Accessory organs diagram
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Notes accessory organs digestive system
The document provides information about the accessory organs of the digestive system, including the liver, gallbladder, and pancreas. It describes the location, functions, and diseases of the liver. It explains that the gallbladder stores and concentrates bile and can develop gallstones. It also outlines the endocrine and exocrine functions of the pancreas, noting its role in producing enzymes that digest proteins, fats, and carbohydrates.
Digestive system overview
The student is instructed to construct an interactive notebook on the digestive system with 7 stapled pages of binder paper covering the front. The cover should include the chapter title, name, and color drawing. Each page will be numbered and include notes on the overview and components of the digestive system, including the digestive tract, accessory organs, and their functions. The notes will also cover the main activities of the digestive system: ingestion, mechanical and chemical digestion, movements, absorption, and elimination.
Notes pharynx esophagus stomach
The document describes the structure and function of the pharynx, esophagus, and stomach. It details how swallowing works to move food from the mouth to the stomach, and the roles of the pharynx, esophagus, and stomach sphincters. Additionally, it discusses the layers of the stomach wall, the four types of gastric glands and their secretions, and the regulation and emptying of the stomach.
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Notes accessory organs digestive system
The document provides information about the accessory organs of the digestive system, including the liver, gallbladder, and pancreas. It describes the location, functions, and diseases of the liver. It explains that the gallbladder stores and concentrates bile and can develop gallstones. It also outlines the endocrine and exocrine functions of the pancreas, noting its role in producing enzymes that digest proteins, fats, and carbohydrates.
Digestive system overview
The student is instructed to construct an interactive notebook on the digestive system with 7 stapled pages of binder paper covering the front. The cover should include the chapter title, name, and color drawing. Each page will be numbered and include notes on the overview and components of the digestive system, including the digestive tract, accessory organs, and their functions. The notes will also cover the main activities of the digestive system: ingestion, mechanical and chemical digestion, movements, absorption, and elimination.
Notes pharynx esophagus stomach
The document describes the structure and function of the pharynx, esophagus, and stomach. It details how swallowing works to move food from the mouth to the stomach, and the roles of the pharynx, esophagus, and stomach sphincters. Additionally, it discusses the layers of the stomach wall, the four types of gastric glands and their secretions, and the regulation and emptying of the stomach.
Digestive types of transport
The document discusses metabolism and the absorption of nutrients. It states that sugars are the major fuel for making ATP in cells, with excess being stored as glycogen or fat. Fats are used to make ATP, build myelin sheaths, and insulate organs. Proteins are rarely used for energy and are broken down into amino acids to make enzymes and structural proteins. It also describes the different types of transport involved in nutrient absorption, including passive transport mechanisms like diffusion and facilitated diffusion, as well as active transport which requires energy.
Mouth anatomy
The document summarizes key anatomy and functions of the mouth. It describes the oral cavity as the region that receives food, breaks it apart through mastication, and mixes it with saliva. It identifies the tongue as the largest and most movable organ, made of skeletal muscle. Saliva is produced by parotid, submandibular, and sublingual glands and functions to clean teeth, moisten food, and begin starch digestion. The document also distinguishes between primary and secondary teeth.
Notes small and large intestines
The small intestine is 6 meters long and 2.5 cm in diameter. It finishes digestion, absorbs nutrients, and passes residue to the large intestine. Its surface area is increased by circular folds, fingerlike villi containing blood vessels, and microvilli. It secretes enzymes like peptidase and hormones like secretin.
The large intestine is longer but narrower. It absorbs fluids and electrolytes and stores waste in pouches before elimination. It includes the cecum containing the appendix, the colon divided into ascending, transverse, descending and sigmoid portions, and the rectum and anal canal.
Respiration overview and upper resp tract
The document provides instructions for students to construct interactive notes on the respiratory system. It directs students to label the cover of their notes with chapter and identification information and attach paper. The notes then guide students through labeling diagrams of respiratory organs and processes like respiration, ventilation, external respiration, internal respiration and cellular respiration. Students are also instructed to come up with "stupid mind tricks" to remember differences between respiratory structures and label a diagram of the bronchial tree.
Mechanics of ventilation
The document summarizes the mechanics of ventilation and breathing. It describes how inspiration and expiration occurs due to the contraction and relaxation of the diaphragm and intercostal muscles. During inspiration, the diaphragm contracts and flattens, increasing the thoracic cavity volume and causing air to flow into the lungs due to decreasing pressure. During expiration, the diaphragm and intercostal muscles relax, decreasing the thoracic cavity volume and increasing pressure, causing air to flow out. Boyle's law relates gas pressure and volume, where an increase in one causes a decrease in the other.
Regulation of respiration
The respiratory center, located in the pons and medulla oblongata, controls breathing by sending signals to respiratory muscles. It is stimulated by chemoreceptors sensitive to CO2 and pH levels, as well as stretch receptors in the lungs. Higher brain centers can also influence breathing voluntarily or involuntarily. Various respiratory volumes and capacities describe lung functioning, including tidal volume, inspiratory reserve volume, and residual volume.
Upper respiratory tract
The document describes the anatomy of the upper respiratory tract. It details the structures of the nasal cavity including the external nares, internal nares, nasal septum, palate, uvula, and nasal conchae. It outlines the paranasal sinuses which surround the nasal cavity. It then reviews the structures of the pharynx including the nasopharynx, oropharynx, and laryngopharynx. Finally, it outlines the larynx and its cartilage including the thyroid, cricoid, and epiglottis and describes the function of the vocal cords.
Mesentery, jejunum, ileum & superior mesenteric artery -PDF Lecture Notes -Dr...
Mesentery, jejunum, ileum & superior mesenteric artery -PDF Lecture Notes -Dr...MUGUNTHAN Dr.Mugunthan
This document discusses the anatomy of the mesentery and related structures. It describes the mesentery as the peritoneal fold that suspends the jejunum and ileum from the posterior abdominal wall. It provides blood supply and innervation to the intestines. The root of the mesentery extends from L2 to the right sacroiliac joint and crosses several structures. The superior mesenteric artery supplies the midgut and branches to form the jejunal and ileal arteries. Meckel's diverticulum is described as a remnant of the vitelline duct that can cause complications like perforation or intestinal obstruction.Lymphatic system
The document outlines instructions for creating interactive notes on the lymphatic and immune systems. It provides information about the lymphatic system including that it consists of lymphatic vessels and organs, returns excess fluid to the bloodstream, and defends against disease. It describes the components and functions of lymph, lymphatic vessels, lymph nodes, tonsils, spleen, and thymus gland.
Overview of defense mech
The document defines key terms related to the immune system's defense against pathogens, including that pathogens are disease-causing organisms and resistance is the body's ability to counteract pathogens. It describes non-specific defenses that act against all harmful agents and specific defenses that attack particular pathogens and result in immunity. The immune system consists of three lines of defense: the first line is non-specific barriers like skin and mucus; the second line is non-specific responses like chemicals and inflammatory cells; and the third line is specific responses from lymphocytes and macrophages.
Nonspecific defenses
The document describes the non-specific defenses that provide the body's first line of defense against pathogens. These include physical barriers like the skin and mucous membranes, as well as protective secretions from the skin, stomach, saliva and tears. The second line of defenses activate the complement system and interferons to further attack pathogens, and use phagocytes like neutrophils and macrophages, as well as natural killer cells, to engulf and destroy pathogens. Fever, inflammation, and the inflammatory response are also discussed as beneficial secondary defenses that help the body fight infection and heal tissue damage.
Specific defense
The specific defense is the third line of defense that results in immunity. It is specific, recognizing and attacking particular pathogens. Immunity from the specific defense is systemic, not just restricted to the initial infection site. It also has memory, mounting an even stronger response against pathogens previously encountered. Antibodies produced by B lymphocytes are the main players in the specific defense, binding to antigens on pathogens and inactivating them.
Jejunum & Ileum (Anatomy of the Abdomen)
This document discusses the jejunum, ileum, and mesentery of the small intestine. It describes the superior mesenteric artery, its course through the abdomen, and its branches that supply blood to the jejunum, ileum, and parts of the large intestine. Diagrams and labels are provided to illustrate the anatomical structures and blood supply.
Lesson 15 stomach and intestines
The document discusses the process of digestion that occurs in the stomach and intestines. It begins with an activity to simulate how food is broken down in the stomach by shaking food pieces in a ziplock bag with water. Next, it explains that in the stomach, food is broken down mechanically by muscle contractions and chemically through digestive enzymes and juices. Food stays in the stomach for about four hours before moving to the small intestine as a thick liquid. Another activity simulates how nutrients pass through the walls of the intestines using a paper towel. Finally, it describes how the small intestine, about 7 meters long, further breaks down food into nutrients that are then absorbed and carried by the bloodstream to the body.
Respiratory system
The respiratory system has two main functions: to supply blood with oxygen and remove carbon dioxide. It has an upper respiratory tract that warms and filters air and a lower tract that includes the trachea and lungs. The lungs contain millions of alveoli that absorb oxygen and release carbon dioxide and have a sponge-like structure.
Cardiovascular system
The cardiovascular system consists of the heart and blood vessels. The heart, made of strong cardiac muscle, has four chambers and pumps blood through two circuits. Deoxygenated blood enters the right atrium, travels to the right ventricle and lungs, then the left atrium and ventricle before being pumped through arteries like the aorta to the body. Oxygen-depleted blood returns via veins like the vena cava to the heart.
Digestive system
The digestive system breaks down food physically and chemically and absorbs nutrients into the bloodstream. It consists of a long continuous digestive tract that food moves through, including the mouth, esophagus, stomach, small intestine, and large intestine. Accessory organs that produce fluids entering the digestive tract include the liver, which produces bile to help digest fat, the gallbladder which stores and concentrates bile, and the pancreas which produces digestive enzymes.
Muscles
Muscles are able to contract and shorten, pulling on bones via tendons to cause movement. They require a lot of oxygen and nutrients delivered by blood vessels. Muscle cells use aerobic respiration to generate energy from oxygen, and if worked too hard will switch to less efficient anaerobic respiration producing lactic acid. The document also lists some major muscle names in the arms, trunk, and legs.
Bones
The document lists and describes the bones that make up the axial skeleton and appendicular skeleton. The axial skeleton includes the skull, rib cage, and vertebrae. The skull has 22 bones including 8 in the cranium and 14 in the face. The rib cage contains 12 ribs pairs and the breastbone. The vertebrae consist of cervical, thoracic, lumbar, sacrum and coccyx bones. The appendicular skeleton attaches the arms and legs to the axial skeleton. It lists the bones of the arm as the clavicle, scapula, humerus, ulna, radius and carpals. The bones of the leg are the pelvis, femur, tibia, fibula,
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Digestive types of transport
The document discusses metabolism and the absorption of nutrients. It states that sugars are the major fuel for making ATP in cells, with excess being stored as glycogen or fat. Fats are used to make ATP, build myelin sheaths, and insulate organs. Proteins are rarely used for energy and are broken down into amino acids to make enzymes and structural proteins. It also describes the different types of transport involved in nutrient absorption, including passive transport mechanisms like diffusion and facilitated diffusion, as well as active transport which requires energy.
Mouth anatomy
The document summarizes key anatomy and functions of the mouth. It describes the oral cavity as the region that receives food, breaks it apart through mastication, and mixes it with saliva. It identifies the tongue as the largest and most movable organ, made of skeletal muscle. Saliva is produced by parotid, submandibular, and sublingual glands and functions to clean teeth, moisten food, and begin starch digestion. The document also distinguishes between primary and secondary teeth.
Notes small and large intestines
The small intestine is 6 meters long and 2.5 cm in diameter. It finishes digestion, absorbs nutrients, and passes residue to the large intestine. Its surface area is increased by circular folds, fingerlike villi containing blood vessels, and microvilli. It secretes enzymes like peptidase and hormones like secretin.
The large intestine is longer but narrower. It absorbs fluids and electrolytes and stores waste in pouches before elimination. It includes the cecum containing the appendix, the colon divided into ascending, transverse, descending and sigmoid portions, and the rectum and anal canal.
Respiration overview and upper resp tract
The document provides instructions for students to construct interactive notes on the respiratory system. It directs students to label the cover of their notes with chapter and identification information and attach paper. The notes then guide students through labeling diagrams of respiratory organs and processes like respiration, ventilation, external respiration, internal respiration and cellular respiration. Students are also instructed to come up with "stupid mind tricks" to remember differences between respiratory structures and label a diagram of the bronchial tree.
Mechanics of ventilation
The document summarizes the mechanics of ventilation and breathing. It describes how inspiration and expiration occurs due to the contraction and relaxation of the diaphragm and intercostal muscles. During inspiration, the diaphragm contracts and flattens, increasing the thoracic cavity volume and causing air to flow into the lungs due to decreasing pressure. During expiration, the diaphragm and intercostal muscles relax, decreasing the thoracic cavity volume and increasing pressure, causing air to flow out. Boyle's law relates gas pressure and volume, where an increase in one causes a decrease in the other.
Regulation of respiration
The respiratory center, located in the pons and medulla oblongata, controls breathing by sending signals to respiratory muscles. It is stimulated by chemoreceptors sensitive to CO2 and pH levels, as well as stretch receptors in the lungs. Higher brain centers can also influence breathing voluntarily or involuntarily. Various respiratory volumes and capacities describe lung functioning, including tidal volume, inspiratory reserve volume, and residual volume.
Upper respiratory tract
The document describes the anatomy of the upper respiratory tract. It details the structures of the nasal cavity including the external nares, internal nares, nasal septum, palate, uvula, and nasal conchae. It outlines the paranasal sinuses which surround the nasal cavity. It then reviews the structures of the pharynx including the nasopharynx, oropharynx, and laryngopharynx. Finally, it outlines the larynx and its cartilage including the thyroid, cricoid, and epiglottis and describes the function of the vocal cords.
Mesentery, jejunum, ileum & superior mesenteric artery -PDF Lecture Notes -Dr...
Mesentery, jejunum, ileum & superior mesenteric artery -PDF Lecture Notes -Dr...MUGUNTHAN Dr.Mugunthan
This document discusses the anatomy of the mesentery and related structures. It describes the mesentery as the peritoneal fold that suspends the jejunum and ileum from the posterior abdominal wall. It provides blood supply and innervation to the intestines. The root of the mesentery extends from L2 to the right sacroiliac joint and crosses several structures. The superior mesenteric artery supplies the midgut and branches to form the jejunal and ileal arteries. Meckel's diverticulum is described as a remnant of the vitelline duct that can cause complications like perforation or intestinal obstruction.Lymphatic system
The document outlines instructions for creating interactive notes on the lymphatic and immune systems. It provides information about the lymphatic system including that it consists of lymphatic vessels and organs, returns excess fluid to the bloodstream, and defends against disease. It describes the components and functions of lymph, lymphatic vessels, lymph nodes, tonsils, spleen, and thymus gland.
Overview of defense mech
The document defines key terms related to the immune system's defense against pathogens, including that pathogens are disease-causing organisms and resistance is the body's ability to counteract pathogens. It describes non-specific defenses that act against all harmful agents and specific defenses that attack particular pathogens and result in immunity. The immune system consists of three lines of defense: the first line is non-specific barriers like skin and mucus; the second line is non-specific responses like chemicals and inflammatory cells; and the third line is specific responses from lymphocytes and macrophages.
Nonspecific defenses
The document describes the non-specific defenses that provide the body's first line of defense against pathogens. These include physical barriers like the skin and mucous membranes, as well as protective secretions from the skin, stomach, saliva and tears. The second line of defenses activate the complement system and interferons to further attack pathogens, and use phagocytes like neutrophils and macrophages, as well as natural killer cells, to engulf and destroy pathogens. Fever, inflammation, and the inflammatory response are also discussed as beneficial secondary defenses that help the body fight infection and heal tissue damage.
Specific defense
The specific defense is the third line of defense that results in immunity. It is specific, recognizing and attacking particular pathogens. Immunity from the specific defense is systemic, not just restricted to the initial infection site. It also has memory, mounting an even stronger response against pathogens previously encountered. Antibodies produced by B lymphocytes are the main players in the specific defense, binding to antigens on pathogens and inactivating them.
Jejunum & Ileum (Anatomy of the Abdomen)
This document discusses the jejunum, ileum, and mesentery of the small intestine. It describes the superior mesenteric artery, its course through the abdomen, and its branches that supply blood to the jejunum, ileum, and parts of the large intestine. Diagrams and labels are provided to illustrate the anatomical structures and blood supply.
Lesson 15 stomach and intestines
The document discusses the process of digestion that occurs in the stomach and intestines. It begins with an activity to simulate how food is broken down in the stomach by shaking food pieces in a ziplock bag with water. Next, it explains that in the stomach, food is broken down mechanically by muscle contractions and chemically through digestive enzymes and juices. Food stays in the stomach for about four hours before moving to the small intestine as a thick liquid. Another activity simulates how nutrients pass through the walls of the intestines using a paper towel. Finally, it describes how the small intestine, about 7 meters long, further breaks down food into nutrients that are then absorbed and carried by the bloodstream to the body.
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Mesentery, jejunum, ileum & superior mesenteric artery -PDF Lecture Notes -Dr...
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More from Julie Stewart
Respiratory system
The respiratory system has two main functions: to supply blood with oxygen and remove carbon dioxide. It has an upper respiratory tract that warms and filters air and a lower tract that includes the trachea and lungs. The lungs contain millions of alveoli that absorb oxygen and release carbon dioxide and have a sponge-like structure.
Cardiovascular system
The cardiovascular system consists of the heart and blood vessels. The heart, made of strong cardiac muscle, has four chambers and pumps blood through two circuits. Deoxygenated blood enters the right atrium, travels to the right ventricle and lungs, then the left atrium and ventricle before being pumped through arteries like the aorta to the body. Oxygen-depleted blood returns via veins like the vena cava to the heart.
Digestive system
The digestive system breaks down food physically and chemically and absorbs nutrients into the bloodstream. It consists of a long continuous digestive tract that food moves through, including the mouth, esophagus, stomach, small intestine, and large intestine. Accessory organs that produce fluids entering the digestive tract include the liver, which produces bile to help digest fat, the gallbladder which stores and concentrates bile, and the pancreas which produces digestive enzymes.
Muscles
Muscles are able to contract and shorten, pulling on bones via tendons to cause movement. They require a lot of oxygen and nutrients delivered by blood vessels. Muscle cells use aerobic respiration to generate energy from oxygen, and if worked too hard will switch to less efficient anaerobic respiration producing lactic acid. The document also lists some major muscle names in the arms, trunk, and legs.
Bones
The document lists and describes the bones that make up the axial skeleton and appendicular skeleton. The axial skeleton includes the skull, rib cage, and vertebrae. The skull has 22 bones including 8 in the cranium and 14 in the face. The rib cage contains 12 ribs pairs and the breastbone. The vertebrae consist of cervical, thoracic, lumbar, sacrum and coccyx bones. The appendicular skeleton attaches the arms and legs to the axial skeleton. It lists the bones of the arm as the clavicle, scapula, humerus, ulna, radius and carpals. The bones of the leg are the pelvis, femur, tibia, fibula,
Organ systems projects
The document provides instructions for creating an interactive notebook on human biology. Students are told to staple paper to the cover and include identifying information and a picture. The notebook then outlines and describes the 11 human organ systems, their functions, and key organs. Students will work in groups to write and perform a 1-2 minute skit about the location and function of an assigned organ.
Climate change poster
The document provides instructions for creating a poster showing the impacts of climate change on a specific area or species. It states that the poster should identify at least 3 impacts of climate change, providing a brief explanation and picture for each impact. It also lists potential topics that could be covered on the poster, such as the impacts of climate change on polar bears, coral reefs, agriculture, and coastal cities.
Invasive plants notes
The document defines invasive plants as non-native plants that spread rapidly, out-compete native plants, and have negative ecological or economic impacts. It lists traits of invasive plants such as fast growth, efficient nutrient and water absorption, both sexual and asexual reproduction, effective seed dispersal mechanisms, wide environmental tolerance, and some produce toxins that inhibit other plants. The document also notes invasive plants cost over $140 billion per year in the US, threaten half of endangered species, and can be toxic, increase fire hazards, or cause injury with spines.
Flower notes
Flowers are reproductive organs that bring together pollen and eggs to produce seeds. They have four main parts: sepals which protect the developing flower, petals which are often brightly colored to attract pollinators, stamens which are the male part containing anthers that produce pollen, and carpels which are the female part containing an ovary with eggs and a stigma to receive pollen. A flower lab involves making a detailed drawing of a flower, labeling the parts, and cutting open the ovary to locate the eggs inside.
Seed notes
Seeds contain an embryonic plant and stored food to nourish and protect the embryo. Seeds also disperse the embryo through mechanisms like wind, water, or animals. Additionally, seeds enter dormancy to wait for suitable environmental conditions before germinating. Seeds are important because many are edible and provide humans with most of their calories through cereal grains, beans, and nuts. Students are instructed to write a letter explaining what seeds are and why they are important from the perspective of a seed.
Leaf structure
The document summarizes the structure and function of leaves. It notes that leaves contain a cuticle, epidermis, palisade mesophyll, spongy mesophyll and vascular bundles. The cuticle forms a waxy outer covering that prevents water loss. The epidermis forms the top and bottom layers of the leaf and provides protection. The palisade mesophyll contains tightly packed cells with many chloroplasts and performs most photosynthesis. The spongy mesophyll contains loosely packed cells with fewer chloroplasts. The vascular bundles contain xylem and phloem that transport water and food. Stomata are pores on the underside of leaves that open and close to regulate gas exchange.
Photosynthesis
Photosynthesis is the process by which plants use sunlight, water and carbon dioxide from the air to produce sugar, which plants then use as food. It takes place in chloroplasts, small oval structures inside plant cells that contain chlorophyll to capture light energy. Chloroplasts were originally free-living bacteria that became incorporated into plant cells. Photosynthesis also produces oxygen as a byproduct.
Intro to plants
All plants share three main traits: they are eukaryotic, have cell walls containing cellulose, and produce their own food through photosynthesis. The document discusses four types of plants: mosses, ferns, gymnosperms which have cones, and angiosperms which have flowers.
Classification notes
Students are instructed to prepare their interactive notes for a taxonomy unit by making a cover page with their name, class, and an illustration of taxonomy. They should staple paper behind the cover to take notes on classification, where organisms are now grouped by evolutionary relationships determined by characteristics and DNA sequencing. The taxonomic categories from domain to species are listed, with an example classification of humans provided. Students are tasked with creating a mnemonic and drawing to illustrate the categories for their interactive notes.
Cladograms
A cladogram is a diagram that shows the evolutionary relationships between species by depicting lineages and their shared common ancestors. It represents groups of species that share a single common ancestor as clades. Derived characteristics are traits that evolved in a common ancestor and were passed down to its descendants, helping to determine how species are related on the cladogram. The example shows how to build a cladogram by determining which species share certain traits like legs, fur, being carnivorous, or having retractable claws.
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Although Artemia has been known to man for centuries, its use as a food for the culture of larval organisms apparently began only in the 1930s, when several investigators found that it made an excellent food for newly hatched fish larvae (Litvinenko et al., 2023). As aquaculture developed in the 1960s and ‘70s, the use of Artemia also became more widespread, due both to its convenience and to its nutritional value for larval organisms (Arenas-Pardo et al., 2024). The fact that Artemia dormant cysts can be stored for long periods in cans, and then used as an off-the-shelf food requiring only 24 h of incubation makes them the most convenient, least labor-intensive, live food available for aquaculture (Sorgeloos & Roubach, 2021). The nutritional value of Artemia, especially for marine organisms, is not constant, but varies both geographically and temporally. During the last decade, however, both the causes of Artemia nutritional variability and methods to improve poorquality Artemia have been identified (Loufi et al., 2024).
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8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
Authoring a personal GPT for your research and practice: How we created the Q...
Thematic analysis in qualitative research is a time-consuming and systematic task, typically done using teams. Team members must ground their activities on common understandings of the major concepts underlying the thematic analysis, and define criteria for its development. However, conceptual misunderstandings, equivocations, and lack of adherence to criteria are challenges to the quality and speed of this process. Given the distributed and uncertain nature of this process, we wondered if the tasks in thematic analysis could be supported by readily available artificial intelligence chatbots. Our early efforts point to potential benefits: not just saving time in the coding process but better adherence to criteria and grounding, by increasing triangulation between humans and artificial intelligence. This tutorial will provide a description and demonstration of the process we followed, as two academic researchers, to develop a custom ChatGPT to assist with qualitative coding in the thematic data analysis process of immersive learning accounts in a survey of the academic literature: QUAL-E Immersive Learning Thematic Analysis Helper. In the hands-on time, participants will try out QUAL-E and develop their ideas for their own qualitative coding ChatGPT. Participants that have the paid ChatGPT Plus subscription can create a draft of their assistants. The organizers will provide course materials and slide deck that participants will be able to utilize to continue development of their custom GPT. The paid subscription to ChatGPT Plus is not required to participate in this workshop, just for trying out personal GPTs during it.
Unlocking the mysteries of reproduction: Exploring fecundity and gonadosomati...
The pygmy halfbeak Dermogenys colletei, is known for its viviparous nature, this presents an intriguing case of relatively low fecundity, raising questions about potential compensatory reproductive strategies employed by this species. Our study delves into the examination of fecundity and the Gonadosomatic Index (GSI) in the Pygmy Halfbeak, D. colletei (Meisner, 2001), an intriguing viviparous fish indigenous to Sarawak, Borneo. We hypothesize that the Pygmy halfbeak, D. colletei, may exhibit unique reproductive adaptations to offset its low fecundity, thus enhancing its survival and fitness. To address this, we conducted a comprehensive study utilizing 28 mature female specimens of D. colletei, carefully measuring fecundity and GSI to shed light on the reproductive adaptations of this species. Our findings reveal that D. colletei indeed exhibits low fecundity, with a mean of 16.76 ± 2.01, and a mean GSI of 12.83 ± 1.27, providing crucial insights into the reproductive mechanisms at play in this species. These results underscore the existence of unique reproductive strategies in D. colletei, enabling its adaptation and persistence in Borneo's diverse aquatic ecosystems, and call for further ecological research to elucidate these mechanisms. This study lends to a better understanding of viviparous fish in Borneo and contributes to the broader field of aquatic ecology, enhancing our knowledge of species adaptations to unique ecological challenges.
The binding of cosmological structures by massless topological defects
Assuming spherical symmetry and weak field, it is shown that if one solves the Poisson equation or the Einstein field
equations sourced by a topological defect, i.e. a singularity of a very specific form, the result is a localized gravitational
field capable of driving flat rotation (i.e. Keplerian circular orbits at a constant speed for all radii) of test masses on a thin
spherical shell without any underlying mass. Moreover, a large-scale structure which exploits this solution by assembling
concentrically a number of such topological defects can establish a flat stellar or galactic rotation curve, and can also deflect
light in the same manner as an equipotential (isothermal) sphere. Thus, the need for dark matter or modified gravity theory is
mitigated, at least in part.
The cost of acquiring information by natural selection
This is a short talk that I gave at the Banff International Research Station workshop on Modeling and Theory in Population Biology. The idea is to try to understand how the burden of natural selection relates to the amount of information that selection puts into the genome.
It's based on the first part of this research paper:
The cost of information acquisition by natural selection
Ryan Seamus McGee, Olivia Kosterlitz, Artem Kaznatcheev, Benjamin Kerr, Carl T. Bergstrom
bioRxiv 2022.07.02.498577; doi: https://doi.org/10.1101/2022.07.02.498577
Direct Seeded Rice - Climate Smart Agriculture
Direct Seeded Rice - Climate Smart AgricultureInternational Food Policy Research Institute- South Asia Office
PPT on Direct Seeded Rice presented at the three-day 'Training and Validation Workshop on Modules of Climate Smart Agriculture (CSA) Technologies in South Asia' workshop on April 22, 2024.
THEMATIC APPERCEPTION TEST(TAT) cognitive abilities, creativity, and critic...
THEMATIC APPERCEPTION TEST(TAT) cognitive abilities, creativity, and critic...Abdul Wali Khan University Mardan,kP,Pakistan
hematic appreciation test is a psychological assessment tool used to measure an individual's appreciation and understanding of specific themes or topics. This test helps to evaluate an individual's ability to connect different ideas and concepts within a given theme, as well as their overall comprehension and interpretation skills. The results of the test can provide valuable insights into an individual's cognitive abilities, creativity, and critical thinking skillsThornton ESPP slides UK WW Network 4_6_24.pdf
ESPP presentation to EU Waste Water Network, 4th June 2024 “EU policies driving nutrient removal and recycling
and the revised UWWTD (Urban Waste Water Treatment Directive)”
Shallowest Oil Discovery of Turkiye.pptx
The Petroleum System of the Çukurova Field - the Shallowest Oil Discovery of Türkiye, Adana
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aziz sancar nobel prize winner: from mardin to nobel
aziz sancar nobel prize winner: from mardin to nobel
Compexometric titration/Chelatorphy titration/chelating titration
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mô tả các thí nghiệm về đánh giá tác động dòng khí hóa sau đốt
mô tả các thí nghiệm về đánh giá tác động dòng khí hóa sau đốt
Authoring a personal GPT for your research and practice: How we created the Q...
Authoring a personal GPT for your research and practice: How we created the Q...
Unlocking the mysteries of reproduction: Exploring fecundity and gonadosomati...
Unlocking the mysteries of reproduction: Exploring fecundity and gonadosomati...
The binding of cosmological structures by massless topological defects
The binding of cosmological structures by massless topological defects
The cost of acquiring information by natural selection
The cost of acquiring information by natural selection
THEMATIC APPERCEPTION TEST(TAT) cognitive abilities, creativity, and critic...
THEMATIC APPERCEPTION TEST(TAT) cognitive abilities, creativity, and critic...