This document provides an overview of bacteria, including their cellular structure and differences from eukaryotic cells. Key points include: bacteria lack nuclei and membrane-bound organelles, have circular DNA and smaller ribosomes, divide via binary fission, and have cell walls composed of peptidoglycan. The document also discusses bacterial morphology, cell membranes, genetic material like plasmids, and taxonomy.
Bacteria are unicellular, procaryotic microorganisms which have diverse shape size and structures. Bacteria are found almost everywhere on Earth. Even the human body is full of bacteria, and in fact is estimated to contain more bacterial cells than human cells. Most bacteria in the body are harmless, and some are even helpful. A relatively small number of species cause disease.
Bacteria are unicellular, procaryotic microorganisms which have diverse shape size and structures. Bacteria are found almost everywhere on Earth. Even the human body is full of bacteria, and in fact is estimated to contain more bacterial cells than human cells. Most bacteria in the body are harmless, and some are even helpful. A relatively small number of species cause disease.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2024.06.01 Introducing a competency framework for languag learning materials ...
chap 4 ppt.ppt
1. Microbiology – Chapter 4, Bacteria
Bacteria are Prokaryotes – No nucleus or
organelles bound in membranes
DNA is a single circular chromosome
No Histones associated with DNA
Cell Walls of peptidoglycan (polymer of NAG
and NAM cross-linked with polypeptide chain)
Smaller ribosome unit
Divide by binary fission (not mitosis)
8. Microbiology – Chapter 4, Bacteria
Eukaryotes – “true nucleus”, and membrane bound organelles
DNA is membrane bound, inside nucleus, nuclear membrane is a double
membrane
Chromosomes are usually multiple (paired), and have special histone
protein associated with the DNA molecules
Membrane bound “organelles”: packages where specialized functions
take place: mitochondria, lysosome, ER, Golgi, etc.
Cell wall if present is chemically simple (cellulose, or chitin)
Slightly larger ribosome
Cells divide by a process like mitosis (and can have meiosis too)
10. Microbiology – Chapter 4, Bacteria
Bacterial appendages: Pilli (fimbriae) and Flagella
Pilli are short, hair-like, protein: function “adherence” – stick
to each other, stick to surfaces, harder to wash away
Specialized “sex” pilus - conjugation
11. Microbiology – Chapter 4, Bacteria
Flagella: complex organ of motility, a “motor” VERY COOL
A = monotrichous B = amphitrichous C = lophotrichous D = peritrichous
12. Microbiology – Chapter 4, Bacteria
• Bacterial “Envelope” – Structures on the outside of
bacteria:
• Glycocalyx – sugar coat, if tightly bound = capsule
– Protects and prevents from drying, also protects from
phagocytes
– Slimy, and often a significant component of “biofilms”
13. Microbiology – Chapter 4, Bacteria
• Outer membrane (outside of cell wall) found in Gram (-)
bacteria
14. Microbiology – Chapter 4, Bacteria
• Outer membrane (outside of cell wall) found in Gram (-) bacteria
• Gram – bacteria have LPS (lipopolysaccharide), lipoprotein, and
phospholipids
• These can cause some of the symptoms of Gram – bacterial
infections (fever, shock, diarrhea)
15. Microbiology – Chapter 4, Bacteria
• Bacterial Cell Wall – macromolecule, polysaccharide, repeating
sugars, NAG and NAM, cross-linked with shot chains of Amino Acids
• “Peptidoglycan, aka: murein”
• Tough outer coat, prevents rupture, protects cell, gives it its distinct
shape
• Certain antibiotics work by inhibiting cell wall synthesis (penicillins)
17. Microbiology – Chapter 4, Bacteria
• Gram + and Gram – bacteria have differences in Cell Wall and outer
envelope (the theory of why the grams stain works is based on this
difference)
18. Microbiology – Chapter 4, Bacteria
• Gram + and Gram – bacteria have differences in Cell Wall and outer
envelope (the theory of why the grams stain works is based on this
difference) Gram – are less sensitive to penicillin as a result of
thinner CW and outer membrane
19. Microbiology – Chapter 4, Bacteria
• Grams stain = a differential stain procedure, different results, + and
(-)
20. Microbiology – Chapter 4, Bacteria
• Grams stain = a differential stain procedure, different results, + and
(-)
21. Microbiology – Chapter 4, Bacteria
• Gram negative cell envelope much more complicated
than Gram +: lipid, phospholipid, lipid A, peiplasmic
space (fluid filled area between cell wall and outer
membrane), various protein porons
22. Microbiology – Chapter 4, Bacteria
• Bacterial cell “shapes” A=bacillus or pl. bacilli B= round, coccus,
cocci pl., in chains “Streptococcus) C. Staphylococcus – clusters
D= diplococcus E=Spirillum, spirilla pl. (spirochete is a corkscrew
shape – not shown) F= vibrio, more comma shaped
23. Microbiology – Chapter 4, Bacteria
• Cell shape is determined by the genetic
character of the organism. Its genes code for
the synthesis of the CW material and the cell
division mechanism that results in a “round” or
“rod” or “spiral” shape
• One of the criteria used in ID of bacteria
• Coupled with gram reaction = helpful
– Ex. Gram + cocci in clusters is “Staphylococcus”
Gram (-) bacilli, motile, green sheen on EMB is E.coli
24. Microbiology – Chapter 4, Bacteria
• Bacterial cell membrane: regulates what moves in and
out of the cytoplasm
• Diffusion –concentration gradients > high to low
• Osmosis – diffusion of water across a semipermeable
membrane
– Isotonic
– Hypertonic
– Hypotonic ***REVIEW ON YOUR OWN***
– Passive transport
– Active transport
– Engulfment (phagocytosis, pinocytosis)
– Specialized group translocation
25. Microbiology – Chapter 4, Bacteria
• Inside the bacterial cytoplasm
• Nuceloid – area containing the bacterial chromosome
(DNA)
26. Microbiology – Chapter 4, Bacteria
• Inside the bacterial cytoplasm
• Plasmid – Extrachromosomal DNA, not part of “genome”, different
genes
• Can transfer in a process – conjugation across sex pilus, change the
genetic character of the recipient
• Tool of “genetic”engineer
27. Microbiology – Chapter 4, Bacteria
• Inside the bacterial cytoplasm
• Ribosomes: structure made of RNA, site of protein synthesis
• Some antibiotics work by messing with the “ribosome”
• Slightly smaller than our eukaryote ribosome, so antibiotic can work
on bacteria but not affect us (selective toxicity)
28. Microbiology – Chapter 4, Bacteria
• Inside the bacterial cytoplasm
• Inclusions: granules of sugar, lipid storage, etc. (storage)
• Endospores (Genus: Bacillus and Clostridium) Hardiest of bacterial
structures. Difficult to kill with heat or chemical. Autoclave: 121
degree C, 15 lbs/sq. in. pressure – to penetrate thick coat and
destroy genome of bacteria. Purpose: survival not reproduction
• Inclusions:
30. Microbiology – Chapter 4, Bacteria
• Taxonomy and Bacteria: Yucch!!!!!!
• We use Bergey’s Manual for rapid ID of bacteria. Started in the
• 1940’s, before a lot of modern tech. invented
31. Microbiology – Chapter 4, Bacteria
• Taxonomy and Bacteria: Yucch!!!!!!
• We use Bergey’s Manual: Based on 3 primary things:
• 1. Cell Wall (or lack of cell wall) – Gram reaction (+) or (-)
• 2. Cell Morphology (shape) Bacillus, Coccus, Spirillum, Vibrio
• 3. Biochemical characteristics: sugars they ferment, enzymes like
catalase and oxidase, decarboxylase, etc.
• More modern techniques used today to get very specific “strains”
– Serological groups (antigen - antibody reactions)
– DNA hybridization studies Ex. E.coli 0157H7 or
– DNA fingerprinting Azotobacter vinelandii 12837
– Bacterial viruses (phage typing)
32. Microbiology – Chapter 4, Bacteria
• Taxonomy and Bacteria: Yucch!!!!!!
• Flow charts are useful – we will use them in our unknowns