This document discusses the classification of different types of plants. It describes algae as aquatic plants that can be unicellular or multicellular and include examples like Spirogyra and Ulva. Bryophytes are described as the "amphibians of the plant kingdom" that need water for reproduction and include mosses and Marchantia. Ferns are presented as having well-developed roots, stems, and leaves and reproducing via spores on their leaves. Gymnosperms are described as mostly woody and evergreen with male and female flowers on separate sporophylls and no natural seed covering. Angiosperms are defined as having flowers that develop into fruits containing seeds.
Key Characters of some major Angiosperm FamiliesYOGITASHARMA92
Angiosperms form the major group of plant kingdom with a plethora of plant species. This slideshow contains key and exceptional characters of major Angiosperm families.
The plants of this family are found throughout the world. However, they are not found in arctic regions. In our country the family is represented by several genera such as, Euphorbia, Ricinus, Phyllanthus, Croton, Pedilanthus, etc. In the desert regions of Africa and elsewhere the family is represented by cactus-like plants of different species of Euphorbia.
Heath like Euphorbias are quite common in Australia. In Britain only two genera, i.e., Euphorbia and Mercurialis are found, which are represented by sixteen and two species respectively.
Key Characters of some major Angiosperm FamiliesYOGITASHARMA92
Angiosperms form the major group of plant kingdom with a plethora of plant species. This slideshow contains key and exceptional characters of major Angiosperm families.
The plants of this family are found throughout the world. However, they are not found in arctic regions. In our country the family is represented by several genera such as, Euphorbia, Ricinus, Phyllanthus, Croton, Pedilanthus, etc. In the desert regions of Africa and elsewhere the family is represented by cactus-like plants of different species of Euphorbia.
Heath like Euphorbias are quite common in Australia. In Britain only two genera, i.e., Euphorbia and Mercurialis are found, which are represented by sixteen and two species respectively.
Poaceae or Gramineae is a large and nearly ubiquitous family of monocotyledonous flowering plants known as grasses. It includes the cereal grasses, bamboos and the grasses of natural grassland and species cultivated in lawns and pasture. The latter are commonly referred to collectively as grass
All you need to know about angiosperms, the parts of a flower, sexual reproduction in plants and types of fruits.
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GabrielaCarolina
This chapter was really heavy
Divided it in three parts ,
1. Roots, Stem , leaves
2.Flowers, Fruits ,seed
Two parts are included, third part will be uploaded soon.
~Please comment ~ Feel free to Suggest~♥
I give this slide for your learning from the pictures. I put many pictures in the slide. It is easy way to learn from this slide. This slide tells us about the plants and their classification . It is copyright from the textbook of 9th standard. This is biology.
Poaceae or Gramineae is a large and nearly ubiquitous family of monocotyledonous flowering plants known as grasses. It includes the cereal grasses, bamboos and the grasses of natural grassland and species cultivated in lawns and pasture. The latter are commonly referred to collectively as grass
All you need to know about angiosperms, the parts of a flower, sexual reproduction in plants and types of fruits.
Follow me on twitter:
GabrielaCarolina
This chapter was really heavy
Divided it in three parts ,
1. Roots, Stem , leaves
2.Flowers, Fruits ,seed
Two parts are included, third part will be uploaded soon.
~Please comment ~ Feel free to Suggest~♥
I give this slide for your learning from the pictures. I put many pictures in the slide. It is easy way to learn from this slide. This slide tells us about the plants and their classification . It is copyright from the textbook of 9th standard. This is biology.
Plant Stems Aid In Growth : The stem of a plant serves as a structural axis, supporting the plant’s leaves, flowers, and fruits. They also frequently play distinct roles in photosynthesis, support, defence, and asexual reproduction.
Stems are part of the shoot system of a plant. Depending on the type of plant, they can range in diameter and length from a few millimetres to hundreds of metres. Despite the fact that some plants, such as the potato, have underground stems, most stems are found above ground. Stems can be herbaceous or woody. Stems’ primary function is to hold the plant’s leaves, flowers, and buds; on occasion, they also serve as food storage for the plant. A stem can be sparsely or densely branched, as in the case of a palm or a magnolia tree.
A basic overview of vascular and non vascular plants - gymnosperms and angiosperms; monocots and dicots. Appropriate for High School or advanced middle school.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
Classification of plants
1.
2. It is the arrangement of organism or
group of organism into distinct
categories
It is based on similarities and
dissimilarities among the organism.
3.
4.
5. These plants grow mainly in water.
Do not have specific parts like root-stem-leaves-
flowers .
They are autotrophic due to presence of chlorophyll, is
called algae.
They may be unicellular or multicellular.
Example:- Spirogyra, Ulva, Sargassum, chara
8. This group of plants is called the amphibians of the
plant kingdom.
Grows in moist soil.
Need water for reproduction.
They are multicellular and autotrophic.
Structure is flat, ribbon-like long, without true roots,
stem and leaves.
Examples – Moss, Marchantia, Riccia
11. They have well developed root, stem and leaves.
Tissues for conduction of food and water.
They do not bear flowers and fruits.
They reproduce with the help of spores formed
along the back or posterior surface of their
leaves.
Example – Ferns, Nephrolepis, Pteris
13. They are mostly evergreen, perennial and woody.
Stem without branches.
The leaves form a crown.
Have male and female flowers on different
sporophylls of the same plant.
Seeds do not have natural coverings.
They do not form fruits.
Example – Cycas, Pinus, Thuja.
15. Flowers develop into fruits and seeds are
formed within fruits.
Seeds are covered.
Two types of seed are present
dicotyledonous and monocotyledonous.
Example – Mustard and Maize