zilongwang/ReadingBank huggingface dataset:
(ii) How is the occurrence of active transport in cell related with the structure of the plasma membrane? (02 marks) (iii) What evidence is there to account for the fact that active transport requires energy and it is selective? (02 mark) (b) Summarize the events that occur in the plant cells when it achieves full turgor (2 marks) (c) figure 6 represents the apparatus demonstrating the mass flow hypothesis. (i) Referring to figure 6, suggest which vessels are represented; T and U in plants (1mark) Vessel T …………………………………………………………… Vessel U …………………………………………………………… (ii) List two weakness of the above hypothesis (2 marks)
COMPARE/CONTRAST the kinds of transport Definition Active (Uses ATP) or Passive (uses KINETIC ENERGY) Does it use: -Membrane proteins? -Vesicles? -Needs no help (phospholipids)? Example of substance(s) that use this kind of transport in cells DIFFUSION FACILITATED DIFFUSION OSMOSIS FACILITATED DIFFUSION (ION CHANNELS)
Cell Division You will be creating an electronic flip book to illustrate the process of mitosis. Use the flip book demonstrated in as your example. Your electronic book should be accurate, colorful, and self-running (flip on its own). Remember that your project should be a flip book not an animation. Your book will be scored according to the rubric below. Your electronic flip book is due_________ Mitosis 1 pt 2 pts 3 pts Process Sequence More than one phase out of sequence. One out of sequence. Each phase of the process in proper sequence. Labels One or more improperly labeled and/or one or more spelling mistake(s). One improperly labeled and/or one spelling mistake. Each phase of the process properly labeled with no spelling mistakes. Illustrations One or more illustration(s) lack(s) accuracy and color. One or more illustration(s) lack(s) accuracy or Illustrations are accurate & colorful. Self-running Flip book runs only with Assistance. Flip book runs with Some Assistance. Flip book runs alone initial set-up. total __________ / 12pts Extra and Resources are given. Vocabulary is identified and explained __________ / +10 ec pts
no ineligible or excessive or reckless expenditure was declared (see Articles II.19.3 and II.19.4 of the Agreement). No ineligible costs or excessive or reckless expenditure was declared. The costs declared were incurred within the reporting period and free from costs set out in Article II.19.4 of the Agreement. D.2 COSTS FOR EQUIPMENT, INFRASTRUCTURE OR OTHER ASSETS The Auditor sampled ______ cost items selected randomly (full coverage is required if there are fewer than 5 items, otherwise the sample should have a minimum of 5 items, or 10% of the total, whichever number is the highest). In addition to the verifications listed under point B.1.1) (standard findings 33-43) or, if applicable, also under point B.1.2) (standard findings 44-63), the Auditor performed the following: If only the depreciation costs are in accordance with Article II.19.2 (c) of the Agreement: the Auditor recalculated the depreciation costs and verified that they were in line with the applicable rules in the international accounting standards and the usual accounting practices of the Beneficiary (e.g. depreciation calculated on the acquisition value); The extent to which the assets were used for the action (as a percentage) was supported by reliable documentation (e.g. usage overview table); [choose one option and delete the other]. [Option 1: Only the depreciation costs for equipment, infrastructure or other assets are eligible in accordance with Article II.19.2 (c) of the Agreement]. [Option 2: The full purchase costs are eligible in accordance with Article II.19.2 (c) of the Agreement]. only depreciation costs are eligible, the depreciation method used to charge the asset
b. The Calvin Cycle uses sugar molecules formed within the thylakoid membrane to generate high-energy molecules. d. The processes in the thylakoid membrane use sugar molecules formed during the Calvin Cycle to generate high-energy molecules. ____ 45. color(s) is/are best reflected in plants? a. c. blue b. red d. both red and blue ____ 46. Where do the light independent reactions occur? a. stroma c. matrix b. thylakoid d. inner mitochondrial membrane ____ 47. Which of the following is an autotroph? a. mushroom c. leopard b. dog d. tree ____ 48. The starting molecule for glycolysis is _______. a. ADP c. citric acid b. pyruvic acid d. glucose ____ 49. Which of the following is not a stage of cellular respiration? a. Calvin Cycle c. glycolysis b. Kreb’s Cycle d. electron transport chain ____ 50. A student grew algae in the presence of a poison that stops the light-independent reactions of photosynthesis. As a result, which molecules will the light-dependent reactions stop producing? a. ADP and NADP+ c. ATP and NADP+ b. ADP and NADPH d. ATP and NADPH
12. Eukaryotic 11. Prokaryotic 14. Ribosome 13. Cell Wall 16. Mitochondria 15. Endoplasmic Reticulum 18. Golgi Complex 17. Chloroplast 20. Lysosome 19. Vacuole 22. 21.
15. Makes lipids. Transports proteins and other materials through the cell. 16. Supply the cell with energy in the form of ATP. Respiration occurs here. 17. Contain the chlorophyll needed to carry on photosynthesis. 18. Processes and transports materials out of the cell. 19. Stores food, water, and waste. 20. Contain enzymes that digest food 21. The movement of particles from an area of high concentration to an area of low concentration. 22. Diffusion of water through the cell membrane 23. Movement of particles across the cell membrane from an area of high to low concentration WITHOUT the use of energy. 24. Movement of particles across a cell membrane from an area of low to high concentration. ENERGY IS REQUIRED. 25. 26.
The process that converts the energy of sunlight to energy stored in food. Occurs in the chloroplasts of plant cells. The process by which cells use oxygen to produce energy (in the form of ATP) from food. Occurs in the mitochondria of cells. 27. The life cycle of a cell, includes interphase, mitosis and cytokinesis. 28. Carry the information used to run the cell: the DNA: pass on the traits to new cells. 29. In a In a pair of similar chromosomes, each one of the chromosomes is called a chromatid. When they are together they are sometimes referred to as “sister chromatids”. 30. The structure that the chromosomes apart to opposite sides of the cell. 31. Type of cell division when chromosomes are duplicated and then separate into two identical and complete sets to be passed on to each of the two new cells. 32. Final stage in the cell cycle. The splitting of two cells. Each new identical cell has its own nucleus with identical chromosomes. 33. The process of making reproductive cells: the egg and sperm.
Plasma Membrane____________________ Ribosome____________________________ Cell Wall_____________________________ Eukaryotic Cells: Plant vs. Animal
The illustration below shows the results of running a DNA size standard through gel electrophoresis. What is the mean for DNA size in this sample? ANSWER KEY A B C C C D A C A B B C A A B A C C D D D A B D C C C A D B C B D C A B B D B D 0.225 µm 1.3 2250 bp 100,000 nm 30 1000 bp
Goals and Scales for Honors Biology, Cells, Chapter 4. Essential Questions: How does the history of the cells theory illustrate the process of science? How do prokaryote and eukaryote cells differ? How do the structures of plant and animal organelles relate to their functions? How do animal and plant cell structure differ? 4 *3* 2 1 Describe how different cell parts interact to allow a cell to perform a function such as the making and transport or proteins out of the cell. Describe how the structure of organelles allows them to perform distinctive functions in eukaryote cells. Explain how the SAV (surface area/volume) ratio provides insight into the small size of cells. Describe the cell theory and relate the history of its discovery to the process of science. Compare and contrast the types of information that can be gained using light and electron microscopes. Compare and contrast prokaryote and eukaryote cells Describe the structure of cell membranes. Compare and contrast animal and plant cells. Define the following Key terms: Cell Cell theory Plasma membrane Cytoplasm Cytosol Nucleus Prokaryote Eukaryote Organelle Tissue Organ Organ system Phospholipid bilayer Chromosome Nuclear envelope Nucleolus Ribosome Mitochondrion Endoplasmic reticulum Golgi apparatus Lysosome Cytoskeleton Microtubule Microfilament Cilium Flagellum Centriole Cell wall Vacuole Plastid Chloroplast Thylakoid Chlorophyll
How does the structure of and animal cells compare? 12/4/15 plant cell only BOTH animal cell only cell wall chloroplasts (1: organelle difference) boxy shaped (2: shape) 1 BIG vacuole (3: vacuole difference) ribosomes vacuole nucleus ER cell membrane cytoplasm mitochondria Golgi body lysosomes cytoskeleton every shape but a box many small vacuoles
ACTIVITY 6: PLANT AND ANIMAL CELL ORGANELLES QUIZ My Partner(s): __________________________________________________________ Go to Fill in your answers on the diagrams below and then compare them to the correct answer page.
Tables and Figures Using a table in your document. Click in the title above, look at the Style box and note the block “Heading 3” was selected (if needed, please see figure and instructions at the beginning of Chapter 3). The Table 1 sample below is formatted in APA style. The table text is double spaced. The Table # stands alone on a line above the title. The title is italicized and is in Title Case (Initial Caps). The Enter key should be pressed two times while in double space mode before and after the table to separate the table from other text in the document. Tables and figures are always mentioned in text before they appear in a document. APA style requires that all tables and figures be left aligned in a document. 3 Electronic Documents Processed in Academic Year 2005-06 Quarter No. % Fall ’05 45 21 Winter ’06 44 21 Spring ’06 60 28 Summer ’06 62 29 Total ETDs 211 100 Using a figure in your document.
Cytology – Fine Needle Aspirates (FNA) Examinations offered Collection container Specimen Sample volume Request form Containers are provided by the laboratory. Breast Lymph Node Lung Bronchial Brushings Other sites Needle washings 2 x Air Dried slides 2 x Fixed Slides Green Sample instructions Collection All specimens should be for optimal assessment. Follow FNA procedure. Specimen transport Specimens should be sent to the laboratory without as they degenerate rapidly - during normal working hours. Storage requirements Outside of normal working hours samples should be refrigerated (2-4°C). Delays of over 48 hours are undesirable. Special requirements Users are trained in the FNA procedure further details are available on the website and from the department. Needle washings and fixative available from the laboratory. Laboratory information Cytological assessment to exclude or confirm presence of malignant cells. Measurement N/A Biological reference units N/A Turnaround time 7 days (usually results are confirmed sooner) Availability Routine hours. Clinical information Factors to significantly affect the results Delays in transportation may affect cell analysis. If absolutely necessary samples will be analysed following refrigeration next day but quality may be compromised. Any specimen handling delay may allow overgrowth of bacteria. Cytology assessment is primarily for cytological assessment of the presence of cancer cells. Consider other pathology discipline tests such as microbiology for the investigation of pathogens etc. Semenology Samples – Post Vasectomy Examinations offered
Cellular Pathology John Radcliffe Hospital Headley Way Headington Oxford OX3 9DU ISO15189 - 8415 Second/Expert Opinion External Diagnostic Reporting Technical work MDT Review Oxford University Hospitals NHS Foundation Trust Histopathology Nuffield Orthopaedic Centre Windmill Road Headington Oxford OX3 7HE ISO15189 - 8683 Second/Expert Opinion MDT Review Medical Genetics Laboratory Churchill Hospital Old Road Headington Oxford OX3 7LE ISO 15189 - 8694 Cytogenetic testing Molecular Testing Pathology Services Source Bioscience UK Ltd 1 Orchard Place Business Park Nottingham NG8 6PX CPA 0889 Molecular Testing including HER2, BRAF, KRAS, NRAS, EGFR. Cellular Pathology University College London Hospital University Street London WC1W 6JJ CPA 1445 Second/Expert Opinion Immunohistochemistry test referrals Dermatopathology laboratory ISO 15189 - 8126 Second/Expert Opinion
BRAINSTORM Use this guideline to facilitate a “BIG picture” brainstorm session with the CEH Forum planning committee. Ask your team... • What are the purposes and goals for the event? • What issue(s) do you want to address? • What are the learning objectives? • What is the most important thing attendees should walk away with? audience • Who is the targeted audience? • Which professions do they represent? • What will motivate them to attend? • How much outreach will be needed? • How many people should attend? format • How would you design the forum – panel discussions? Small groups? One speaker with the entire audience? • Will you need an extra room for exhibits? • How many days? speakers • Who are the big names in the issues you want to highlight? • How many speakers do you need? • What format type would best suit their styles? • Will an emcee be needed? logistics • Where should the venue be located? • What venues are available and how many visitors will they hold? • Will entertainment be needed? • How many meals will need to be catered? committee planning • What will be the roles for committee members? • Who can be invited to help? • Who will conduct initial stakeholder interviews? date/time • What time of year and day will best suit the event goals? • Are there additional events that would conflict with dates?
Animation #4—McGraw Hill: How the NAD+ Works In 2-3 sentences, summarize how NAD+ is used in cell respiration. Identify the steps of cellular respiration in which NAD+ is created and used. Animation #5—NDSU: ATP Synthase What causes the ATP Synthase protein to turn during chemiosmosis? What happens when ATP Synthase turns? In other words, which molecule is created from which building blocks?
VII. Learning Activities for Disciplinary Core Idea (DCI) LS1.C - Organization for Matter and Energy Flow in Organisms LS2.B – Cycles of Matter and Energy Transfer in Ecosystems These activities help to prepare students to meet Performance Expectations (PE) HS-LS1-5, "Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy." HS-LS1-6, “Construct and revise an explanation on evidence for how carbon, hydrogen and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.” HS-LS1-7, "Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy." MS-LS2-3. “Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.” HS-LS2-3, “Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.” HS-LS2-4. “Use a mathematical representation to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.” HS-LS2-5. “Develop a to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere and geosphere.” HS-LS2-7. “Design, evaluate, and refine a solution for reducing the impact of human activities on the environment and biodiversity.” Activity Science and Engineering Practices Crosscutting Concepts Questions Model Investigation Data Math Explain Argue Models Energy Mechanism + +
Participation Full participation is required by each applicant. Participation requirements include:  Attendance at the five 2-day sessions (March 7-8; May 2-3; July 18-19; September 5-6; and November 7-8). Sessions begin at 8:00 a.m. each day and include a working dinner on the first evening.  Complete all “homework” or in-between session assignments and assessments.  Payment is required prior to March 7th.  No make-up sessions will be offered. Financial Obligation Tuition is $12,000 per person and is non-refundable. Payment in full is required prior to the first session. Scholarship funding is available. If applying for funding please fill out the Scholarship Funding section and return it with this application by January 13, 2018. Session Location Mountain West Credit Union Association 1009 Grant Street Denver, CO 80203 Session Dates Session 1 – March 7-8, 2018 Strategic Leadership and Organizational Profile Session 2 – May 2-3, 2017 Strategic Planning and Customer Focus Session 3 – July 18-19, 2018 Measurement, Analysis and Knowledge Management Session 4 – September 5-6, 2018 Workforce Focus Session 5 – November 7-8, 2018 Operations Focus Participant Signature Date Return this form to Dr. Dan Santangelo, by January 13, 2018. Questions related to the Chief Executive Institute should be directed to: Dr. Dan Santangelo, Executive Director Mountain West Credit Union Foundation at or 720.479.3276. Deadline to apply for the 2018 Chief Executive Institute is January 13, 2018.
Incorporation of Scientific Teaching Themes Active Learning Assessment Diversity How students will engage actively in learning the concepts How teachers will measure learning; how students will learning How the unit is designed to include participants with a variety of experiences, abilities, and characteristics Activities outside of class: Pre-class quiz Homework Activities in class: Discussion of pre-class quiz Clicker questions Pair/share Group discussion Exam Activities during tidbit: Clicker questions Pair/share Group discussion Pre-assessments: Pre-class quiz Post-tidbit assessments: Homework questions Exam question(s) Variety of teaching styles to transmit information in different ways. Sample Presentation Plan (general schedule with approximate timing for unit)
Alcoholic Fermentation Photosynthesis Light Dependant Reactions (PS2, E.T.C., and PS1) Light Independent Reactions (Calvin Cycle) Chloroplast Chlorophyll Chromatin Chromosome Sister Chromatid
“City” Resembles Shape of a Cell Accurate spelling of all words “City” Strongly Resembles Shape of a Cell Accurate spelling of most “City” Resembles Shape of a Cell Accurate spelling of some words “City” Somewhat Resembles of a Cell Many spelling errors “City” Does Not Resemble of a Cell Creativity Very creative title Excellent creativity Good title Good creativity Fair title Fair creativity Poor Little creativity
TENTATIVE SCHEDULE PCB4024 Cell Biology and Physiology Monday and Wednesday 11:00 to 12:15 Week of LECTURE TOPIC August 22nd Visualizing, Fractionating, and Culturing Cells Chapter 9 (4) August 29th Biomembrane Structure Chapter 10 (7) September 5th No Class Monday Transmembrane Transport of ions and small molecules Chapter 11 September 12th Test # 1 (9-11) Cellular Energetics Chapter 12 September 19th Moving Proteins into membranes and Organelles Chapter 13 September 26th Vesicular Traffic, Secretion, and Endocytosis Chapter 14 October 3rd Test # 2 (12-14) Cell-Signaling I Chapter 15 October 10th Cell-Signaling II Chapter 16 October 17th Presentations October 24th Cell Signaling Test Chapters 15, 16 and presentations October 31st Cell Organization and Movement I Chapter 17 November 7th November 14th Cell Organization and Movement II Chapter 18 November 21st Integrating Cells into Tissues Chapter 19 November 28th Final (Comprehensive Chapter 9-19 PROFESSOR: Dr. Steven Hammer OFFICE: N-213 Office posted on office door or by appointment PHONE: (772) 462-7181 E-MAIL: shammer@irsc.edu Web Site: Class notes and presentation will be found here under course material TEXTS: Molecular Cell Biology 8th ed., Lodish, W.H. Freeman and Company ISBN-10: 1-4641-8339-2; ISBN-13: 978-1-4641-8339-3 Grades:
Cell City Project Rubric- Due Friday October 24 Analogy reasoning 3 pts each = 21 Representation 3 pts each= 21 Creativity 10 pts Appearance 5 pts On time and complete 4 pts TOTAL 60 pts Analogy reasoning 3/3 The cell part and city do have a relevant common structural and functional characteristic. Ex. An airplane is like a car because they both move and produce CO2. 2/3 The relationship between the cell part and city part is questionable, and the supporting reasoning is flawed. Ex. A student is like a book, because they both read. 0/3 The relationship between cell part and city part is illogical. Not explained Ex. Mars is like a jellybean. Representation The city part combines features of both the cell part and city part. Ex. A transport vesicle analogy that can move. The city part is recognizable Ex. A model factory has a smokestack. The city part is totally unrecognizable, or missing. Ex. Is that city hall? Appearance 5 An attention to detail resulted in a finished product that is neatly constructed, and some aesthetic quality. 4 The product is generally well put together. A few minor defects or oversights don’t hide the fact it’s well done. 3 There’s some issues with the project (a sketch on wrinkled paper, a video with dead air, etc…) Creativity 10 Over the top. Stands out. Demonstrates analogy and insightful. 9 A creative project. A model, video, poem, or just about anything you want. 7-8 2d sketch, or digital representation. Color 5-6 figure drawings on notebook paper. Models: Models or representation may take any appropriate form in any medium, from a colored sketch to a music video. Creativity in construction is encouraged. The model, in whatever form it takes, must include a part for each of the cell parts.
Questions Cell Division Q. 1 the following Column A Column B Chromosomes become arranged in a horizontal plane at the equator. Anaphase Daughter chromosomes move to opposite poles of the spindle. Prophase Chromosomes become visible as fine, long threads. Telophase Chromosomes lose their distinctiveness and gradually become transformed into chromatin network. Metaphase Ans. Column A Column B Chromosomes become arranged in a horizontal plane at the equator. Metaphase Daughter chromosomes move to opposite poles of the spindle. Anaphase Chromosomes become visible as fine, long threads. Prophase Chromosomes lose distinctiveness and gradually become transformed into chromatin network. Telophase
Cellular Control Center Nucleus Contains DNA Prokaryote DNA is found in cytoplasm. Organelles That Build Proteins Ribosomes Synthesize proteins Endoplasmic reticulum Assembles proteins and lipids Golgi apparatus Modifies, sorts, and packages proteins and lipids for storage or transport out of the cell Organelles That Store, and Support Vacuoles and vesicles materials Lysosomes Break down and recycle macromolecules (Rare) Cytoskeleton Maintains cell moves cell parts; helps cells move Prokaryotic cells have protein filaments similar to actin and tubulin Centrioles Organize cell division Organelles That Capture and Release Energy Chloroplasts Convert solar energy to chemical energy stored in food In some prokaryotic cells, occurs in association with internal membranes. Mitochondria Convert chemical energy in food to usable compounds Prokaryotes carry out these reactions in the cytoplasm rather than in specialized organelles. Cellular Boundaries Cell wall Shapes, supports, and protects the cell Cell membrane Regulates materials entering and leaving cell; protects and supports cell
Tasks The content of the tasks is as follows: Scope 1 XXXXXX The Expert commits himself to execute the tasks and submit the deliverables accordingly. Failure to comply/ reach agreement may result in the termination of the contract. Upon request by the EFCA, execution of a task or a part of a task may take place at the EFCA premises or at a remote meeting place. Deliverables xxx Indicative planning Deliverables Timetable EFCA can provide the Expert with additional clarification and/or modification of the indicative planning during coordination meetings or by mail in electronic format. Any oral clarification and/ or modification shall be confirmed by EFCA by mail in electronic format. II Declaration of absence of conflict of interest and of confidentiality Conflict of interests I, the undersigned [FAMILY NAME, name], having been appointed as an expert for the abovementioned call, declare that I am aware of Article 41 of EFCA’s Financial Regulation, which states that: "1. Financial actors within the meaning of Chapter 2 of this Title and other persons involved in budget implementation and management, including acts preparatory thereto, audit or control shall not take any action which may bring their own interests into conflict with those of the Agency. Where such a risk exists, the person in question shall refrain from such action and shall refer the matter to the competent authority who shall confirm in writing whether a conflict of interests exists. Where a conflict of interest is found to exist, the person in question shall cease all activities in the matter. The competent authority shall take any further appropriate action. 2. For the purposes of paragraph 1, a conflict of interest exists where the impartial and objective exercise of the functions of a financial actor or other person, as referred to in
surface membrane and secretion out of the cell. Ribosome Small organelle Not membrane bound Consists of two subunits The site of protein synthesis. mRNA from the nucleus is read and used to assemble amino acids. Lysosome Spherical sacs surrounded by a single layer of membrane. Contain powerful digestive enzymes. Protects the cell from enzymes contained within. Enzymes are used in the breakdown of materials e.g. cells taken up by white blood cells taken up in phagocytosis. Vesicle Membrane sac Used to move substances around cells. Plasma Membrane (Cell surface membrane) Present in all living cells Provides a selective barrier between the cells contents and the external environment Controlls the passage of substances into and out of the cell . Regulates the internal environment of the cell. Mitochondria Spherical sausage shaped organelle formed from two membranes. The inner membrane is highly folded to form cristae. Site of aerobic respiration Produce adenosine triphosphate (ATP) Chloroplast Found only in plant cells Two layers of membranes The layer is continuous and forms flattened membrane sacs called thylakoids. Site of photosynthesis a process in Glucose is produced. Contain chlorophyll: a photosynthetic pigment.
Cellulose cell wall On the outside of the plant cells plasma membrane. Supports the cell Helps maintain sell shape Centrioles tubes of protein fibres. There is a pair of them next to the nucleus in animal cells and some protocists. Take part in cell division. The spindle fibres used to move chromosomes grow from this organelle. Vacuole A large membrane bound sac containing water and solutes. Found in plant cells Storage of water and solutes. Maintenance of cell turgidity.
Governors who is the link for Careers Education, Information, Advice and Guidance. There was also an opportunity for a short Q & A session. Although attended by only a small number of parents and carers feedback was very positive and we hope to be able to offer a similar evening next year Combined Careers Fayre with Ashcroft & Stopsley High Schools (Aims fulfilled 1, 2, 4, 5, 7) Year Group – Year 11 Early in the Autumn Term Ashcroft, Putteridge and Stopsley High Schools hosted the fifth Combined Careers Fayre for Year 11 at Stopsley Baptist Church Auditorium. Approximately 400 Year 11 students from across all three high schools attended the event at various times throughout the day, each group spending about an hour visiting over 30 providers. There were representatives from all the main colleges; Luton Sixth Form, Barnfield, Central Beds, Bedford, Shuttleworth, Oaklands, Newman Sixth Form, North Herts; Apprenticeship providers; Luton Borough Council, JTL, Active Luton, Cambridge University, University of Bedfordshire, NHS and UOB Healthcare, Army & Royal Navy Careers plus local businesses; Asda, Selex-Es, Vauxhall Motors, Hayward Tyler, Thomson TUI and many more. Feedback from our students the event: “I am determined to work at my grades and go on to university”. “NHS Careers provided me with lots of relevant information and talked me through the steps that could help me pursue a career in Healthcare”. “I found it really useful and picked up information about careers I hadn’t even thought of. Thank you”. Evaluation The event was a huge success and the general feedback from students was that they had learned a great deal about the opportunities available Post 16. The providers were equally enthusiastic about the Fayre and complimented the students on their behaviour, interest and engagement when visiting the stands. Future This was a brilliant example of community collaboration and definitely an event that we will repeat next year. A date is already in the calendar for the next academic year. The Skills Show (Aims fulfilled 1, 2, 3, 4, 5, 6, 7) Year Group – Year 8 & 9 The Skills Show is a unique annual celebration that offers exciting opportunities in further education, skills and Apprenticeships, with a view to inspiring the fashion designers, web developers and engineers of tomorrow. It played host to a range of skills activities, all under one roof. The students were given the opportunity to have a go at new skills, get up to the
Intake Photosynthesis Output Light reactions light & Photosystem 2 O2, , e- e-, Photosystem 1 + P Chemiosmosis Dark Reactions , ATP, NADPH Calvin Cycle The Locations: Photosynthesis – light reactions in chloroplasts on __________________ membranes, dark reactions in chloroplasts in __________________. Cellular Respiration – glycolysis in cell __________________, Krebs and aerobic respiration in __________________ matrix.
Refer to Figure 15.2 to answer the following questions. Figure 15.2 ____ 90. Which of the following two genes are closest on a genetic map of Drosophila? a. b and vg b. vg and cn c. rb and cn d. cn and b e. b and rb D, F, and J are three genes in Drosophila. The recombination frequencies for two of the three genes are shown in Figure 15.3. Figure 15.3 ____ 91. The frequency of crossing over between any two genes will be which of the following? a. Higher if they are recessive b. Dependent on how many alleles there are c. Determined by their relative dominance d. The same as if they were not linked e. Proportional to the distance between them ____ 92. A cell that has 2n + 1 chromosomes is a. trisomic. b. monosomic. c. euploid. d. polyploid. e. triploid. ____ 93. One possible result of chromosomal breakage is for a fragment to join a nonhomologous chromosome. What is this alteration called? a. Deletion b. Disjunction c. Inversion d. Translocation e. Duplication ____ 94. In humans, male-pattern baldness is controlled by an autosomal gene that occurs in two allelic forms. Allele Hn determines nonbaldness, and allele Hb determines pattern baldness. In males, because of the presence of testosterone, allele Hb is dominant over Hn. If a man and woman both with genotype HnHb have a son, what is the chance that he will eventually be bald?
Materials and solutions: Live/dead kit L3224 Invitrogen: Calcein AM (4mM) and ethidium homodimer-1 (EthD-1) (2mM) PBS SFM Procedure: Incubate cells for appropriate time. Get the live/dead staining solutions to RT. Remove the media from your cells and washed with PBS 3X. Incubate the cells with PBS in the incubator for 5 minutes. To 3 ml of SFM add 1.5 l of Calcein AM (for a final concentration of 2 M) and 1.5 l of EthD-1 (for a final concentration of 1 M) and mix well. Note: These concentrations work well for AU565, BT549, HCC 1428, MDA-MB-231, BoM, HCC 70, HCC 1806, MDA-MB-468, BrM2a, HCC1395, LM2, SkBr3, BT474, HCC 1419, MCF7, ZR-75-1, SKVO-3, OVCAR-3, PC-3, and LNCaPcol. If your experiment does not work try a different range of concentrations (between 0.1 to 10 M for both Calcein AM and EthD-1). Remove PBS from cells and new solution of SFM. Incubate for 10 minutes. Take fluorescence imaging on a Zeiss Spinning Disc Cell Observer SD.
Who named the cell? ARobert BRobert Redford CRobert Smith DRobert DeNiro Which scientist realized that, by studying samples under a microscope, all animals are made up of cells? ARudolf Virchow BRobert Remak CTheodor Schwann DIsaac Newton
DIVISION I – EDUCATION List in chronological order the name and location of each college or university from which you have earned a degree; also list other appropriate training. Name & Location Of Institution Years From - To Date Graduated Degree Received Field In Which Degree Was Issued DIVISION II – PROFESSIONAL REGISTRATION I am a Professional Engineer: yes no I am a Registered Architect: yes no I am an Engineer in Training (E.I.T.): yes no I am a Certified Plant Engineer: yes no I am an Energy Auditor: yes no If yes to any of the above, complete the following and enclose copy of registration. Registration must indicate that license is currently in force. Country Registration No. Date Now in Force yes no yes no yes no yes no yes no Have any registrations been revoked or suspended? yes no If yes, please explain: DIVISION III – EXPERIENCE RECORD Please complete the following in chronological order and list the most recent employer first. Include a description of job functions held for those periods of employment, which qualify you for specific category of certification as applied for. This form may be copied if additional space is needed. Date: From-To(mm/yy – mm/yy) Employer Name & Address CONCISE STATEMENT OF ENERGY-RELATED WORK PERFORMED
TITLE OF POSITION Date: From-To(mm/yy – mm/yy) Employer Name & Address CONCISE STATEMENT OF ENERGY-RELATED WORK PERFORMED TITLE OF POSITION Date: From-To(mm/yy – mm/yy) Employer Name & Address CONCISE STATEMENT OF ENERGY-RELATED WORK PERFORMED TITLE OF POSITION Date: From-To(mm/yy – mm/yy) Employer Name & Address CONCISE STATEMENT OF ENERGY-RELATED WORK PERFORMED TITLE OF POSITION REFERENCES Furnish the names and addresses of two references. References should be CEM professionals, PEs, RAs, or other highly distinguished professional in the industry. Name Company and Address Position OBLIGATION I (Signature), having completed the aforementioned to the best of my ability, do hereby apply for AEE Energy Manager Certification and wish to take the CEM Examination.
Figure 4: The Day The Earth Stood Still (1951) Figure 5: The War of the Worlds (1953) Figure 6: 2001: A Space Odyssey (1968) Figure 7: Star Wars (1977) Figure 8: E.T. the Extra-Terrestrial (1982) Figure 9: Wall-E (2008) Figure 10: Interstellar (2014) Figure 11: The Martian (2015) Works Cited Art Machine. The Martian Movie Poster. 2015. Internet Movie Poster Awards. Web. 19 July 2017. <http://www.impawards.com/2015/martian_ver2.html>. The Arterie. Wall-E Movie Poster. 2008. Internet Movie Poster Awards. Web. 19 July 2017. <http://www.impawards.com/2008/wall_e_ver11.html>. B.D. Fox Independent. E.T. the Extra-Terrestrial Movie Poster. 1982. Internet Movie Poster Awards. Web. 19 July 2017. <http://www.impawards.com/1982/e_t_the_extra_terrestrial_ver2.html>.
Planning Guide for Course Instructor SESSION ONE: Learning Needs of Students with Moderate and Severe Developmental Disabilities Objectives Students will be able to: Identify alternate terms used for students with severe developmental disabilities Describe learning needs of students with severe developmental disabilities Define the “least dangerous assumption” Discuss quality indicators for programs for students with severe disabilities Overview Students will learn terminology and learning needs of students with severe developmental disabilities. Students learn that it is less “dangerous” to teach students what they need to learn for life than to assume they will acquire it and to presume competence. An overview is provided of high quality programs for students with severe disabilities (Browder & Spooner, 2011). Readings *Suggested for student readings; others are for background reading for instructor Browder, D.M., & Spooner, F. (2011). Introduction. In D.M. Browder & F. Spooner (Eds). Teaching Students with Moderate and Severe disabilities. NY: Guilford Press. Collins, B. (2007). Working with person with significant cognitive disabilities: Educational issues and challenges. In B. Collins, Moderate and severe disabilities. Upper Saddle River, NJ: Pearson. *Jorgensen, C (2005). The dangerous assumption: A challenge to create a new
instructional method and practice writing corresponding systematic instruction plans. Readings *Suggested for student readings; others are for background reading for instructor Browder, D. M., Ahlgrim-Delzell, L., Spooner, F., Mims, P. J., & Baker, J. N. (2009). Using time delay to teach literacy to students with severe developmental disabilities. Exceptional Children, 75, 343-364. Collins, B. (2012). Systematic instruction for students with moderate and severe disabilities. Baltimore, Md: Paul H. Brookes. *Hudson, M. E., Browder, D. M., & Jimenez, B. (2014). Effects of a peer-delivered system of least prompts intervention and adapted science read-alouds on listening comprehension for participants with moderate intellectual disability. Education and Training in Autism and Developmental Disabilities, 49, 60-77. *Jameson, J. M., McDonnell, J., Polychronis, S., & Riesen, T. (2008). Embedded, constant time delay instruction by peers without disabilities in general education classrooms. Intellectual and Developmental Disabilities, 46, 346-363. Spooner, F., Browder, D. M., & Mims, P. (2011a). Evidence-based practices. In D. M. Browder & F. Spooner (Eds.), Teaching students with moderate and severe disabilities (pp. 92-125). New York, NY: The Guilford Press.
Pink- my -sit - play Part two: (06pts) Dora wants to know about me ,I write a message to introduce myself .I write about ( my name-age- job- school- country – city) Your teachers: Boudebza Mouloud /Belkilali Ghania
Bulk Material Belt Conveyor Cleaner Application Ranking DRAFT Prepared by The Bulk Belt Conveyor Accessories Committee of the CEMA Engineering Conference Sub-committee members: DeVries – Flexco Judd Roseberry – Richwood Joseph Roell – Argonics, Inc Greg Westphall – Flexco Corrie Godee – Metso Todd Swinderman – Martin Engineering John Barickman – Martin Engineering Michael Heenan -- ASGCO
X Actuator: The X actuator is mounted directly over the isocenter point, and is referred to Maxx-1100 unit 3. 4.1.1 LASER LINE ADJUSTMENT Proper alignment of the laser lines requires precise adjustment of the laser lines within the confines of the treatment room. Two adjustments are possible for each laser diode, namely, tilt adjustment and rotation adjustment. (Figure 4.2) 4.1.1.1 TILT ADJUSTMENT Tilt adjustment allows the laser line to pivot from end to end for the moving laser, adjusting the positioning relative to the moving axis of the Maxx-1100 unit, and side to side for the fixed laser relative to the moving axis of the Maxx-1100 unit. (Figure 4.2) 4.1.1.2 ROTATION ADJUSTMENT For the moving laser the rotation adjustment alters the angle of the laser line to be parallel to the moving axis of the Maxx-1100 unit by rotating the laser diode. The rotation adjustment alters the fixed laser line angle so that it is perpendicular to the moving laser. (Figure 4.2) 4.2 SYSTEM CONTROLLER PC. (Optional) The system controller (PC) can control multiple-axis configurations, allowing the movement of up to three Maxx-1100 units. All controllers include a Monitor, a router, a USB to network adapter and all necessary cabling. (Figure 7.1) 4.2.1 CONTROLLER CONNECTIONS The system controller has a multiple output router; this is used to communicate with each Maxx-1100 unit which are connected to the router with a Cat6 cable. (Figure 7.1)
CHAPEL 40 VICKERY Glenys Mary July 2017 Age 71 28 SHOEBOTHAM Peter John Sep 2011 Age 69 PAISY Gillian Ruth May 2015 Age 73 14 KERRIDGE Maiguret Bince Jun 2003 Age 74 ASHES (As at 30 October 2017) 39 Plot not Available due to rock 27 Plot not available due to rock 13 SALVAGE Leslie William Feb 2002 Age 87 (retired) SALVAGE Gladys May Jul 2011 Age 92 38 26 SAUNDERS Valerie Dec 2009 Age 61 (retired housewife) 12 BAILEY May Aug 2001 Age 86 BAILEY Sydney Henry Aug 2001 Age 88 37 25 SCARBOROUGH Linda Joyce Apr 2009 Age 50 (Housewife) M 11 HURLEY Bernard John Jun 2001 Age? HURLEY Shelia Gladys Sept 2004 Age 73 M 36 THORNE Maureen Adele Jan 2017 Age 81 24 WILLIAMS Le-re-ve Aleathea Sep 2008 Age 77 10 MARSH Hilda Dec 1999 Age 75 M MARSH James Apr 2016 Age 91 35 BROWN Holly Jade May 2017 Age 26 23 BACON James Mar 2008 Age 77 9 HEYWOOD Pauline Janet Aug 1999 Age 51 M 34 LAIRD James McConnell Jan 2017 Age 79 22 DAVEY Phyllis May Feb 2009 Age 94 8 BROGDEN William Lindsay Jul 1998 Age 77 M 33 MARSH Clive John Apr 2016 Age 75 21 WILLIAMS Pauline May Nov 2007 Age 83 7 THOMAS David Heath Jun 1998 Age 50 M EVANS Albert John (scattered ashes) March 1988 Age 54 (factory worker) 32 HAWKES Trevor Mar 2016 Age 78 20 YOUNG Nina Mary Branche Apr 2009 Age 75 (retired) YOUNG Raymond Charles Apr 2010 Age 78 (M) 6 MORGAN Kathleen Maudesia Jul 1997 Age 77 MORGAN Watkin Uriah Aug 1999 Age 82 M 31 MOSS Pauline May 2015 Age 66 19 LEONARD Douglas Joseph Oct 2004 Age 77 M 5 STONE Charles Victor Oct 1996 Age 73 M STONE Emily Jane Dec 2015 Age 85
30 JOHNSON Lilian May Jan 2013 Age 88 JOHNSON Felix Jan 2015 Age 93 18 CATTLE Evelyn Sep 2004 Age 84 4 LEE Albert William Feb 1996 Age 93 M LEE Victoria Oct 2001 Age 98 29 MAHONEY Dennis Bryan Aug 13 Age 75 17 CHILCOTT Francis James Jan 2004 Age 81 CHILCOTT Phyllis Joyce Jul 2004 Age 82 M 3 CURRY William John Jan 1995 Age 82 CURRY Priscilla Alice Dec 1995 Age 81 M PATH PATH PATH 16 KEENAN Florence Ena Jun 2003 Age 74 KEENAN Alex Mar 2010 Age 81 2 Beatrice Emma Jul 1994 Age 81 LEACH Leonard Jul 1995 Age 91 PATH PATH PATH 15 LIDDLE Gordon Apr 2003 Age 75 LIDDLE Mary McLuckie Frew Dec 2008 Age 79 M 1 SMITH Reginald Basil Mar 1994 Age 80
30 JOHNSON Lilian May Jan 2013 Age 88 JOHNSON Felix Jan 2015 Age 93 18 CATTLE Elsie Evelyn Sep 2004 Age 84 4 LEE Albert William Feb 1996 Age 93 M LEE Alice Victoria Oct 2001 Age 98 29 MAHONEY Dennis Aug 13 Age 75 17 CHILCOTT Francis James Jan 2004 Age 81 CHILCOTT Phyllis Joyce Jul 2004 Age 82 M 3 CURRY William John Jan 1995 Age 82 CURRY Priscilla Alice Dec 1995 Age 81 M PATH PATH PATH 16 KEENAN Florence Ena Jun 2003 Age 74 KEENAN Alex Mar 2010 Age 81 2 LEACH Beatrice Emma Jul 1994 Age 81 LEACH Leonard Jul 1995 Age 91 PATH PATH PATH 15 LIDDLE Gordon Apr 2003 Age 75 LIDDLE Mary McLuckie Frew Dec 2008 Age 79 M 1 SMITH Reginald Basil Mar 1994 Age 80
Regents Biology Off Site Learning Packet Assignment #1: _____ Assignment #2: _____ Assignment #3: _____ Assignment #4: _____ Assignment #5: _____ Assignment #6: _____ Crossword Puzzle: North Salem High School MISSION: Engage students to continuously learn, question, define and solve problems through critical and creative thinking. Cell Transport (pp.77 - 90) If you have any problems – please sign up for extra help after school. Collea / Sharpe Room W-19 Assignment #1
Original Trustee and served on sanctuary building committee. Donated land to Zion Church. Joshua & Lydia Garwood Donor of land to Zion. Nicholas Frambes, 1758-1835 Revolutionary Soldier David Blackman, 1753-1821 Revolutionary Soldier Mary Blackman, wife Son of Andrew Blackman who donated the original acre of land for the building of the Blackman Meeting House. David & Mary entertained Circuit Riders and Bishop Asbury in their English Creek home. Two of their sons, Nehemiah and Learner became Circuit Riders. One daughter, Sarah, married John Collins, a Circuit Rider. John Jeffers, 1765-1840 Revolutionary Soldier Joseph Scull (father), 1731-1810 Revolutionary Soldier Able Scull (son), 1760-1809 Revolutionary Soldier John H. Tilton, 1752-1846 Revolutionary Soldier John R. Tilton, 1750-1821 Revolutionary Soldier Thomson Price, 1766-1853 Revolutionary Soldier Daniel Edwards Blacksmith and original Trustee. Completed the iron work for the sanctuary. John 1734-1815 Revolutionary Soldier Daniel Baker Judge and Commissioner who served in and named Atlantic County Levi Price, Revolutionary Soldier and served in War of 1812. Served on the US Constitution during the battle in which the British ship Guerriere was sunk. Unmarked grave, near the grave of his son, also named Levi Price. Rebecca Cressy Stained glass window memorial Ann Doughty Stained glass window memorial, side of pulpit. Florence L Doughty The bell was rung for the first time at her funeral, January 29, 1911, 2:30 pm. Unmarked grave. Sunken – notice all the sunken, unmarked graves. Lewis B Lake Most recent grave and a good spot to observe the random placement and variety of headstones. Japhet & Sarah Garwood Stained glass window memorial in the balcony. Thompson & Mary Lake Trustee and member of Zion. Stained glass memorial by piano. Price family plot – 5 children Enoch, 1872 Lizzie, 1875 Izze, 1876 Elvie, 1878 Livezley, 1881
ZACHARIAS HELENA 1 2 42 Nov 30 1996 ZACHARIAS MICHAEL 3 2 25 Apr 28 1985 ZANDER EMIL 2 8 54 Nov 24 1987 ZANDER EMMA 1 8 54 Nov 25 1996 ZANDER ERNEST 2 3 45 Nov 5 2009 ZILCH HEINZ 2 1 54 Apr 4 1999
The New Civics: Media Literacy, Parody & Citizen Capacity Spencer Foundation 24,500 Julian Kris Pending Digital Media Literacy for Children’s Cultural Wellbeing in Changing Communities Communities and Culture 17,008 Julian Mark Marketa Pending Developing and testing a mobile application to support patients and practitioners at a Chiropractic Clinic Communities and Culture £20,000 Richard Iaian MacRury Pending Cohort Cultures and the ‘Student Voice’ in Creative and Media Subjects in UK Higher Education BU (PHD studentship) 7k (match funded) Richard Julian Awarded Learning Tools for the Copyright User BU (Fusion) £50,818 Kris Live Valuing the Public Domain ESRC Knowledge Exchange Opportunities £104,000 Kris Martin Kretschmer Pending 3D Printing and Intellectual Property Implication for SMEs IPO Fast Forward £67934 Dinusha Mendis Kris Pending Copyright Portal stretch funding CREATe Center (Glasgow) £50000 Kris Development
DIRECTIONS: Please circle the response that best describes your child/adolescent’s behavior when he/she is feeling mad. 1. My child does things like slam doors when he/she is mad. Hardly Ever 1 Sometimes 2 Often 3 2. My child attacks whatever it is that makes him/her very angry. Hardly Ever 1 Sometimes 2 Often 3 3. My child says mean things to others when he/she is mad. Hardly Ever 1 Sometimes 2 Often 3 DIRECTIONS: Please circle the response that best describes your child/adolescent’s behavior when he/she is feeling sad. 1. My child whines/fusses about what’s making him/her sad. Hardly Ever 1 Sometimes 2 Often 3 2. My child cries and carries on when he/she is sad. Hardly Ever 1 Sometimes 2 3 3. My child does things like mope around when he/she is sad. Hardly Ever 1 Sometimes 2 Often 3 DIRECTIONS: Please circle the response that best describes your child/adolescent’s behavior when he/she is feeling worried. 1. My child does things like cry and carry on when he/she is worried. Hardly Ever 1 Sometimes 2 Often 3 2. My child keeps whining about how worried he/she is. Hardly Ever 1 Sometimes 2 3 3. My can’t stop him/herself from acting really worried Hardly Ever 1 Sometimes 2 Often 3