zilongwang/ReadingBank huggingface dataset:
Tuncay, Linda, and Cele C. Otnes, “Exploring the Link between the “New Masculinity” and Consumption: Underlying Tensions and Shopping Behavior,” 2006 Advertising and Consumer Psychology conference, Houston. Coulter, Robin, DeBerry Spence, Benet and Cele C. Otnes, “Shopping with Consumers in Subsistence Marketplaces,” 2007 Subsistence Marketing conference, Chicago. Fischer, Eileen, Cele C. Otnes and Linda Tuncay, “Oh Baby! Reconciling “Artificial” Means and Authentic Parenthood,” 2008 CCT Conference, Boston. “Providers’ Perceptions of the Structure and Function of Ritual Language,” 2008 AMA ServSig, Bethesda. Invited Panelist, Consumer Culture Theory session, 2013 AMA Winter Educators’ Conference, Las Otnes, Cele and Pauline Maclaran, “Consuming the Crown: Key Facets of the British Royal Family Experience,” 2013 EACR Conference, Barcelona. Invited Roundtable Participant, “Eco-Food Consumption: The Roles of Ethics, Healthstyles and Environment,” 2013 EACR conference, Barcelona. Otnes, Cele, Julie A. Ruth and Elizabeth Crosby, “Product-Agency Benefits: Integrating CCT and Marketing Strategy,” 2014 CCT Conference, Helsinki. Cele and Pauline Maclaran, “American Anglophilia and Consuming the British Royal Family as Brand,” to be presented at the Transatlantic Dialogues in Cultural Heritage Conference, 2015, Liverpool. Otnes, Cele, “Propping up the Queen: Exploring the Macro Factors Supporting the British Royal Family Brand,” Invited Presenter/Panelist, Consumer Cultures Event, co-sponsored by RMIT and the University of Melbourne, Nov. 2015. Conferences as Attending Co-Author but not Presenter Otnes, Cele C., Behice Ece Ilhan and Atul Kulkarni, “Use of Customer Rituals by Service Firms with High versus Low Entrepreneurial Orientations,” 2007 Frontiers in Services Marketing Conference, San Francisco. Maehle, Natalia, Cele C. Otnes and Magne Supphellen, “Consumers’ Perceptions of Brand Personality: An Exploratory Study,” poster, 2010 EACR conference, London. Maclaran, Pauline, Elisabeth Tissier-Debordes, and Cele Otnes, “Transformation and Embodied Ritual in a Themed Servicescape Setting,” 2013 EACR Conference, Barcelona.
ACTION LOG Community Engagement Group Date Action Raised Action Item Action Date Action due by Responsible Person Update Ongoing actions 1 19/02/18 Health outreach and traveller community in Mildenhall David Trayer to speak with market cross Surgery to see what involvement there has been from health Outreach supporting the engagement of the travelling community in the practice. 26/4/18 Katie Sargeant 26/04/18KS has emailed the Market Cross Practice manager to see if there is any update. New Actions 1 26/04/28 Volunteering TF to circulate the Kings Fund paper on volunteering 10/05/18 Teresa Farley Completed 2 26/04/18 Planned development and GP surgery resources. TF to speak with planning at West Suffolk Councils regrading planning legislation. TF to liaise with Lois Wreathall to discuss if GP surgeries have contingency plans for new development in their areas. 28/06/18 Teresa Farley/ Lois Wreathall 3 26/04/18 ‘Better Care Funding’ Jane Payling to report back to the CEG if ‘Better Care Funding’ is in addition to the CCG budget. 28/06/18 Jane Payling 4 26/04/18 Citizens Advice Bureau AGM TP to identify an appropriate person to be the guest speaker at 28/06/18 John Troup
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Order total (cash or check to “SFPTA”) _______________ check #_________ RETURN BY 31. Orders will be sent home with your child the week of April 24.
SECTION 1 Family Information Family Information (include all those living in the family home) If unborn, state name as ‘unborn baby’ and mother’s name, e.g. unborn baby of Ann Smith. Children and Young People Name Date of Birth Gender M/F Ethnicity Disability (please specify if appropriate) Parents /Carers Name Date of Birth Gender M/F Ethnicity Disability (please specify) Relationship Key Information
GROUP 2 Attendee Organisation Allister Young Coastline Housing Phil Kennedy and Cornwall Police Steve Matthews JCP Ian Knight HCA Phil Mason Cornwall Council CC Paula Dolphin Councillor Clare Salmon Cornwall Council Oliver Baines GREG Adam Birchall Cornwall Council Christopher Roy Cornwall Council Principles of good governance Questions to consider Accountability Are arrangements in place to ensure that there is effective scrutiny of decision-making by those seeking to hold the executive to account (non-executives, the public, other parties)? Does the governance ensure that are held to account, how? Business engagement Does the model provide for the effective involvement of local business interests? What role will local enterprise partnerships (LEPs) play in governance? How are local businesses involved? Key discussions Democracy vs Expertise 70% of budget – need expert input CEOs of public services elected? (Too busy for democratic process) Elected members direct assistance from appointed experts makers
Contents Introduction NHS Borders has an excellent reputation in Scotland for all round good performance, delivering well in many areas including waiting times, finance and above all the provision of safe and high quality patient services. This publication showcases a selection of achievements by employees from across our organisation who go the extra mile, every day, to care for the people of the Borders. Whilst celebrating our success we must also be mindful that, as we head towards 2020 we face a number of challenges, as the population ages and
Section two – purpose of Celebrating Age: Arts and Cultural Organisations Leading Change (round two) Aims and outcomes Background Arts Council England is committed to supporting everyone to access great arts and culture. The Taking Part survey currently shows a dramatic drop off in engagement levels for arts, galleries and museums activity from age 75 plus. This programme will help us to achieve our mission and to enrich arts and culture for everyone. The aspiration for excellence is central to the activity we will support – this covers both excellence of art and excellence of the process of engaging with older people. We believe that cultural spaces can provide havens for older people, carers and families, and that they can also act as hubs for outreach activity that can re-engage isolated older people. Public funding of arts and culture should be invested for the benefit of everyone and it should offer opportunity and draw on all talents irrespective of age. We are proud of the activity that is currently led by artists, arts organisations and museums and we are convinced that there is potential to do more. We know that cultural spaces can make a significant difference to the lives of older people in their communities. This programme will help to ensure that age is not a barrier to accessing Arts Council funded activities. The central aims of this fund will support cultural spaces and other organisations working collaboratively, in partnership or as a consortia, to do one or more of the following: more older people engaging with cultural spaces and organisations more cross generational activity and opportunities to engage helping people to engage for the first time helping people to maintain engagement into older age
Adult focus sheet- Celebration card. Week beg: L, PSE, CL, PD, UW Adult: Learning Intention: To write a party invitation. Success Criteria: *To link sounds to letters. * To use some clearly identifiable letters to communicate meaning. *To write own name and other things. Differentiation: HA- To have a go at writing simple sentences. MA- To write familiar/unfamiliar words or key sounds. LA-To give meaning to marks made and write initial sounds. Activity: In a small group of 3 or 4 children explain that they are going to write a celebration card. (choose a celebration of your choice) Why do we have this celebration? Why do we send cards? What do they say? Look at a variety of celebration cards and discuss. What would you like to write in your card? Who would you like to send it to? Children to use the card template to write their celebration card. Can they write their envelope and seal their card? (this will give meaning to their writing) KEY NOTES: Encourage the children to use their phonic knowledge to write some regular and irregular words. Have phonics sound mats available. RESOURCES: Celebration cards Celebration card template Envelopes Phase 2 and 3 sound mat Children ( * achieved / support) Evaluation: Next step:
Schools must dial into the MVESC. Connection over IP is preferred, however, ISDN schools can arrange for your own bridge. LAB 1A (IP 204.9.145.244) LAB 1B (IP 204.9.146.155) It is wise to set up a test connection prior to your actual event. At any time, you are free to dial into the MVESC using IP 204.9.146.113 to test your connection. Please forward a copy of your external IP to the MVESC prior to your connection.
Application System CAS (Champlain St. Lambert & Dawson) Marianopolis SRAM (Vanier, John Abbott & French) Website http://commonapplication.qc.ca http://www.marianopolis.edu/ http://sram.omnivox.ca Number of choices Two choices. Second choice is evaluated only if refused to first choice. Two choices. Second choice is evaluated only if refused to first choice. One choice. Three rounds. Can apply to second round only if refused during first round. Admissions Champlain St. Lambert 450-672-7360 ext. 217 admissions@champlaincollege.qc.ca Dawson 514-933-1234 admissions@dawsoncollege.qc.ca 514-931-8792 ext. 300 admissions@marianopolis.edu Vanier 514-744-7500 admissions@vaniercollege.qc.ca John Abbott 514-457-6610 admissions@johnabbott.qc.ca Marks (Sec 5 Report Card) EMSB transmits electronically EMSB transmits electronically EMSB transmits electronically Marks (MEES Achievement Record) Uploaded electronically by CEGEP Uploaded electronically by CEGEP Uploaded electronically by CEGEP Application Fee $30.00 payable on-line $50.00 payable on-line $30.00 payable on-line Birth Certificate Mail to first choice CEGEP - long form Mail – long form Mail long form, only if born outside Quebec How to send docs: Send docs to FIRST CHOICE college For Dawson: Mail (use brown envelope in guidance) or in person (Room 2D.6) OR Fax to 514-931-1602, Attn: Admissions OR Email For Champlain: Mail or in person OR Fax 450-672-8297 OR Email **Write transaction number on each doc Upload online. In person @ SRAM office: 5701 Christophe-Colomb, Montreal, QC. **Write transmission number on each doc AND include a copy of the transmission receipt Remember to: Print application and note transaction number. application and note file number. Print application and transmission receipt.
10.30am What a Tree! Kinder 1 Butterflies Kinder 1 Butterflies Classroom 10.30am Prize Giving Ceremony to Year 6 students (Mr Silvio in charge) Upper Years School Yard (as part of the prayer break) 10.30am Autumn Tree Sculpture Year 1 Robins Year 1 Robins Classroom 10.45am Story Telling What does it mean to be green? Year 2 Daisies Year 2 Daisies Classroom 10.45am Interactive Talk to Year 6 students re Compost by Wasteserv Personnel Half of the Year 6 students School Library 10.45am Seed Planting Half of the Year 6 students School Grounds (with the help of the Science Teacher too) 11.00am Threading and Making Patterns Kinder 1 Dragons Kinder 1 Dragons Classroom 11.00am Threading and Making Patterns Kinder 1 Squirrels Kinder 1 Squirrels Classroom 11.00am Recyled Village of Gingerbread Houses Kinder 2 Canaries Kinder Canaries Classroom 11.15am Seed Planting Half of the Year 6 students School Grounds (with the help of the Science Teacher too) 11.15am Interactive Talk to Year 6 students re Compost by Wasteserv Personnel Half of the Year 6 students School Library 11.30am Making Art from Metal! Year 5 Sea Horses Year 5 Sea Horses Class 12.30pm Healthy Food: Children can buy healthy food at a cheap price during break. Details below. All school involved. Nurture Class Staff in charge of activity and caretakers School Grounds 1.00pm Prize Giving Ceremony to Year 5 students (Ms Helga in charge) Upper Years School Yard (as part of the prayer after break) 1.15pm Flags Year 4 Parrots Year 4 Parrots Classroom 1.15pm Chihuly Inspired Chandeliers (with the help of the Art Teacher) Year 4 Owls Year 4 Owls Classroom 1.15pm Year 4 Flamingos Year 4 Flamingos Classroom 1.15pm Christmas is Near! Year 5 Dolphins Year 5 Dolphins Classroom
1 November 2015 – 10am Service Item Responsibility Deliverer Start Time Finish Time Requirements Notes Speaker Intro/Message Tim/John Sound Desk Sound Desk John 10.28 10.55 Overhead Slides (Poverty Stats) Film 1 “The Poor Will Always” Film 2 “Kids Thank You” Slides and films are downloadable if not pre-loaded John to confirm timing John to confirm timing Offering Rachel Serving Team 10.55 11.03 Offering plates Margaret unavailable on serving team Song 4 Bob Worship Team 11.03 11.10 N/A “Prince of Peace” Close Service Tim Tim 11.10 11.15 Prayer Team available and coffee/cake being served in the foyer
[Satan] Right after Jesus was baptized, I saw my big chance-sss! The Holy Spirit led Jesus into the wilderness to be tempted by the very bessst – me - Satan, sss sss sss! had no food for 40 days and 40 nights. I said, “Make bread from the stones-sss.” It was just a suggessstion. He said, “The scriptures say, ‘Man cannot live by bread alone, but by every word that comes from the mouth of God.’” (Roll eyes.) Then, I took Him to the top of the Temple. “Jump!” I said, “His angels will save You.” It was just a suggessstion. He said, “Do not test the Lord your God.” (Roll eyes.) Finally, I took Him to the highest mountaintop. I showed Him all the kingdoms of the world. I said: “It’s all Yours, if You’ll bow down and worship me.” It was just a suggessstion. Jesus said, “Worship the Lord your God and serve Him only.” (Roll eyes.) He sent me away. But, I’ll be back. That reminds me - has anyone seen Judassss? Sss, sss, sss. Note to Reader: Satan holds binoculars a symbol of his search for battle opportunities. To review this story, skim Matthew 4:1-11. Kings & Kingdoms Celebration Script: Reading 16 16. His Followers [Andrew] My name is Andrew and I’ll never forget the day we met Jesus. He was standing by the sea, with people crowding all around. Then He came over and sat down in our boat and preached to the crowd from
there. When He finished, He said He wanted to fish. He was my kind of guy! Peter and I knew there were no fish to be found – we already tried the whole night. Not one fish! But with Jesus in the boat, when Peter put down our net, it filled with so many fish that we couldn’t even pull it in. James and John had to help us bring it to shore. Then Peter freaked out and fell at Jesus’ feet. Jesus said, “Don’t be afraid. Come, follow Me and I will make you fishers of men.” And that was all it took. Peter and me, James and John - we all just dropped our nets right there. We followed Him, and He made us fishers of men, just like He said. SONG: Follow me (Matthew 4:19; 16:24) Note to Reader: Andrew wears a fishing hat as a symbol of a fisherman. To review this story, skim Luke 5:1-11. Kings & Kingdoms Celebration Script: Reading 17 17. His Teachings [Nicodemus] I followed Him one night so my friends wouldn’t see me. I’m Nicodemus. I’m one of the Pharisees on the Jewish Council. Even though I teach God’s Law, I had questions of my own for Jesus that night. He said we must be born again. So I asked, “How can I be born again when I am old?” He told me, “No one can enter God’s kingdom without
You’re invited to the Celebrity Bartending to kick off SafeNet’s 2018 Join us on January 23, 2018, at 5pm at Calamari’s Squid Row 1317 Street Come see local bankers, business people, community leaders and members of the bar actually tend bar! Enjoy select $3 wines/$2 beers/$1 sliders from 5pm-7pm. Ask your favorite celebrity to make your favorite drink and tip him/her generously to help them win bragging rights for having raised the most money for victims of domestic violence. 5:00 – 5:30 pm Atty. Rich Perhacs (Knox Law) and Julie Wilson (Marquette) 5:30 – 6:00 pm Tim NeCastro (Erie Insurance) and Pete Sitter (Marquette) 6:00 – 6:30 pm Erin Fessler (Erie Community Foundation) and Abby Wellman (PNC) 6:30 – 7:00 pm Mike Carlin (Northwest Bank) and Ann Carlin (Erie Insurance) 7:00 – 7:30 pm Dr. Christopher Clark (Saint Vincent) and Jim Teed (Highmark) 7:30 – 8:00 pm Bob Pfister (Real Estate) and Abby Lechner (Decision Associates) And remember to Save-the-Date to play Scrabble on February 26 at the Bayfront Convention Center at 5pm. Call 455-1774 x 235 to RSVP.
Week 3 T 9/12 TH 9/14 Discussion of Thompson, charting, argument map, claims Identifying evidence ; the language of analysis Week 4 T 9/19 TH 9/21 Thompson & digital literacy Drafting Thompson paper, rough draft due Peer Review Workshop Week 5 T 9/26 TH 9/28 Conferencing (meet with professor) No class
Sources: 1 Copeland, Larry, “Jump in Connecticut traffic deaths called statistical blip,” USA Today News, December 13, 2011, <> (June 2013) 2 Colorado Department of Transportation Drugged Driving Statistics 2006 - 2011, <> (July 2013) 3 Armentano, Paul, “Cannabis and Driving: A Scientific and Rational Review,” September 12, 2011, <> (July 2013) 4 Columbia University School of Public Health – NYC, as reported in Health Day, October 2011 5 Wolf, Jeffrey and Kahnart, Eric, KUSA Channel 9 News, Denver, CO, “Drugged Driving Getting Worse in Colorado”, February 17, 2011, <> (July 2013) 6 National Highway Traffic Safety Administration, “Drugs and Human Performance Fact Sheets”, 2009, <> (July 2013) 7 Liberty Mutual Insurance and Students Against Destructive Decisions (SADD) release, “One in Four Teens Admits to Driving Under the Influence and Many Believe It Does Not Impact Their Safety”, April 25, 2013, <> (July 2013) 8 National Highway Traffic Safety Administration, and Human Performance Fact Sheets”, April 2004, <> (July 2013) 9 Li, Mu-Chen, Brady, Joanne E., DiMaggio, Charles J., Lusardi, Arielle R., Tzong, Keane Y. and Li, Guohua, “Marijuana Use and Motor Vehicle Crashes”, Epidemiologic Reviews, 2012;34:65-72, <> (July 2013) 10 National Institute of Health Public Access, ANJ Addict 2009, conducted with the Connecticut Health Care System/Yale University of Medicine 11 Healthy and Drug Free Colorado, “Marijuana Legalization: The Issues”, March 2012, <> (July 2013) 12 Asbridge, Mark, Hayden, Jill A., Cartwright, Jennifer L., Department of Community Health and Epidemiology, Dalhousie University, Halifax, Nova Scotia,
Percent of marijuana-related exposures involving children ages 0 -5 years From 2006 – 2008, a yearly average of 7 percent1 of all Colorado marijuana-related exposures were children ages 0 – 5 That average is twice the national average of 3.5 percent.2 From 2009 – 2011, a yearly average of 16.2 percent1 of all Colorado marijuana-related exposures were children ages 0 – 5 years. That average more than doubled the 2006 – 2008 rate of 7 percent and was triple the national average of 5 percent.2 Colorado marijuana-related exposure all ages The annual average reported in Colorado marijuana-related exposure for all ages for 2006 – 2008 was 57 compared to an average of 73.6 for 2009 - 2011.1 This is an increase of 29 percent. All ages Colorado marijuana-related exposures The annual average Colorado marijuana-related exposure cases for all age groups in 2006 – 2008 compared to 2009 – 2011 increased except ages 18 – 25 years. Ages 0 – 5 = 200 percent increase Ages 6 – 12 = 60 percent increase Ages 13 – 14 = 92 percent increase Ages 15 – 18 = 7 percent increase Ages 18 – 25 = 28 percent decrease Age 26+ = 69 percent increase Data: SOURCE: Rocky Mountain Poison Center1 NOTE: There are exposures that may go unreported to the poison control centers. The data is not intended to assume every incident of exposure to marijuana was reported to the RMPC. SOURCES: Rocky Mountain Poison Center Data1 American Association of Poison Control Centers2
SIZES AVAILABLE MODEL A B C Hem Marker Stand Standard Y Y Y Pin Grip 5 star Standard Plus Y Y Y Pin Grip 5 star with castors Deluxe Y Y Y Free standing Chalk Round wooden base MEASUREMENTS SIZE A B C Bust ins: 33 - 41 cms: 84 – 104 ins: 39 - 47 cms: 99 – 119 ins: 45 - 53 cms: 115 – 135 Waist ins: 26 - 33 cms: 65 – 84 ins: 32 - 40 cms: 81 – 101 ins: 38 - 46 cms: 97 – 117 Hips ins: 35 - 43 cms: 89 – 109 ins: 41 - 48 cms: 104 – 122 ins: 47 - 54 cms: 119 – 137 Back length ins: 15 – 16.5 cms: 38 – 42 ins: 15 – 16.5 cms: 38 – 42 ins: 16 - 18 cms: 40 – 45 Height (max) ins: 76 cms: 193 ins: 76 cms: 193 ins: 76 cms: 193 Adjustoform Products Ltd, Units 1 & 2 Mace Lane Industrial Estate Ashford, Kent TN24 8EP, United Kingdom Tel: +44 (0)1233 625 227, Fax: +44 (0)1233 612 352 Email: Web: ***** 2 YEAR GUARANTEE ON FAULTY MATERIAL OR MANUFACTURE *****
5 4 3 2 1 or 0 Organelles Cell City has at least 11 organelles accurately represented and labeled Cell City includes 9 or 10 organelles that are accurately represented and labeled Cell City includes less than 9 organelles or not all are accurately represented or labeled Cell City includes less than 5 organelles or many are not labeled Cell City does not include the correct organelles Analogy Analogy or story makes sense and fits with function of cell Most of the analogy/story makes sense and fits within the function of cell Some of the analogy/story does not make sense, most fit with the function of cell Most of the analogy/story does not make sense, does not fit with the function of cell None of the analogy/story makes sense, does not fit with function of cell Key Key is present and all organelles are listed within the key Key is present, 1 to 2 are missing Key is present, 3 to 4 parts are missing Key is present, 5 or more parts are missing Key is not present Design Design a great deal of creativity, neatness, detail and effort Design shows significant creativity, neatness, detail and effort Design shows a moderate level of creativity and effort, some parts are not represented neatly Design shows little creativity or effort, messily drawn or arranged Design shows no creativity or effort, messily drawn or arranged Cell City Powerpoint Procedures Must include 3 slides Slide 1: City Design
are damaged they cannot be replaced. Again find the cell cycle drawing on this worksheet and draw an arrow in black on the cell cycle showing where a cell would enter the Go phase. From of the cell cycle do cells sometimes EXIT? What happens to cells that enter the G0 stage? Name 3 types of cells that enter the G0 phase when they are mature? What happens if cells are damaged during your lifetime? The G1 phase is a period in the cell cycle during interphase, after cytokinesis (process whereby a single cell is divided into two identical daughter cells whenever the cytoplasm is divided) and before the S phase. For many cells, this phase is the major period of cell growth during its lifespan. During this stage new organelles are being synthesized (made), so the cell requires both structural proteins and enzymes, resulting in great amount of protein synthesis. Color the G1 phase green on the cell cycle drawing. What stage occurs after cytokinesis? What part of the cell is divided during cytokinesis? What are the new cells called and how do they compare with each other? What is major thing happening to a cell during G1? What cell structures are made in G1?
Identify and Explain Interuption Identified interuption of cell cycle, Thoroughly explained signifigance of interuption Identified where interupted, moderate explanation of signifigance Identified intereuption, briefly explained signifigance Identified intereuption, weak explanation Identified interuption, no explanation Identify and Explain treatment Identified current treatment and thoroughly explained why using the cell cycle Identified current treatment and moderately explained touching on cell cycle. Identified current treatment, good explanation without cell cycle. Identified current treatment, weak explanation. Identfied current treatment, no explanation. Overview of Cancer Thorough summary of the chosen cancer. Good summary of the chosen cancer. Okay summary of the chosen cancer. Weak summary of the chosen cancer. Little to no effort in summarizing chosen cancer. Total Points: /25 Presentation Category 3 2 1 Overview of Cancer Well developed summary of findings. Good summary of findings. Weak summary of findings. Explain Interuption Identified where interuption happens and what that causes. Identified interuption, moderate explanation. Identified Interuption, little to no explanation.
Cell Organelle Study Guide List the organelles found ONLY in plant cells. Describe a key fact about it, how it operates, and provide an analogy for each in the space below. 6 Key fact about it How it operates Analogy Cell Wall Made of cellulose, very tough Keeps the cell rigid, keeps some bad stuff out Cell wall is to cell as cell phone case is to cell phone, or wall in classroom is to the classroom Chloroplast It’s where photosynthesis happens Takes sunlight, and chlorophyll, to turn H2O and CO2 into glucose for the plant, Oxygen as a waste. Chloroplast is to cell as pollen is to honey, or as solar charger is to solar calculator. List other organelles of a cell, to include a key fact, how it operates, and an analogy. Organelle name Key fact How it operates Analogy Cell membrane Made of lipids and proteins, so it has some openings or pores. Lets some stuff in, so it’s semi-permeable. Membrane is to cell as skin is to human body. Vacuole It’s basically just a membrane that can stretch big time, waiting for something it can Big time water storage for plants, can also store food and waste. Vacuole is to cell as refrigerator is to house. Nucleus Controls cell operations, and contains all the genetic information for the entire organism Has DNA which is the key for its operations and heredity. Nucleus is to cell as brain is to human. Nucleolus Is found inside the nucleus, processes amino acids. Makes and sends out the two parts that make up a ribosome. Nucleolus is to cell as butcher is to meat department of a grocery store. Organelle Key fact How it functions Analogy Ribosome It’s the protein maker of the cell Takes amino acids and assembles into one of over twenty proteins Ribosome is to cell as meat department is to grocery story
Campaign Speech Includes all of the following: complete description of structure complete description of function deflects mudslinging attacks from others comparison to others convincing argument WHY most important organelle Links importance of organelle to cell, organism, ecosystem and/or world in a convincing way 50 points possible Includes partial descriptions of requirements for advanced. Missing some requirements for advanced or very poor descriptions of requirements. Pamphlet OR Twitter OR TV Ad Includes all of the following: on Includes catchy graphics details the structure of the organelle details the function of the organelle structure related to function of organelle details or infers WHY organelle is most important organelle importance to cell, organism, ecosystem and/or world, convincingly 40 points possible Includes partial descriptions of requirements for advanced. Missing some requirements for advanced or very poor descriptions of requirements. Slogan Slogan is: and catchy easy to remember details or infers greatness of organelle utilized in multiple aspects of campaign (ie: posters, t-shirt, etc) 5 points possible Includes partial descriptions of requirements for advanced. Missing some requirements for advanced or very poor descriptions of requirements. Poster Poster is: organized easy to read and see colored utilizes all appropriate space and is correct size details or infers greatness of organelle 10 points possible Includes partial descriptions of requirements for advanced. Missing some requirements for advanced or very poor descriptions of requirements. Mudslinging Smear campaigns include: smear campaign presented against FIVE of the other organelles convincing arguments presented against FIVE of the other organelles provided some kind of literature as part of smear campaign 15 points possible Includes partial descriptions of requirements for advanced. Missing some requirements for advanced or very poor descriptions of requirements. Creativity LOTS of creativity used in ALL of the campaign. 10 points possible Creativity used in some parts and not others. 5 points Very little creativity used. 1 point possible Extra Credit T-shirt? Buttons? Etc.? TOTAL 130 Points
Page 2 What you need to do: Copy and paste your profile picture, name, status from the previous page. Write in the background information, personal information and the contact information for your organelle. Add the information to the “Information” box in the bottom left corner.
charger, and power outlet Material Availability Easy to obtain if you have a cell phone. may also use another type of electronic device (e.g., iPad, iPod) Cost $0 Safety Be careful plugging in and unplugging your cell phone charger! Abstract Our electronic devices are now ubiquitous since they entertain us, educate us, and keep us connected to our friends, family, and the world around us. We must charge our devices to keep them going, but often we end up charging the device well beyond the time it reaches 100% battery power – so what is the overall effect of this extra charging? In this experiment, we will develop a data set specific to our chosen electronic device so we can understand the true power draw of our electronic device, but when we are charging it to reach full battery capacity and when we charge it after we have reached a 100% charge. Following our data collection and analysis, we will examine “what it all means” through the lens of one of the 12 principles of green engineering – maximizing efficiency (including
evidence may be procured to be used in the prosecution of such person or persons unlawfully possessing or using the same in violation of the laws of the State of Florida. ______________________________ , Affiant SWORN TO AND SUBSCRIBED before me this __ day of , . _______________________________ Notary or Assistant State Attorney The above Application for Search Warrant coming on to be heard and having examined the application made under oath and the above sworn affidavit set forth and other facts and thereupon being satisfied that there is probable cause to believe that the grounds set forth in said Application and the facts do exist and that the law is being violated, I so find, and a search warrant is hereby allowed and issued. ______________________________ CIRCUIT JUDGE S.A.review: ______________________ ATTORNEY NAME, Assistant State Attorney IN THE CIRCUIT COURT OF THE EIGHTH JUDICIAL CIRCUIT IN AND FOR STATE OF FLORIDA, Plaintiff -vs- AGENCY CR #: , SEARCH WARRANT Defendant. ____________________________________________
Cell Quiz #1 – Guide Cell Types, Scientists, Cell Theory, Cell Structure & Function Cell Terminology Organelles – structures within a cell that help it survive Cell – the building blocks of life Tissues – cells working in teams Organs – tissues working together Organ system (body system) – organs working together Organism – organ systems working together; any living thing Unicellular – made of a single cell Multicellular – made of many cells Prokaryotic – a cell with no nucleus; bacteria Eukaryotic – a cell with a nucleus and complicated internal structure Microscope – instrument that magnifies an object; needed to view most cells Important Scientists Hooke – observed the first cell; coined the term ‘cell’ (tiny room) van Leeuwenhoek – observed ‘animalcules’ (bacteria and protists) Schleiden – plants are made of plant cells Schwann – animals are made of animal cells Virchow – The Cell Theory all organisms are composed of one or more cells cells are the basic units of structure and function in all living things cells can only come from other living cells Prokaryotic Cell Characteristics Four main parts – cell membrane, cytoplasm, ribosomes, and DNA Simple cell All have a cell wall and some may have a layer called a capsule Oldest living organisms on earth Eukaryotic Cell Characteristics Animal Cells Cells Four main parts – cell membrane, cytoplasm, ribosomes, and DNA Four main parts – cell membrane, cytoplasm, ribosomes, and DNA Contain a very complicated system of structures; many organelles including lysosomes, centrioles and many vacuoles Contain a very complicated system of structures; many organelles including chloroplasts, cell wall, and large vacuole Cell Structure & Function – Organelles Cell membrane – controls materials going into and out of the cell (all cells)
Cell wall – provides strength and support to the cell membrane cells, bacteria) Centrioles – involved in cell division (animal cells) Chloroplasts – organelle where photosynthesis occurs (plant cells) Chromosomes – contain DNA (all cells) Cytoplasm – surround and support the cell’s organelles (all cells) Endoplasmic Reticulum (ER) – internal delivery system of the cell (eukaryotic cells) bodies (Golgi apparatus ) – external delivery system of the cell (eukaryotic cells) Lysosomes – digest food, wastes, and foreign invaders (animal uncommon in plant cells) Mitochondria – breaks down food to make energy – ATP (eukaryotic cells) Nucleolus – stores materials used to make ribosomes (eukaryotic cells) Nucleus – control center of the cell (eukaryotic cells) Ribosomes – makes proteins (all cells) Vacuole – storage container for water and other liquids (eukaryotic cells) Animal & Plant Cell Diagrams
Cell Reproduction & Genetics Vocabulary Allele Cell cycle Chromosomes Cloning Co-dominance Crossing over Cytokinesis DNA replication Dominant inheritance Gamete Gene Gene splicing Gene therapy Gene recombination Genetic engineering Genetics Incomplete dominance Inheritance Interphase Meiosis Mitosis Multiple alleles Nondisjunction Polygenic trait Recessive inheritance Semiconservative replication Sex-linked trait Genetically modified organism genotype phenotype
2012 OL 3. Indicate whether each of the following statements is true (T) or false (F) by drawing a circle around T or F in each case. (b) Chloroplasts contain DNA. T F (c) The microscope lenses closest to the stage are the eyepiece lenses. T F (e) Plant cell walls are fully permeable. T F (f) Animal cells do not have membranes. T F
Cell Organelles – structures specialized to perform distinct processes within a cell Cells have an internal structure Cytoskeleton – network of proteins, such as microtubules and microfilaments inside a eukaryotic cell Microtubules – long hollow tubes, give cell shape and act as tracks for the movement of organelles Microfilaments – tiny threads that enable to move and divide Cytoplasm – jellylike substance inside cells that contains molecules, helps cells maintain shape Organelles involved in making and processing proteins Nucleus – storehouse for genetic information (DNA) Nuclear Envelope – double membrane that encloses the nucleus Endoplasmic reticulum (ER) – interconnected network of thin folded membranes that produce, process and distribute proteins smooth ER – ribosomes rough ER – studded with ribosomes Ribosomes – tiny organelles that link amino acids together to form proteins (site of protein synthesis) Apparatus – closely layered stacks of spaces that process, sort, packages, and deliver proteins Vesicles – small organelle that contains and transports materials within the cytoplasm Other Organelles Mitochondria – Supply energy to the cell, bean shaped and have two membranes, inner membrane has many folds that increases surface area
Vacuole – fluid-filled sack used for storage of materials needed by the cell animal cells usually have many small vacuoles plant cells have a single, large vacuole lysosomes – membrane-bound organelle that contains enzymes, defends cell from invading bacteria and viruses, they also break down damaged or worn-out cell parts centrosome – small region of cytoplasm that produces microtubules centriole – small cylinder-shaped organelle in animal cells Plant cells have cell walls and chloroplast Cell walls - rigid layer that surrounds the cell membrane, gives protection, support, and shape to the cell, found in plants, algae, fungi, and most bacteria, the cell wall is made primarily of cellulose Chloroplasts – organelle that carries out photosynthesis
color or images used. images may not be relevant to assignment yet it is lacking in innovation. includes images. Student went above and beyond the parameters of the assignment. Grammar (10%) There is no evidence of appropriate grammar in the assignment. Multiple grammatical errors are presented but text still shows some effort on the student’s part. Few grammatical errors are detected. No grammatical errors are detected. Use of technology (10%) Student didn’t use technology to complete this assignment even though technology was available and/or student used research time to view inappropriate websites. Student attempted to use technology but needs more practice. Student conducted research in an efficient manner and/or used the technology appropriately. Student has an excellent grasp on the use of technology and successfully researched the information in an efficient and independent fashion.
Draw arrows in the diagrams to show the direction in which water will move. Which of the beakers contains a solution that is hypertonic relative to the bag’s contents? Beaker 2 What will eventually happen to the concentrations in beaker 2? Eventually the concentration of water will reach an equilibrium Name two ways that active transport is different from passive transport. Active – requires energy, moves from low to high concentrations, utilizes membrane pumps Passive – does not require energy, moves from high to low concentrations, utilizes membrane channels What are two example of passive and active transport? Describe each one. Diffusion and osmosis are examples of passive transport, where diffusion is the transport of material from a high concentration to a low concentration and osmosis is the movement of water through a selectively permeable membrane from a high concentration to a low concentration Endocytosis and Exocytosis are example of active transport, where large particles or whole cells move into the cell by endocytosis and large amounts of substances move out of the cell by exocytosis. The direction in which water molecules move during osmosis depends on where the water molecules are more highly concentrated. Study the diagrams below. Decide whether the solution in each beaker is hypotonic, isotonic, or hypertonic in relation to the solution inside the cellulose bag, then write your answer below each beaker. Draw arrows to indicate the direction in which the water will move in each case.
Cell Transport Review 2 Name: 6.0 Biology Date: Period: The fluid mosaic model describes the plasma membrane as consisting of a phospholipid bilayer with embedded carbohydrates two layers of phospholipids with proteins sandwiched between them a protein bilayer with embedded phospholipids carbohydrates, proteins, and phospholipids that can drift in the membrane a phospholipid bilayer embedded with proteins attached to carbohydrates that can “float” among the lipids. Membrane phospholipids have hydrophobic heads that face the center of the membrane and are shielded from water. often have “kinks” in their tails caused by the presence of a double bond between carbons. form a strong barrier between the cell and its surroundings. form impermeable layers for cells. Most of the functions of a cell membrane are performed by Glycolipids Proteins Phospholipids Cholesterol Nucleotides Oxygen crosses a plasma membrane by Osmosis Phagocytosis Active transport Pinocytosis Passive transport Plasma membranes are selectively permeable. This means that Anything can pass into or out of a cell as long as the membrane is intact and the cell is healthy The plasma membrane allows some substances to enter of leave a cell more easily than others Glucose cannot enter the cell Cholesterol cannot enter the cell Plasma membranes must be very thick Small, nonpolar, hydrophobic molecules such as fatty acids Easily pass through a membrane’s lipid bilayer Very slowly diffuse through a membrane’s lipid bilayer Require transport proteins to pass through a membrane’s lipid bilayer Are actively transported across cell membranes Usually enter the cell via endocytosis Facilitated diffusion across a biological membrane requires _______ and moves a substance _______ its concentration gradient. Energy/transport proteins…….down Energy down….. down Transport proteins….. down Energy/transport proteins…..against Transport proteins…..against
Facilitated diffusion X Analogy- rowing a boat down stream X Analogy- pushing a boulder up a hill X Na-K pump X Look at the U tube below. The two sides of the tube are separated by a selectively permeable membrane. The membrane is permeable to glucose and fructose. The membrane is impermeable to starch. Will the fructose move? Yes Will the glucose move? Yes Will the starch move? No Which way will the water move? To the right side of the U-tube What will happen to the height of the water in each side of the U tube over time? The height of the water will decrease on the left side and increase on the right side. Fill in the following chart. You may check more than one column. Diffusion Osmosis Facilitated diffusion Active transport Bulk transport ATP required X X No ATP X X X High concentration to low X X X Move against concentration X X Water X CO2 and O2 X Glucose X Uses a carrier protein X X Minerals being stored in the roots of plants X Draw and label a cross section of the cell membrane. Include the phospholipid bilayer (hydrophilic head and hydrophobic tails), carrier protein, and peripheral proteins. Be sure to include a glycoprotein (responsible for cell recognition)
Name________________________________________ Period-Teacher__________________________ Due Date______________________ PAP Biology Cell Transport Study Guide 3 3.3 The cell membrane is a barrier that separates a cell from the external environment. VOCABULARY cell membrane selective permeability phospholipid Receptor protein fluid mosaic model Marker protein Channel/carrier transport protein MAIN IDEA: Draw a phospholipid bilayer in the box below. Label the hydrophilic heads and hydrophobic tails. 2. Place a check mark in the appropriate box to show which parts of a phospholipid are charged, or polar, and which parts are nonpolar. Phospholipid part Polar (charged) Nonpolar Phosphate group and glycerol (Head) Fatty acid tail A cell membrane has other types of molecules embedded in the phospholipid bilayer. Fill in the type of protein that performs each function indicated in the sentences below: Use transport, marker, and receptor. 3. ________________ protein functions in communication by sending and receiving chemical messages. KEY CONCEPT
3) A) What process does the growth and reproduction of cells depend on? Cells rely on the process of cell division in order to grow and reproduce. Cell division is the process by which a “parent” cell divides into two or more “daughter” cells (the cell would first multiply its chromosomes and DNA and then split it all in half to create two new cells). B) Name the two types of this process (scientific name and common name) and give an example for each one. The two types of cell division are: Meiosis – Sexual reproduction (producing new life/offspring – parent cell combines half of chromosomes with another parent cell to make a new “daughter” cell) Mitosis – Asexual reproduction (producing identical copy for things like healing a wound – need the same exact cells in order to heal a wound – parent cell makes identical copies of itself) 4) List and describe eight differences between plant and animal cells. Be specific when you describe these differences. Plant Cell Animal Cell Size Larger than animal Smaller than plant cells Rectangular/square Circular/oval in shape Distribution Very tightly packed together More spread out Vacuoles 1-3 very central vacuoles Many smaller vacuoles throughout Organelles No flagellum or Can have flagellum and/or Organelles Has chloroplast (chlorophyll inside contains green pigment; involved in photosynthesis) No chloroplast Organelles Cell membrane AND thick outer Cell Wall Only a cell membrane; no cell wall Shape Change Does not change shape because it has a thick rigid cell wall Easily changes shape because it does not have a thick rigid cell wall 5) Identify each as either a plant or an animal cell, and give four reasons why you classified each one as such. 1. CELL TYPE: ___Plant Cell____ REASONS: 1) Rectangular 2) Large central vacuole 3) Chloroplast 4) Cell member AND cell wall 2. CELL TYPE: ___Animal Cell____ REASONS: 1) Circular/Oval 2) Not closely packed together 3) Only a thin cell membrane 4) many small vacuoles throughout 3. CELL TYPE: _Animal Cell__ REASONS: 1) Circular in shape
Possible topics: Sacrococcygeal teratoma Patau syndrome Edwards syndrome Down syndrome Klinefelter syndrome Jacobs syndrome Turner syndrome Beckwith-Wiedemann Syndrome Angelman Syndrome (Happy Puppet Syndrome) Prader-Willi Syndrome Caudal Dysplasia or Caudal Dysgenesis (Sirenomelia) Microcephaly Hydrocephaly Congenital Heart Defect Collodion Baby Psoriasis Complete Androgen Insensitivity Hyperdontia Cleidocranial Dysplasia Craniosynostosis Duchenne Muscular Dystrophy Amelia Greig Cephalopolysyndactyly Syndrome Pallister-Hall Syndrome Nail Patella Syndrome Holt-Oram Syndrome Hand-Foot-Genital Syndrome Treacher-Collins Syndrome Frontonasal Dysplasia Cleft lip and cleft palate Anotia or Microtia Omphalocele or Gastroschisis Hirschsprung Disease Imperforate Anus (Anal Atresia) Respiratory Distress Syndrome Cystic Fibrosis Diaphragmatic Hernias Renal Agenesis Polycystic Kidney Persistent Müllerian Duct Syndrome Hermaphroditism Cryptorchidism Hypospadias
The sea star is an echinoderm found in marine environments. If there are 6.9 x 1010 ways for the chromosomes of a sea star to line up along the metaphase plate during meiosis, how many chromosomes does a sea star have? ANSWER KEY B C D C C A A C A C B D A C D C B D B B B C C A A C B B A B D A D D C A B C D D 16 19 1.8 x 1013 56 64 36
15 your “Cell Division” sheet. The spindle fibers (white string) should be touching the spindle apparatus on each side (see image). 16 Take (with a camera) OR draw a picture of your metaphase in Part A of the analysis section and answer the questions. 17 Anaphase: The spindle apparatus pulls the spindle fibers toward themselves, causing each chromatid to pull away and separate to opposite sides of the cell. 18 In this simulation, your are going to be performing the action of the spindle apparatus by pulling the spindle fibers. Move the chromosomes and spindle fibers to the center of the anaphase cell on your “Cell Division” sheet with the same set-up as the metaphase cell. 19 Pull the spindle fibers slowly toward each spindle apparatus. This should cause the chromatids to separate and move toward opposite sides of the cell (see image). 20 Once the chromatids the spindle apparatus on each side, take (with a camera) OR draw a picture of your anaphase model in Part A of the analysis section and answer the questions. 21 Telophase: Now that the chromatids have separated, the cell will to reform a nucleus to protect the DNA. The spindle and spindle fibers release the chromatids and begin to be broken down by the cell. The cell begins to split its cell membrane and cytoplasm in half to begin the formation of two cells. 22 Remove (untie) the spindle fibers from each chromatid. 23 Move the chromatids to the telophase cell on your “Cell Division” sheet. Place the separated chromatids in both of the reforming nuclei (see image). 24 Take (with a camera) OR draw a picture of your telophase model in Part A of the analysis section and answer the questions. 25 Cytokinesis: The cell has separated and formed two completely new cells. The chromatids unwind back into chromatin so the DNA can be used to create proteins.
Cell Organelles - Comparison Sheet for Various Cell Types Organelle Present in Prokaryotic or Eukaryotic Cells or Both Present in Cells of Plants or Animals or Both Describe the Function of the Cell Part and Key cell processes to which it is related (FUNCTIONS) Nucleus Cell Membrane (Plasma membrane) Cytoplasm Ribosomes Smooth Endoplasmic Reticulum Rough Endoplasmic Reticulum Golgi Apparatus Lysosome Mitochondria