What underlying mechanisms might explain these adverse health consequences of shift work?

Biological rhythms coursework

Write a response to sets of questions around three separate topics within biological rhythm research (750 words per response, not including references, figures and diagrams. Self-made tables can be included but will count towards the word count).

Question 1 (750 words max)

There is substantial evidence that working shifts has many adverse health consequences. (Please write about more scientific health consequences, (e.g. increased risk for diabetes, cardiovascular disease and cancer), rather than general health consequences, (e.g. decreased productivity and diminished quality of life.))

  1. What underlying mechanisms might explain these adverse health consequences of shift work? (50%)
  2. How might you go about designing a “healthier” shift work schedule? (25%)
  3. What advice could you provide shift workers to improve their health outcomes? (25%)

Question 2 (750 words max)

A group of seasonal hamsters underwent surgery to destroy cells of the superior cervical ganglion (SCG). For 10 weeks, one group of these animals was then kept in a long photoperiod (14-hours light: 10-hours dark), with the other group in short photoperiod (10- hours light: 14-hours dark).

  1. Describe and explain the 24-hour/circadian SCN rhythms that you would expect to observe in each group. (40%)
  2. Describe and explain the 24-hour/circadian concentration of melatonin in the blood that you would expect to observe in each group. (30%)
  3. Discuss the relevance of this research to humans living in the 21st (30%)

Question 3 (750 words max)
For many years it was thought that the intrinsic period of the human circadian pacemaker was 25 hours.

  1. Describe the protocol which led to this estimate of approximately 25 hours period in humans. (25%)
  2. Explain why in this protocol the estimate is likely to be longer than the true intrinsic circadian period. (25%)
  3. Give examples of data and/or protocols that indicate that the intrinsic period is closer to 24 hours and discuss why these estimates may be better estimates, or are still confounded? (25%)
  4. Give an example of an observation that suggests that modern estimates of the intrinsic human circadian period are valid, and relevant to understanding entrainment of human circadian rhythms. (25%)

 

Guidelines:

This is an individual assessment, in which you answer questions around three topics. Each of the three topics will ask 3-4 questions. The answers are written as narratives and should be supported by facts and concepts which can be taken from several types of sources, including:

  • Scientific papers
  • Other peer reviewed sources

Key pieces of advice:

  • Read the question carefully and provide an answer that addresses the full
  • If there is conflicting information in the literature, indicate this, rather than choosing one view and ignore others.
  • Be precise in your answer.

Formatting guidelines:

  • 3 sections of answers (750 words max for each section) in a single file.
  • Answers to each question are continuous narratives, which do not require headings.
  • Use unambiguous language, name exactly what you mean.

Referencing:

  • Vancouver style

 

Assessment criteria/ mark scheme, marking criteria are based on the grade descriptors, and include the inclusion of:

  • Application of knowledge of scientific background; reliance on full range of resources.
  • Specificity of the answer in addressing the question
  • Depth of reasoning
  • Integration of facts, principles and theories
  • Application of independent thinking and concise argumentation

Learning outcomes assessed:

  • Critically evaluate the intellectual and technical aspects of published literature
  • Understand theoretical concepts and protocols and tools used to assess circadian rhythmicity Use electronic databases to selectively access information
  • Show capacity for independent, critical thinking
  • Evaluate research findings and scientific literature and demonstrate the ability to find and evaluate appropriate sources of material and to critically assess it.
  • Demonstrate an understanding of research design and planning and the limits of scientific findings.
  • Interpret qualitative and qualitative data
  • Learn independently
  • Communicate ideas, principles and theories effectively by oral, written and visual means