zilongwang/ReadingBank huggingface dataset:
of pBR322, part I (EMS mutagenesis) PGMG page 404 (chemical mutagenesis) Friday Nov 9: Visit to the Advanced Genetic Technology Center Nov 12: Lab 21 Analysis of northern blots; Random mutagenesis of pBR322, part II (DNA isolation); short Quiz Nov 14: Lab 22 Random chemical mutagenesis of pBR322, part III (E. coli transformation); Detection of epitope-tagged proteins by Western blot, part I (protein preparation) PGMG chapter 21 Friday Nov 16 Interactome – genome-wide studies on gene & protein interactions Nov 19: Lab 23 Random chemical mutagenesis of pBR322, part IV (replica plate); Detection of epitope-tagged proteins by Western blot transfer & PAP antibody presentation, part II Nov 21: Thanksgiving Break, academic holiday Friday Nov 23: Thanksgiving Break, academic holiday Nov 26: Lab 24 Random chemical mutagenesis of pBR322, part IV (replica plate results); Detection of epitope-tagged proteins by Western blot, part III (HRP & AP detection) PGMG 26 Nov 28: Lab 25 Detection of epitope-tagged proteins by Western blot, part IV (AP detection) Quiz Friday Nov 30 Visit to the Proteomics Core Facility Dec 3: Lab 26 Complete ongoing experiments, final lecture topics Dec 5: Lab 27 Lab cleanup, exam review Fri Dec 7 TBA Dec 12 – Final exam, 1:00 PM, THM 109 Homework Assignments & Plagiarism CUT and PASTING text from the internet or direct quotation from web sites or other sources, including you lab partner, is not allowed even if attributed.
Identification All the chemical constituents in each hazardous waste stream must be accurately identified by knowledgeable laboratory personnel. This is a critical safety issue for both laboratory employees and the waste technicians that handle the waste once it is turned over to EH&S. Mixing of incompatible waste streams has the potential to create violent reactions and is a common cause of laboratory accidents. If there is uncertainty about the composition of a waste stream resulting from an experimental process, laboratory workers must consult the PI/Laboratory Supervisor or the Environmental Programs Manager. In most cases, careful documentation and review of all chemical products used in the experimental protocol will result in accurate waste stream characterization. The manufacturer’s SDS provides detailed information on each hazardous ingredient in laboratory reagents and other chemical products, and also the chemical, physical, and toxicological properties of that ingredient. The UC SDS library () provides an extensive library of research chemicals. Waste streams that have a large percentage of ingredients listed as proprietary information should be discussed with the Hazardous Materials Program Manager. Labeling UCR uses the UC system-wide online tag program (OTP). Information on how to use OTP is included in the Hazardous Materials on-line training course. Online Tag Program How to Create an Account Online Tag Program (OTP) accounts are maintained under the name of the PI. Employees should ascertain if an account has already been established for their PI and associated laboratory(s). If a new account needs to be established, please contact the Environmental Programs Manager at How to Use OTP Once an account has been established, employees can print labels from their laboratory’s printer, and then affix the tag to the waste container by sliding it into the plastic envelope provided by EH&S Each must be completed accurately, and the tag must be updated as the contents of the waste container change. Product names or abbreviations for waste container ingredients should not be used. OTP tags cannot be photocopied, as each tag has a unique bar code that is used to track that individual container. Employees may save a profile in the program for waste streams that are frequently generated When waste containers approach the maximum allowable storage period in the laboratory accumulation area, all the contacts for that OTP account are emailed a reminder to bring their waste to a scheduled pick-up location or to request a pick-up from EH&S. When EH&S collects the waste, the tags are scanned and the containers are entered into the inventory for the campus waste accumulation area and removed from the laboratory inventory
Research Experience: Thirty of research experience in the field of Indian Mesozoic Gondwana plant mega fossils. Major part of the research includes palaeo-floristic (palaeo-vegetation analysis), biostratigraphy, phytogeography, age determination and palaeoecological interpretations. Field Experience Extensive field experience on geological excursions undertaken for collection of plant megafossils throughout viz., Rajmahal (Jharkhand); Mahanadi, Krishna-Godavari basins (East–Coast), Satpura–South Rewa basins (Madhya Pradesh), Kachahh and Saurashtra basins (), Visits Abroad In connection with different palaeobotanical/palaeontological conferences deputed to following places- 7th European Palaeobotany and Palynology Conference, held in during 3rd – 8th International Congress on ‘Jurassic System’ held at Shehong of Suining, Sichuan, China during 9th. 3. International Symposium on Geology & Palaeontology held at , during 22nd Editor Geophytology (w.e.f. January 2013) List of Publicatiobns: 1987 Pandya, N. Geographic distribution of Cycadopteris during Upper Gondwana. Palaeobotanist 36 : 205-206. 1990 Pandya, , V. B. & Sukh-Dev. A new conifer fossil from Vemavaram (Early Cretaceous) Andhra Pradesh, India. Geophytology 20: (1): 74. 1990 R.S., Pandya, N. & Sukh-Dev. Equisetites sehoraensis sp. nov. from Formation, Madhya Pradesh. Geophytology 20 (1): 72-73. 1994 Prakash, N. & Sukh-Dev. Fossil flora of Athgarh Formation Geophytology 24 (2): 1994 Rajanikanth, A. & Prakash, N. Indian Gondwana: Annotated Synopses vol.2. Pt.4 - Mesozoic Megafossil 1-68. 1994 Pandya N. & Sukh-Dev. Fossil flora of Gollapalle Formation Palaeobotanist 49:57-64.
♣ Prakash, N. (2010) Vegetation and Palaeoclimate upper Gondwanas of Satpura Basin.pp 47, In Indo-Brazilian Symposium on Glimpses of Gondwana Research, in B.S.I.P 24th November 2010, p. 47. ♣ Prakash, N. (2011) Paleoflorostics and palaeoclimatic interpretation of Sehora, Satpura Basin, India, pp.81-82, in National Conference on Stratigraphy, Paleontology and palaeoenvironment held in Department of Geology, university of Rajasthan, Jaipur during 3-5 February 2011, p. . ♣ Rai, J., Prakash, N., Pandey D.K., Fursich F.T.& Matthias, M. 2011 On earliest record of bennettitlean plants fossils from the middle Oxfordian Washtawa Formation of Wagad region, Kutch western India. –Ammonoid and nanofossils evidence, pp 75-77 in National Conference on Stratigraphy, Paleontology and palaeoenvironment held in Department of Geology, university of Rajasthan, Jaipur during 3-5 February 2011, p.75-77 . Article published: Prakash, Neeru 2007 Pioneer of Indian Palaeobotany - Birbal Sahni (1891-1949) - (For Website) VIII IOP Conf. Bonn, Germany (August–September, 2008)
Creation of a new clinical experience program linked to an accredited institution of higher education. Provision of stipends for principals in clinical placements to supplement their salaries. Creation of a new principal mentor program. Conducting educator surveys of learning conditions, such as school climate and leadership, to provide quality feedback and inform school improvement efforts. Provide stipends for mentor principals to cover additional expenses and time. Any LEA that creates an induction or mentoring program with these funds shall address, at a minimum, these key program elements: Assignment of a mentor or coach from a similar school context and demographic before the start of the academic school year to the extent possible. Establishment of criteria to develop a rigorous mentor selection and training process. Inclusion of a formative assessment of or feedback on coaching and instructional support from mentors. Requirement that school and classroom observations of instructional and community leadership are conducted by mentors. Participation in a professional learning community or beginning educator peer network for at least two years, but up to three years, upon a new principal’s initial start date. Provision for collaborative planning and release time for new principals and mentors. CHAPTER 2: EFFECTIVE DATE SECTION 1. The effective date of this Act shall be July 1, 2017. SYNOPSIS Chapter 1: This legislation requires the state education agency to provide grant funding and technical assistance for the improvement of principal development, recruitment, selection, retention, and ongoing support practices, such as the establishment of a new principal induction program, in local school districts. Funding may be awarded through a competitive process that takes into account the need of the educational and human capital needs of the district as determined by the state. An LEA must apply to the state and complete a needs assessment to be eligible to receive financial and/or technical support. Chapter 2: This legislation shall go into effect no later than July 1, 2017.
2 - 8. Details of educational qualifications: Please give particulars of all examinations passed and degrees obtained commencing with the High School Leaving (10th standard / Matriculation) Examination. Sl. No. School / College / Institute Date of entry Date of leaving Name of the Board/University/ Institution Examination/ passed Distinction / / Division Subjects (Please mention field of specialization, honours, etc, applicable) Percentage of or CPI Year of Passing 01. 02. 03. 04. 9. Details of employments: Please give particulars of your past employments before joining this Institute in chronological order, starting with the present one. Sl. No. Organisation / Institute Position held Nature of duties / work Date of joining Date of leaving Last pay or of pay Additional remarks about experience, if any.* I hereby declare that I have carefully read and understood the instructions and particulars supplied to me and that all the entries in this form are true to the best of my knowledge and belief. Place:.............................. Date: ................................ Signature of the candidate
My name is Brandon Meryhew. I’ve lived in Arizona since 1979 and was raised in Mesa. I was very active in Cub Scouts and Boy Scouts and earned the rank of Eagle in 1993. I served a 2-year mission for my church to Argentina from 1996-1998, was married in 1999 and have 4 young boys ages 1-9. I graduated from ASU in 2003 with a B.S. in Management and currently work in the real estate industry.
Learning Target: I can use Mendelian genetics to explain the variation of expressed traits within a population. Lesson Phases Student Engagement Assess / Evaluate Intervention / Acceleration Engage Activate Prior Knowledge; Build Background Knowledge; Generate Essential Questions; Make Predictions; Discuss Essential Vocabulary; Establish Purpose for Lesson; Other ___________________ Have students the quick YouTube video “Romantic sperm” ASK: (Record answers in science notebook) What is fertilization? What happens to the chromosomes of the egg and during fertilization? What would happen (genetically) if the egg in the video had chosen a different sperm. REVIEW: Card sort Student groups: Match the appropriate term with the appropriate definition Have students create a simple Punnett square using the example provided at the top of table II in student data sheet Read, Write, Talk, Listen, Investigate (100%) Walk around to review student answers Walk around to review how students have paired Check Punnett squares for accuracy Have students work in groups/guiding questions Work other example Punnett squares with students if needed. Acceleration: Students with concrete understanding of Punnett squares may be given a dihybrid cross to complete Explore, Explain Interact with Content; Verify and Formulate Predictions; Comprehension; Construct Graphic Organizers; Summarize Content; Use Mental Imagery; Integrate New Information with Prior Knowledge; Part I: First generation cross Student groups Group students in pairs Form a zygote using the procedure and materials provided Complete Table I on student data sheet Create a baby dragon based on phenotypes ** Answer Part I analysis questions Part II: Second Generation Cross Student Groups Check to make sure students are recording genotypes correctly and using them to determine the correct phenotype for each trait. To aid students in identifying the dragon’s anatomy, teacher may need to identify body parts using transparencies or poster. Students may need to check accuracy of
Week 1 8/12-8/14 (3 days) 2 8/17-8/21 (5 days) 3 8/24-8/28 (5 days) 4 8/31-9/4 (5 days) 5 9/8-9/11 (4 days) 6 9/14-9/18 (5 days) 7 9/21-9/25 (5 days) 8 9/28-10/2 (5 days) 9 10/12-10/16 (5 days) 10 10/19-10/23 (5 days) 11 10/26-10/30 (5 days) 12 11/4-11/6 (3 days) Policies & Procedures / Lab Safety Week 13 11/9-11/13 (5 days) 14 11/16-11/20 (5 days) 15 11/23-11/24 (2 days) 16 11/30-12/4 (5 days) 17 12/7-12/11 (5 days) 18 12/14-12/18 (5 days) 19 1/4-1/8 (5 days) 20 1/11-1/15 (5 days) 21 1/19-1/22 (4 days) 22 1/25-1/29 (5 days) 23 2/1-2/5 (5 days) 24 2/8-2/11 (4 days) Mid-Term Review & Examinations Week 25 2/16-2/19 (4 days) 26 2/22 - 2/26 (5 days) 27 2/29-3/4 (5 days) 28 3/7-3/11 (5 days) 29 3/14-3/18 (5 days) 30 3/21-3/25 (5 days) 31 3/28-4/1 (5 days) 32 4/11-4/15 (5 days) 33 4/18-4/22 (5 days) 34 4/25-4/29 (5 days) 35 5/2-5/6 (5 days) 36, 37, & 38 5/9-5/25 (12 days)
Biology Quarter 1: Weeks 1-3 August 28 - September 13, 2013 DATE IN CLASS HOMEWORK Wednesday-Thursday (1,3: 85 min. 8; 95 min.) 8/28-29/13 Introduction to Biology Lab: Is It Alive? Characteristics of Life * What does it mean to be alive? 1. Complete Info Packet DUE: F-T 8/30-9/3 2. Biology Ch 1.1,1.3: Summary DUE: F-T 8/30-9/3 3. Journal Entry 1: Alive DUE: W-Th 9/4-5 Friday-Tuesday (1,3,8; 95 min.) 8/30-9/3/13 Hierarchy of Life Themes of Biology Definitions of Death * What is the hierarchy of life? Why does it exist? 1. Journal Entry 1: Alive DUE: W-Th 9/4-5 2. Read: Death in the Open DUE: W-Th 9/4-5 Wednesday-Thursday (1,3: 85 min. 8; 95 min.) 9/4-5/13 Seminar: Death in the Open Check for Understanding * Being alive is a 2 for 1 deal: with life comes death. What’s the connection with the Law of Conservation of Mass? 1. Journal Entry 2: Death DUE: T-W 9/10-11 Friday-Monday (1,3,8; 95 min.) 9/6-9/13 Introduction to Diversity * How many different forms of life are there? How can we measure diversity? 1. Journal Entry 2: Death DUE: T-W 9/10-11 2. Wear outside clothing DUE: T-W 9/10-11 Tuesday-Wednesday (1,3; 95 min. 8; 85 min.) 9/10-11/13 Diversity Transects * How many different forms of life are there? How can we measure diversity? 1. Diversity Data DUE: Th-F 9/12-13 Thursday-Friday (1,3,8; 95 min.) 9/12-13/13 Diversity Transects * How many different forms of life are there? How can we measure diversity? 1. Diversity Data DUE: M-T 9/16-17 Knowledge and Skills = Characteristics of Life = Hierarchy of Life biosphere biome ecosystem
Biology Quarter 1: Weeks 6-7 September 30 – October 14, 2013 DATE IN CLASS HOMEWORK Monday-Tuesday (1,3,8; 95 min.) 9/30-10/1/13 Dichotomous Keys Introduction to Skulls * How can dichotomous keys be used to identify different species? How does the structure of an animal’s show how it acquires energy? 1. Skull Lab, Page 1 DUE: W-Th 10/2-3 2. Learning Targets DUE: W-Th 10/2-3 Wednesday-Thursday (1,3,8; 95 min.) 10/2-3/13 Skull Lab * How does the structure of an animal’s skull show how it acquires energy? 1. Learning Targets DUE: F-M 10/4-7 Friday-Monday (1,3,8; 95 min.) 10/4-7/13 Skull Lab Food Webs * How do organisms interact with each other and the environment to obtain energy? Where does the energy go? 1. Learning Targets DUE: T-W 10/8-9 2. Check for Understanding DUE: T-W 10/8-9 Tuesday-Wednesday (1,3,8; 95 min.) 10/8-9/13 Check for Understanding/Lab Practical Food Webs * Demonstration of Understanding 1. Biology 24.1 Notes DUE: Th-F 10/10-14 Thursday-Monday (1,3,8; 95 min.) 10/10-14/13 Plant Structure/Pyramids/10% Rule * How does the structure of plants allow them stay alive and, at the same time, form the basis for food webs? Where does the energy go? 1. Learning Targets DUE: M-T 10/15-16 2. Toxin Article: Tracks in the Snow DUE: M-T 10/15-16 Knowledge and Skills
= Systematics Taxonomy Binomial nomenclature Linnaeus’s System of Classification Modern systems of classification Domain Bacteria Archaea Eukarya Kingdom Eubacteria Archaebacteria Protista Fungi Plantae Animalia Phylum or Division Class Order Family Genus Species = Energy Flow Producers Autotrophs Photosynthesis vs. Chemosynthesis Consumers Heterotrophs Herbivores Carnivores Omnivores Detritivores Decomposers Primary consumers Secondary consumers Tertiary and quaternary consumers Feeding Relationships Food Chains and Food Webs Trophic Levels Ecological Pyramids Pyramid of Energy Ten Percent Rule Pyramid of Biomass Pyramid of Numbers = Naturalist Skills Identify organisms careful observation and recording Calculate the Simpson Diversity Index for a given habitat Observe natural objects from various perspectives and scales, and record accurate data
Biology Quarter 1: Weeks 8-9 October 15-28, 2013 DATE IN HOMEWORK Tuesday-Wednesday (1,3,8; 95 min.) 10/15-16/13 Plant Structure Pyramids/10% Rule * How does the structure of plants allow them stay alive and, at the same time, form the basis for food webs? Where does the energy go? 1. Biology Ch. 6.3 Notes DUE: Th –F 10/17-18 2. Learning Target 6.3 DUE: Th –F 10/17-18 Deadline Qtr 1 3:45 pm Th 10/24 Thursday-Friday (1,3,8; 95 min.) 10/17-18/13 10% Rule, Bioaccumulation Introduction to Nutrient Cycles (A&S lab) * How does matter cycle as organisms interact to obtain energy? What happens to their waste? 2. Check for Understanding: Energy DUE: M-T 10/21-22 Deadline Qtr 1 3:45 pm Th 10/24 Monday-Tuesday (1,3,8; 95 min.) 10/21-22/13 Anacharis and Snail Lab for Understanding: Energy * Demonstration of Understanding 1. Biology Ch. 3.3 Notes DUE: W-Th 10/23-24 2. Learning Targets: Matter Cycles DUE: W-Th 10/23-24 Deadline Qtr 1 3:45 pm Th 10/24 Wednesday-Thursday (1,3,8; 95 min.) 10/23-24/13 Nutrient Cycles and Limiting Factors * What are essential nutrients? What are sources of essential nutrients? What are some key properties of soils? 1. Lesson Reflections DUE: F-M 10/25-26 Deadline Qtr 1 3:45 pm Th 10/24 Friday-Monday (1,3,8; 95 min.) 10/25-26/13 Nutrient Cycles and Limiting Factors * What are some key properties of soild 1. Lesson Reflections DUE: T-W 10/29-30
Biology Quarter 2: Weeks 10-11 October 30-November 9, 2012 DATE IN CLASS HOMEWORK Tuesday-Wednesday (1,2; 95 min. 5; 80 min.) 10/30-31/12 22 Nutrient Cycles Anacharis & Snail Lab * How do organisms interact with each other and the environment to obtain energy? Where does the energy go? 1. Biology 4.2 Notes + Section Assess. DUE: Th-F 11/1-2 2. Anacharis & Snail Explanation DUE: Th-F 11/1-2 Thursday-Friday (1,2,5; 95 min.) 11/1-2/12 23 Limiting Variables, Climate Habitat, Niche, Competitive Exclusion Predation and Symbioses * How do organisms interact with each other in their quest to obtain energy? Could there be exceptions to the principle of competitive exclusion? 1. Learning Targets: Nutrients DUE: M-T 11/5-6 2. Biology 5.1Notes + SA DUE: M-T 11/5-6 Monday-Tuesday (1,2,5; 95 min.) 11/5-6/12 24 Introduction to Population Growth * What factors affect population growth? Why are there two patterns of population growth? 1. Biology 5.2Notes + SA DUE: W-M 11/7-12 2. Thinking Like A Mountain -Enhance DUE: W-M 11/7-12 Wednesday-Monday (1,2; 80 min. 5; 95 min.) 11/7-12/12 25 Population Growth Thinking Like A Mountain - revisited * How do population growth, nutrient cycles and energy pyramids interact with each other? 1. Thinking Like A Mountain- Ex. Grid DUE: Th-F 11/15-16 2. Check for Understanding: Env+Pop DUE: Th-F 11/15-16 Knowledge and Skills = Cycles of Matter Recycling in the Biosphere Biogeochemical cycles Water cycle Evaporation and transpiration Nutrient Cycles Carbon cycle Nitrogen Phosphorus cycle
Biology Quarter 2: Weeks 10-12 October 29 - November 15, 2013 DATE IN CLASS HOMEWORK Tuesday-Wednesday (1,3; 95 min. 8; 85 min.) 10/29-30/13 Essential Nutrients Lab: Properties of Soils * What are essential nutrients? What are sources of essential nutrients? What are some key properties of soils? 1. Lesson Summary DUE: Th–F 10/31-11/1 Thursday-Friday (1,3,8; 95 min.) 10/31-11/1/13 Plant-Soil Interactions Plant Nutrient Deficiencies * How plants obtain water and nutrients? What happens if a plant experiences nutrient deficiencies? How does soil form? 2. Lesson Summary DUE: M-T 11/4-5 Monday-Tuesday (1,3,8; 95 min.) 11/4-5/13 Fertilizers and the Environment Nourishing the Planet in the 21st Century * What are the pros and cons of using fertilizers? How can we feed a growing population? 1. Check for Understanding DUE: W-M 11/6-11 2. Biology Ch 4.1 DUE: W-M 11/6-11 Wednesday-Monday (1,3,8; 95 min.) 11/6-11/13 Nutrients Post-Test Nutrient Cycles and Limiting Factors * How do nutrient cycles show the Law of Conservation of Matter? What is a limiting factor? 1. Biology 4.2 DUE: T-W 11/12-13 Tuesday-Wednesday (1,3,8; 95 min.) 11/12-13/13 Climate and Weather * What is the role of climate in ecosystems? What is the difference between weather and climate? 1. Biology 5.1 Notes DUE: Th-F 11/14-15 Thursday-Friday (1,3,8; 95 min.) 11/14-15/13 Nutrient Cycles and Limiting Factors * What are some key properties of soild 1. Biology 5.2 Notes DUE: M-T 11/18-19 Knowledge and Skills
Biology Quarter 2: Weeks 12-13 November 12-23, 2012 DATE IN HOMEWORK Monday (5; 95 min.) 11/12/12 22 Seminar: Thinking Like A Mountain * What does it mean to think like a mountain? 1. Check for Understanding: Env + Pop DUE: Th-F 11/15-16 2. Thinking Like A Mountain- Ex. Grid DUE: M-T 11/19-20 Tuesday (1,2; 95 min.) 11/13/12 23 PLAN Test for all 10th Graders 1. Check for Understanding: Env + Pop DUE: Th-F 11/15-16 2. Thinking Like A Mountain- Ex. Grid DUE: M-T 11/19-20 Wednesday (5; 80 min.) 11/14/12 24 Introduction to Population Growth * What factors affect population growth? Why are there two patterns of population growth? 1. Check for Understanding: Env + Pop DUE: Th-F 11/15-16 2. Thinking Like A Mountain- Ex. Grid DUE: M-T 11/19-20 Thursday-Friday (1,2,5; 95 min.) 11/15-16/12 25 Check for Understanding: Env. + Pop. Population Growth Thinking Like A Mountain - revisited * How do population growth, nutrient cycles and energy pyramids interact with each other? 1. Thinking Like A Mountain- Ex. Grid DUE: M-T 11/19-20 2. Biology Ch 6.2 and 6.4 Notes DUE: M-T 11/19-20 Monday-Tuesday (1,2,5; 95 min.) 11/19-20/12 25 Disturbance: Climate Change * How have humans changed the face of the planet? Is improved life worth the tradeoffs? No Homework Enjoy your Break!!! Wednesday-Friday 11/21-23/12 NO SCHOOL – THANKSGIVING!!!! Tell someone you’re grateful for their presence in your life… Knowledge and Skills = Human Activities and their Impact on the Biosphere
Biology Quarter 2: Weeks 14-15 November 26-December 7, 2012 DATE IN CLASS HOMEWORK Monday-Tuesday (1,2,5; 95 min.) 11/26-27/12 22 Colorado’s Changing Climate: Pine Beetle Epidemic * What factors have influenced the pine beetle epidemic? 1. Final Exam Essay 1 DUE: Th-F 12/6-7 2. Climate research DUE: W-Th 11-28-29 Wednesday-Thursday (1,2; 80 min. 5; 95 min.) 11/28-29/12 23 Pine Beetle Epidemic: to Research * What factors have influenced the pine beetle epidemic? 1. Final Exam Essay 1 DUE: Th-F 12/6-7 2. Climate research DUE: F-M 11/30-12/3 Friday-Monday (1,2,5; 95 min.) 11/30-12/3/12 24 Pine Beetle Research * What factors have influenced the pine beetle epidemic? 1. Exam Essay 1 DUE: Th-F 12/6-7 2. Climate research DUE: F-M 11/30-12/3 Tuesday-Wednesday (1,2; 95 min. 5; 80 min.) 12/4-5/12 25 Pine Beetle Research * What factors have influenced the pine beetle epidemic? 1. Final Exam Essay 1 DUE: Th-F 12/6-7 2. Final PowerPoint Slides DUE: 4pm W-Th 12/5-6 Thursday-Friday (1,2,5; 95 min.) 12/6-7/12 25 Gallery: Pine Beetle Research Check for Understanding: Disturbance * Demonstration of Understanding 1. __________________________ DUE: M-T 12/10-11 Knowledge and Skills = Human Activities and their Impact on the Biosphere The Earth as an island Human activities Subsistence hunting and gathering Agriculture and the Green Revolution Industrial growth and urbanization
Biology Quarter 2: 15-17 November 30-December 18, 2015 DATE IN CLASS HOMEWORK Monday-Tuesday (2,4,5; 95 min.) 11/30-12/1/15 Enzymes * How do enzymes act as catalysts to regulate the rate of chemical reactions? 1. Biology 2.4 Notes DUE: W-Th 12/2-3 2. FE1 d2 DUE: M-T 12/7-8 Wednesday-Thursday (2,4,5: 95 min.) 12/2-3/15 Enzyme Lab * What factors affect the rate of enzyme catalysis? 1. Enzyme POGIL DUE: F 12/4 2. FE1 d2 DUE: M-T 12/7-8 Friday (2,4,5; 40 min.) 12/4/15 Enzyme Lab * What factors affect the rate of enzyme catalysis? 1. Explanation Tool DUE: M-T 12/7-8 2. FE1 d2 DUE: M-T 12/7-8 Monday-Tuesday (2,4,5; 95 min.) 12/7-8/15 ATP and Cell Respiration * How does the structure of ATP allow it to be a source of energy for living organisms? 1. Biology 9.1 Notes DUE: W-Th 12/9-10 2. Respiration Prelab DUE: W-Th 12/9-10 Wednesday-Thursday (2,4,5: 95 min.) 12/9-10/15 Cell Respiration Lab * How do all living things create ATP energy from their food? 1. Biology 9.2 Notes DUE: W-Th 12/9-10 2. Respiration Postlab DUE: W-Th 12/9-10 Friday (2,4,5; 40 min.) 12/11/15 Chromatography Lab * How do plants make their own food? 1. Biology 8.2-3 Notes DUE: M 12/14 Monday (2,4,5; 40 min.) 12/14/15 Photosynthesis * How do plants make their own food? 1. Prepare for Exams DUE: T-F 12/15-18 Tuesday-Friday 12/15-18/14
Biology Quarter 2: Weeks 16-17 December 9-20, 2013 DATE IN CLASS HOMEWORK Monday-Tuesday (1,3,8; 95 min.) 12/9-10/13 Disturbance: Thinking Like A Mountain * How did the fierce green fire change Leopold? 1. Essay submitted to Turnitin DUE: M-T 12/9-10 2. Biology Ch. 2.1-2 DUE: W-Th 12/11-12 3. Water Organizer/Article DUE: Th 12/13 Wednesday - RED (1,3; 95 min.) 12/11/13 Nutrients for Life and Chemistry * What are nutrients? How can atoms and molecules provide the nutrition we need? 1. Water Organizer/Article DUE: F 12/13 Thursday-Friday (8,1,3; 95 min.) 12/12-13/13 Work Day: Water and Macromolecules * Why is water essential to life? What properties make water such a unique substance? 1. Biology Ch. 2.3 DUE: M-T 12/16-17 2. POGILs: Water + Biochem DUE: M-T 12/16-17 Monday-Tuesday (8,1,3; 95 min.) 12/16-17/13 Water, Chemical Bonds * Why is water essential to life? What properties make water such a unique substance? No Homework: Happy Holidays! Wednesday-Friday 12/18-20/13 Knowledge and Skills = Chemistry: Atoms Molecules and Bonds Atoms and Subatomic particles Elements and Isotopes Radioisotopes Molecules and compounds Chemical Bonds
Biology Quarter 2: Weeks 20-21 January 21-February 3, 2014 DATE IN CLASS HOMEWORK Tuesday-Wednesday (1,3; 95 min. 8; 85 min.) 1/21-22/14 Lipids, Nucleic Acids, Protein Structure * How does protein structure result in specific function? 1. Ch. 2.3 Notes - proteins DUE: Th-F 1/9-10 2. Essay 1 Draft 2 DUE: F 1/24 Thursday-Friday (1,3,8; 95 min.) 1/23-24/14 Lab: Protein Testing * How does protein structure result in specific function? How can proteins and amino acids be identified? 1. Enzyme Pre-Lab DUE: M-T 1/27-28 2. Final Essay 1 Draft 2 DUE: F 1/24 Monday-Tuesday (1,3,8; 95 min.) 1/27-28/14 Enzyme Lab * How do enzymes act as catalysts to regulate the rate of chemical reactions? 1. Ch 2.4 Notes DUE: W-Th 1/29-30 2. Enzyme Exp Design DUE: W-Th 1/29-30 Wednesday-Thursday (1,3,8; 95 min.) 1/29-30/14 Enzyme Consolidation * How do enzymes act as catalysts to regulate the rate of chemical reactions? 1. Enzyme POGIL DUE: F-M 1/31-2/3 2. Enzyme PostLab DUE: F-M 1/31-2/3 3. Check for Understanding DUE: F-M 1/31-2/3 Friday-Monday (1,3,8; 95 min.) 1/31-2/3/14 Check for Understanding: Macromolecules * Demonstration of Understanding 1. Ch. 7.1-2 Notes DUE: T-W 1/21-22 Knowledge and Skills = Carbon Compounds Carbon chemistry Monomers and polymers Complex Carbon Compounds Carbohydrates
Biology Quarter 3: 24-25 February 23 – March 6, 2015 DATE IN CLASS HOMEWORK Monday-Tuesday (1,7,8: 95 min.) 2/23-24/15 Lab: DNA Isolation * What does DNA look like? What is the difference between DNA and RNA? 1. Biology 12.1-2 Notes DUE: W-Th 2/25-26 2. DNA POGIL – Model 1 DUE: W-Th 2/25-26 3. FE 2 D1 DUE: W-Th 2/25-26 Wednesday-Thursday (1,7,8: 95 min.) 2/25-26/15 DNA Replication * How does the structure of DNA determine its function? How does DNA make an identical copy of itself? 1. DNA POGIL – Model 2-3 DUE: F 2/27 2. Check for Understanding DUE: F 2/27 Friday (1,7,8; 40 min.) 2/27/15 Check for Understanding: DNA * Celebration of Understanding 1. Biology 12-3 Note DUE: M-T 3/2-3 Monday-Tuesday (1,7,8: 95 min.) 3/2-3/15 Protein Synthesis * When new cells are formed, how do they make all the proteins they need to do their jobs? 1. Biology 12-3 Note DUE: W-Th 3/4-5 2. Biology 12-4 Notes DUE: W-Th 3/4-5 Wednesday-Thursday (1,7,8: 95 min.) 3/4-5/15 Protein Synthesis * What can happen if there is a mistake in the DNA or protein synthesis process? 1. Prot. Syn: Annotated Illust. DUE: M/T 3/9-10 2. Check for Understanding DUE: M-T 3/9-10 Friday 2/13/15 No Classes – Development Day 1. Prot. Syn: Annotated Illust. DUE: M/T 3/9-10 2. Check for Understanding DUE: M-T 3/9-10 Knowledge and Skills Molecular Genetics DNA and Genetics
Biology Quarter 3: Weeks 24-26 February 24-March 17, 2014 DATE IN CLASS HOMEWORK Monday-Tuesday (1,3; 85 min. 8; 95 min.) 2/24-25/14 Making of the Fittest Field Test Osmosis/Diffusion Lab * What is the role of cell membranes in osmosis and diffusion? How are these two processes similar? Different? 1. Learning Targets: Cell Str/Func. DUE: W-Th 2/26-27 2. for Understanding DUE: W-Th 2/26-27 Wednesday-Thursday (1,3; 85 min. 8; 95 min.) 2/26-27/14 Check for Understanding: Cell Boundaries ATP and Cell Respiration * Demonstration of Understanding How do all living things create ATP energy from food? 1. Biology 8.1, 9.1-2 Notes DUE: F-M 2/28-3/3 Friday-Monday (1,3,8; 95 min.) 2/28-3/3/14 Cell Respiration Lab * How do cells make ATP energy without oxygen? Why is oxygen so important to cellular respiration? 1. Biology 8.2-3 Notes DUE: T-W 3/4-5 Tuesday-Wednesday (1,3,8; 95 min.) 3/4-5/14 Photosynthesis Lab * What is the role of ATP in living organisms? How do plants make their own food? 1. Cell Energetics POGIL DUE: M-T 3/10-11 2. Check for Understanding DUE: M-T 3/10-11 Monday-Tuesday (1,3,8; 95 min.) 3/10-11/14 Check for Understanding: CR & PSN * Demonstration of Understanding 1. Biology Ch 12.1-2: Notes DUE: W-Th 3/12-13 Wednesday-Thursday (1,3; 85 min. 8; 95 min.) 3/12-13/14 DNA Structure/DNA Isolation Lab * What does DNA look like? What is the difference between DNA and RNA? 1. Biology Ch 12.1-2 DUE: F-M 3/14-17 Friday-Monday (1,3,8; 95 min.) 3/14-17/14 DNA Replication and Cell Cycle * How does the structure of DNA allows its precise replication? 1. Biology Ch 10.1-3 DUE: T-W 3/18-19 Knowledge
Biology Quarter 4: Weeks 30-31 April 6-17, 2015 DATE IN CLASS HOMEWORK Monday-Tuesday (1,7,8: 95 min.) 4/6-7/15 DNA Fingerprinting Lab – Lesson 3 * Why can electricity be used to separate fragments of DNA? How can we determine the size of a DNA fragment? 1. DNA PreLab – Lesson 4 DUE: W-Th 4/8-9 2. Biology 13.1-2 Notes DUE: W-Th 4/8-9 Wednesday-Thursday (1,7,8: 95 min.) 4/8-9/15 DNA Fingerprinting Lab – Lesson 4 * Why can electricity be used to separate fragments of DNA? How can we determine the size of a DNA fragment? 1. DNA PostLab Questions DUE: M-T 4/13-14 2. Biology 13.3-4 Notes DUE: M-T 4/13-14 3. Check for Understanding DUE: M-T 4/13-14 Friday 4/10/15 NO CLASSES – Staff PD Day 1. DNA PostLab Questions DUE: M-T 4/13-14 2. Biology 13.3-4 Notes DUE: M-T 4/13-14 3. Check for Understanding DUE: M-T 4/13-14 Monday-Tuesday (1,7,8: 95 min.) 4/13-14/15 Check for Understanding: Biotechnology Nature of Science * Celebration of Understanding!!! 1. Biology 15.1-2 Notes DUE: W-Th 4/14-15 Wednesday-Thursday (1,7,8: 95 min.) 4/14-15/15 Natural Selection: Rock Pocket Mice * What is natural selection? What evidence supports Darwin’s Theory of Evolution? 1. Biology 15.3 Notes DUE: F 4/17 1. Rock Pocket Mouse DUE: F 4/17 Friday (1,7,8; 40 min.) 4/17/15 Making of a Theory: Darwin and Wallace * Who was Wallace? How did his work support that of Darwin’s? NO HOMEWORK!!!! ENJOY YOUR BREAK!!!! Knowledge and Skills Historical Genetic Engineering
Biology Quarter 4: 32-33 April 29-May 10, 2013 DATE IN CLASS HOMEWORK Monday-Tuesday (1,2,5; 95 min.) 4/29-30/13 Introduction to Genetics Solving Genetics Problems * How is genetic information passed from one generation to the next? How do geneticists use Mendel’s principles and probability to predict the outcome of genetic crosses? 1. Genetics Problems I DUE: W-Th 5/1-2 2. Biology Ch 11.2-3: DUE W-Th 5/1-2 3. Deadline Qtr. 4 Midterms DUE: 2:15pm F 5/3 Wednesday-Thursday (1-2; 80 min. 5; 95 min.) 5/1-2/13 Non-Mendelian Genetics * How is the inheritance of sex-linked traits different than the inheritance of other traits? 1. Biology 11.4 Notes DUE F-M 5/3-6 2. Genetics Problems II DUE F-M 5/3-6 3. Deadline Qtr. 4 Midterms DUE: 2:15pm F 5/3 Friday-Monday (1,2,5; 95 min.) 5/3-6/13 Meiosis and Karyotypes * How does meiosis maintain the continuity of species? What are the similarities and differences between mitosis and meiosis? How are genetic disorders inherited and diagnosed? 1. Biology 14.1-2 Notes DUE T-W 5/7-8 2. Check for Understanding DUE: T-W 5/7-8 Tuesday-Wednesday (1,2; 95 min. 5; 80 min.) 5/7-8/13 Human Genetics and Sickle Cell * How are genetic disorders inherited and diagnosed? 1. Sickle Cell Problems DUE: Th-F 5/9-10 2. Check for Understanding DUE: Th-F 5/9-10 Thursday-Friday (1,2,5; 95 min.) 5/9-10/13 Check for Understanding: Genetics Introduction to Evolution * Demonstration of Understanding 1. Biology 15.1-2 Notes DUE: M-T 5/13-14 SOME (but not all!) KEY TERMS AND IDEAS FOR THESE TWO WEEKS Mendelian Genetics Gregor Mendel The Principle of Dominance
Biology Quarter 4: 34-35 May 13-24, 2013 DATE IN CLASS HOMEWORK Monday-Tuesday (1,2,5; 95 min.) 5/13-14/13 Evidence for Evolution * What evidence supports Darwin’s Theory of Evolution? 1. Biology 15.3 Notes DUE: W-Th 5/15-16 2. FE 4 Outline DUE W-Th 5/15-16 Wednesday-Thursday (1-2; 80 min. 5; 95 min.) 5/15-16/13 Evolution of Populations * What is the role of genetics in the evolution of populations? 1. Biology 16.1-3 Notes DUE F-M 5/17-20 2. Check for Understanding DUE: F-M 5/17-20 Friday-Monday (1,2,5; 95 min.) 5/17-20/13 Check for Understanding: Evolution History of Life on * What information does the fossil record provide about the history of life on Earth? 1. Biology 17.1-2 Notes DUE T-W 5/21-22 2. Final Exam Part I DUE: Th-F 5/30-31 Tuesday-Wednesday (1,2; 95 min. 5; 80 min.) 5/21-22/13 The Great Fossil Layer Cake * How do fossils support the construction of phylogenic trees? 1. Biology 18.1 Notes DUE: Th-F 5/23-24 2. Final Exam Part I DUE: Th-F 5/30-31 Thursday-Friday (1,2,5; 95 min.) 5/23-24/13 The Great Fossil Layer Cake * How do fossils support the construction of phylogenic trees? 1. Final Exam Part I DUE: Th-F 5/30-31 KNOWLEDGE AND SKILLS Darwin and the Theory of Evolution by Natural Selection Darwin’s Voyage and Observations Biodiversity Fossils Individuals vary within a species Western scientific thought – 19th century and before Hutton, Lyell, and geology Lamarck Malthus and population growth
Biology Quarter 4: Weeks 36-38 May 28-June 12, 2013 DATE IN CLASS HOMEWORK Tuesday-Wednesdyay (1,2; 95 min. 5; 80 min.) 5/28-29/13 The Great Fossil Layer Cake * How do fossils support the construction of phylogenic 1. Final Exam Part I DUE: Th-F 5/30-31 Thursday-Friday (1,2,5; 95 min.) 5/30-31/13 Final Exam Part I: Turning In Ceremony Cladistics and Caminalcules *How do Caminalcules represent convergent evolution and vestigial structures? 1. Biology 18.2 DUE M-T 6/3-4 2. Deadline Qtr 4 work 2:15 pm M 6/3 Monday-Tuesday (1,2,5; 95 min.) 6/3-4/13 Cladistics and Caminalcules *How do Caminalcules represent convergent evolution and vestigial structures 1. Biology 18.3 Notes DUE W-Th 6/5-6 Wednesday-Thursday (1,2; 80 min. 5; 85 min.) 6/5-6/13 Final Exam Preparation *How do the characteristics of life work at each of the hierarchy? 1. Final Exam Preparation DUE: F-W 6/7-12 Friday-Wednesday 6/7-12/13 KNOWLEDGE AND SKILLS Darwin and the Theory of Evolution by Natural Selection Darwin’s Voyage and Observations Biodiversity Fossils Individuals vary within a species Western scientific thought – 19th century and before Hutton, Lyell, and geology Lamarck Malthus and population growth Evolution by Natural Selection Artificial Selection Natural Selection Evidence Supporting Evolution Fossils
Biology Quarter 4: Weeks 36-38 May 23 - June 9, 2016 DATE IN CLASS HOMEWORK Monday-Tuesday (2,4,5: 95 min.) 5/23-24/16 Natural Selection and Variation * What is the role of genetics in the evolution of populations? 1. Biology 16.1 Notes DUE: W-Th 5/11-12 Wednesday-Thursday (2,4,5: 95 min.) 5/25-26/16 Natural Selection: Gene mutation * What is the role of genetics in the evolution of populations? 1. Biology 16.2 Notes DUE: F 5/13 2. Check for Understanding: Biology Ch 15-16 DUE: M-T 5/16-17 Friday-Tuesday (2,4,5; 40 min.) 5/27-31/16 Human Evolution: Sickle Cell * Do humans experience natural selection? Have human populations evolved? 1. Biology 16.3 Notes DUE: M-T 5/16-17 2. Check for Understanding over Biology Ch 15-16 DUE: M-T 5/16-17 Wednesday (2,4: 95 min.) 6/1/16 Check for Understanding (Chapters Beak of the Finch * How do variations give an organism an advantage or disadvantage in survival? 1. Beak of the Finch Notes DUE: W-Th 5/18-19 Thursday (2,4,5: 40 min.) 6/2/16 Beak of the Finch Activities * How do variations give an organism an advantage or disadvantage in survival? 1. Beak of the Finch Notes DUE: F 5/20 Friday (5; 95 min.) 6/3/16 Beak of the Finch – sorting finches * How do scientists identify species in the field? 1. Check for Understanding over Biology Ch 15-16 DUE: M-T 5/23-24 Monday-Thursday 6/6-9/16 Knowledge and Skills
i. Definition ii. Characteristics IV. Chemical Reactions A. Definition B. Types 1. Synthesis, Dehydration, or Anabolic 2. Decomposition, Hydrolytic, or Catabolic 3. Exchange reactions (Oxidation-Reduction) C. Factors affecting reaction rates 1. 2. 3. 4. V. Inorganic Molecules A. Water 1. Properties a. b. c. d. e. 2. Uses a. b.
iv. Confocal 2. Electron a. Function b. Types i. Transmission (TEM) ii. Scanning (SEM) iii. Environmental (TEM/SEM) B. Stains 1. Vital 2. Antibody III. Basic Cellular Design A. Strategies 1. Prokaryotes a. Size Limits b. Characteristics 2. Eukaryotes a. Animal
Text No clear focus or direction of paper or referenced literature support Paper lacks focus or rambles around topic, but does use minimal referenced support Paper has focus of topic and uses some referenced support has focus of topic, and uses properly referenced support Closing No closing paragraph Paragraph doesn’t clearly summarize text Paragraph somewhat summarizes text Paragraph clearly summarizes text References No references used nor a bibliography page Bibliography page partially complete and seldom properly references Bibliography page complete and occasionally properly cites references Bibliography page complete and always properly cites references English / Grammar Paper difficult to read with so many errors Paper less difficult to read, but still with many errors Paper easy to read, but still with some errors Paper easy to read with few errors Total Score /30 /60 Use this rubric to your paper before turning in the final copy to me and you should maximize your score. If you are unsure then have a friend read your paper after you have written the final draft. Take your paper to the writing center on campus for assistance. The North Pole Group Presentation Evaluation Rubric Issue: Presenters 0 to 3 points 4 to 6 points 7 to 9 points 10 points Points Organization Audience cannot understand presentation because there is no sequence of information. Audience has difficulty following presentation because presentation around. Group presents information in logical sequence which audience can follow. presents information in logical, interesting sequence that is easily followed. Knowledge of the issue Group does not have grasp of information and issue presented; Cannot answer questions about subject Group has grasp of the information but able to answer only a few questions. Group is at ease with issue presented and answers all questions, but fails to elaborate. Group demonstrates full knowledge of the issue; Answers all questions with explanations and elaboration. Conclusion No clear conclusion is made and/or no specific biological information is used to support/refute specific arguments; Group does not come to a clear conclusion and/or arguments are not fully supported by biological information; Group comes to a clear conclusion; Some arguments not fully supported by biological information. Group comes to a clear conclusion; Uses specific biological information to support/refute all arguments presented. Communication aids No communication aids are used. Group occasionally uses communication aids but many misspelled words. Frequent use of communication aids All communication aids enhance the presentation.
Biology Quarter 3: Weeks 25-27 February 28-March 18, 2011 DATE IN CLASS HOMEWORK Tuesday-Wednesday (2; 95 min. 8; 80 min.) 3/1-2/11 The Structure of DNA * What does DNA look like? What is the difference between DNA and RNA? 1. Biology p.297-299 explanation DUE: 3/3-4 Thursday-Friday (2,8; 95 min.) 3/3-4/11 DNA Replication Lab: DNA Compaction * How much DNA do you have? How does DNA replicate without mistakes? 1. Demonstration of Understanding: DNA Replication DUE: 3/7-8 2. DNA Questions DUE: 3/7-8 Monday-Tuesday (2,8; 95 min.) 3/7-8/11 Check for Understanding: DNA structure & replication Introduction to Protein Synthesis * How does the information in the DNA code for proteins? 1. Biology 12.3 notes, section assess. DUE: 3/9-14 2. Protein Synthesis Worksheet 1 DUE: 3/9-14 Wednesday-Monday (2,8; 95 min.) 3/9-14/11 Protein Synthesis * What is the role of RNA in protein synthesis? Why is protein synthesis such a central idea in Biology? 1. Demonstration of Understanding: Protein Synthesis DUE: T-W 3/15-16 2. Protein Synthesis Worksheet 2 DUE: T-W 3/15-16 Tuesday-Wednesday (2; 95 min. 8; 80 min.) 3/15-16/11 Protein Synthesis * What can happen if there is a mistake in the DNA or protein synthesis process? 1. Biology 12.4 Interactive Notes, p.316: ?s 28,29,31-34 DUE: Th-F 3/17-18 2. Check for Understanding DUE: Th-F 3/17-18 Thursday-Friday (2,8; 95 min.) 3/17-18/11 for Understanding: Protein Synthesis Introduction to Biotechnology *How can we manipulate DNA to meet our needs? 1. Biology 13-1-2 Interactive Notes DUE: M-T 3/21-22 SOME (but not all!) KEY TERMS AND IDEAS FOR THESE TWO WEEKS Molecular Genetics
Name………………………………………………… ……………….…. Index No:……………………… School ………………………………………………………… Candidate’s Signature …………..……… Date: ……………………………… 231/2 PAPER 2 BIOLOGY (THEORY) TIME: 2 HOURS Kenya Certificate of Secondary Education (K.C.S.E.) 231/2 BIOLOGY PAPER 2 TIME:-2 HOURS INSTRUCTIONS TO CANDIDATES Write your name, Admission number and name of School in the spaces provided above Sign and write the date of examination in the spaces provided. This paper consists of sections A and B answer all questions in section A In section B answer question 6 compulsory and either question 7or 8 in the spaces provided after question 8 Answer all the questions in the spaces provided. FOR EXAMINERS USE ONLY Section Question Maximum score Candidate’s score A 1 2 3 4 5 8 8 8 8 8 B 6 7 8 20 20 20 Total Score 80 This paper consists of 10printed pages. Candidates should check to ascertain that all pages are printed as indicated and that no questions are missing.
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INSTITUTION COURSE YEAR PROFESSIONAL MEMBERSHIP BODY TYPE OF MEMBERSHIP MEMBERSHIP NUMBER VALID FROM FROM TO Name of the candidate…………………………………………………………………………….. Signature:………………………………………………….Date:………………………………… EMPLOYMENT HISTORY CURRENT POSITION
ORGANIZATION DESIGNATION POSITION REPORTING TO Period NO. OF STAFF TO NAME TYPE (e.g. private, business etc) ESTIMATED NO. OF PEOPLE IN THE TOTAL NUMBERS OF YEARS CURRENT BASIC PAY (KSHS)………………………………………………………………… CURRENT GROSS PAY (KSHS)……………………………………………………………….. Name of the candidate…………………………………………………………………………….. Signature:………………………………………………….Date:………………………………… SENIOR MANAGEMENT
ORGANIZATION POSITION REPORTING TO PERIOD NO. OF NAME TYPE (e.g. private, business etc) ESTIMATED NO. OF PEOPLE IN THE ORGANIZATION FROM TO NUMBERS OF YEARS Name of the candidate…………………………………………………………………………….. Signature:………………………………………………….Date:………………………………… OTHER POSITIONS HELD ORGANIZATION POSITION REPORTING TO PERIOD NO. OF STAFF NAME TYPE (e.g. ESTIMATED NO. OF PEOPLE IN FROM TO
ACADEMIC REFEREE NAME POSITION CONTACTS EMAIL TELEPHONE/MOBILE REFEREE NAME ORGANIZATION POSITION CONTACTS EMAIL TELEPHONE/MOBILE SOCIAL REFEREE NAME ORGANIZATION POSITION CONTACTS TELEPHONE/MOBILE Name of the candidate…………………………………………………………………………….. Signature:………………………………………………….Date:………………………………… Kindly provide the Following: Attach your current job description.
As a member of Governor Mike Beebe’s cabinet, Dr. Nate Smith serves as Director and State Health Officer of the Arkansas Department of Health. In this position, he provides senior scientific and executive leadership for the agency with over 5000 personnel and a budget of over 400 million dollars delivering services throughout the state in over 94 different locations. He was selected as Interim Director in May 2013 by Governor Mike Beebe and then appointed as Director in August 2013. Dr. has a strong commitment to the mission of ADH, “To protect and improve the health and well-being of all Arkansans.” In his role as Director he strives to help colleagues achieve their full potential using public health best practices supported by science-based decisions. Dr. Nate Smith has previously served the Arkansas Department of Health as Branch Chief for Infectious Diseases, State Epidemiologist, and Deputy Director for Public Health Programs. He is board-certified in Internal Medicine and Infectious Diseases and holds voluntary faculty positions in the Division of Infectious Diseases at the UAMS College of Medicine and in the Epidemiology Department at the College of Public Health. From July 2006 until he returned to Arkansas in August 2009, Dr. Smith served as Infectious Diseases Consultant at Kijabe Hospital, Country Medical Director for the University of Maryland School of Medicine in Kenya, and Senior Medical Technical Advisor for the AIDSRelief program in East Africa.
Figure 17.7: Blood group determination Why the Test is performed This test is done to determine a person's blood type. Health care providers need to know your blood type when you get a blood transfusion or transplant, because not all blood types are compatible with each other. For example: Blood typing is especially important during pregnancy. If the mother is found to be Rh-, the father should also be tested. If the father has Rh+ blood, the mother needs to receive a treatment to help prevent the development of substances that may harm the unborn baby. See about the haemolytic disease of the newborn above. Blood Types and the Population O positive is the most common blood type. Not all ethnic groups have the same mix of these blood types. Hispanic people, for example, have a relatively high number of O’s, while Asian people have a relatively high number of B’s. The mix of the different blood types in the U.S. population is: Caucasians African American Hispanic O + 37% 47% 53% 39% O - 8% 4% 4% 1% A + 33% 24% 29% 27% A - 7% 2% 2% 0.5% B + 9% 18% 9% 25% B - 2% 1% 1% 0.4% AB + 3% 4% 2% 7% AB - 1% 0.3% 0.2% 0.1% Table 17.10:Blood Types and the Population LINKAGE Genes situated on the same chromosome are said to be linked. All genes on single chromosome form a linkage group and usually pass into the same gamete and are inherited together. As a result of this, genes belonging to the same linkage group usually do not show independent assortment. In Drosophila, the genes for body colour and wing length have the following allelomorphs (phenotypic characteristics determined by different alleles): Grey and black body, and long and vestigial (short) wings. Grey body and long wings are dominant. If pure breeding grey body and long winged drosophila are crossed with black bodied vestigial winged Drosophila, the expected F2 phenotypic ratio would be