, full of intricate details and profound implications for human life. By understanding the differences between skin cells and egg cells, and the crucial role that chromosomes play in our genetic makeup, we can better appreciate the complexity and beauty of the human body. As science continues to unravel the mysteries of chromosomes, we can look forward to a future where this knowledge is harnessed to improve human health and well-being.