This document provides an assessment rubric for a Year 9 assignment on the global fashion industry. It outlines 8 levels of achievement with increasing complexity. At the lowest levels, students will recognize and describe places in the global fashion industry and understand advantages and disadvantages. Higher levels involve explaining characteristics and changes over time, analyzing interdependencies between places, and critically evaluating sources to make substantiated conclusions about diversity and globalization in the industry. The rubric provides clear benchmarks for student work and guidance for teachers on expectations at different performance levels.
Enterprise Project Presentations And Assessmentruhma
This document provides instructions for Level 2 EDPS Enterprise Project presentations and assessments taking place on March 26th, 2009. It outlines the location, timetable, participating companies and products, refreshments provided, and guidelines for how judges will assess using sample marking sheets in Appendices A and B. Student teams will set up booth displays from 1-1:40pm, with judging from 1:40-3pm and 3:10pm-5:10pm allocated for 3 minute presentations and 5 minutes of Q&A with each team.
The document provides a rubric for evaluating student presentations. It lists five criteria for evaluation: presentation content, verbal presentation, presentation slides, self-image/posture/professionalism, and response to Q&A session. Each criterion is scored out of 10 points for a total possible score of 40 points. Descriptors are provided for performance levels ranging from barely acceptable to excellent.
Student Company Project Presentation Marking sheetyinimentor
This document outlines the criteria and marking scheme for assessing a student's evidence of work experience. It is divided into 4 sections worth a total of 100 marks: 1) A student report worth 25 marks assessing communication of work, contribution, and company context. 2) A company statement worth 10 marks on achievement recognition and contribution valuation. 3) A student presentation worth 60 marks on communicating work, contribution, context and adding to evidence, as well as technical, structure, and media skills. 4) An overall impression worth 5 marks.
This document provides marking criteria for an A2 Media Studies assignment involving the creation of media products. It outlines four levels of achievement for research & planning, evaluation, and the main media task (video, print, radio, or website). For the main task, marks are allocated out of 40. For two ancillary tasks, marks are allocated out of 10 each. Teachers are to consider consistency of brand identity across the pieces and note individual contributions to group work.
This document provides a simple guide for structuring presentations strategically. It recommends beginning with your purpose and main idea, and then starting with "why" to give the audience a reason to listen. The main message and idea should then be shared, followed by a call to action. Time should be left for questions and answers to reiterate the main idea and call to action. The presentation structure starts and ends by bookending the purpose and main idea.
This document provides guidance to students on their research projects. It lists common problems such as lack of paperwork, research, or consultation with supervisors. It then instructs students to assess their own projects based on a mark scheme criteria covering paperwork, project work, and presentation. Students are asked to identify the aspect of their project most urgently needing work, and choose three actions from the provided list to improve their marks in one or more criteria by the end of the session, such as developing project artifacts, collecting information from books or interviews, or constructing a bibliography.
Student Perspectives of Peer Assessment for Learning in a Public Speaking courseEddy White, Ph.D.
This article was published online in the Asian EFL Journal in January, 2009. It forms part of my doctoral research into assessment for learning (AfL) in an EFL context with adult learners.
This document outlines the marking scheme for Social Studies SBAs at Vere Technical High School. It details the 10 components that make up the SBA profile and the marks allocated to each. These components include the statement of the problem, reasons for research, methodology, data collection instruments, data collection procedures, data presentation, analysis and interpretation of findings, statement of findings, recommendations and implementation strategies. Writing skills and overall presentation are also assessed. The total marks possible for the SBA is 40.
Enterprise Project Presentations And Assessmentruhma
This document provides instructions for Level 2 EDPS Enterprise Project presentations and assessments taking place on March 26th, 2009. It outlines the location, timetable, participating companies and products, refreshments provided, and guidelines for how judges will assess using sample marking sheets in Appendices A and B. Student teams will set up booth displays from 1-1:40pm, with judging from 1:40-3pm and 3:10pm-5:10pm allocated for 3 minute presentations and 5 minutes of Q&A with each team.
The document provides a rubric for evaluating student presentations. It lists five criteria for evaluation: presentation content, verbal presentation, presentation slides, self-image/posture/professionalism, and response to Q&A session. Each criterion is scored out of 10 points for a total possible score of 40 points. Descriptors are provided for performance levels ranging from barely acceptable to excellent.
Student Company Project Presentation Marking sheetyinimentor
This document outlines the criteria and marking scheme for assessing a student's evidence of work experience. It is divided into 4 sections worth a total of 100 marks: 1) A student report worth 25 marks assessing communication of work, contribution, and company context. 2) A company statement worth 10 marks on achievement recognition and contribution valuation. 3) A student presentation worth 60 marks on communicating work, contribution, context and adding to evidence, as well as technical, structure, and media skills. 4) An overall impression worth 5 marks.
This document provides marking criteria for an A2 Media Studies assignment involving the creation of media products. It outlines four levels of achievement for research & planning, evaluation, and the main media task (video, print, radio, or website). For the main task, marks are allocated out of 40. For two ancillary tasks, marks are allocated out of 10 each. Teachers are to consider consistency of brand identity across the pieces and note individual contributions to group work.
This document provides a simple guide for structuring presentations strategically. It recommends beginning with your purpose and main idea, and then starting with "why" to give the audience a reason to listen. The main message and idea should then be shared, followed by a call to action. Time should be left for questions and answers to reiterate the main idea and call to action. The presentation structure starts and ends by bookending the purpose and main idea.
This document provides guidance to students on their research projects. It lists common problems such as lack of paperwork, research, or consultation with supervisors. It then instructs students to assess their own projects based on a mark scheme criteria covering paperwork, project work, and presentation. Students are asked to identify the aspect of their project most urgently needing work, and choose three actions from the provided list to improve their marks in one or more criteria by the end of the session, such as developing project artifacts, collecting information from books or interviews, or constructing a bibliography.
Student Perspectives of Peer Assessment for Learning in a Public Speaking courseEddy White, Ph.D.
This article was published online in the Asian EFL Journal in January, 2009. It forms part of my doctoral research into assessment for learning (AfL) in an EFL context with adult learners.
This document outlines the marking scheme for Social Studies SBAs at Vere Technical High School. It details the 10 components that make up the SBA profile and the marks allocated to each. These components include the statement of the problem, reasons for research, methodology, data collection instruments, data collection procedures, data presentation, analysis and interpretation of findings, statement of findings, recommendations and implementation strategies. Writing skills and overall presentation are also assessed. The total marks possible for the SBA is 40.
This document provides guidance on teaching triple jump at Key Stage 3. It outlines key processes, level descriptions, learning objectives, and considerations for planning lessons. Students should explore different step patterns and jumps across varying widths. They should develop the ability to perform multiple jumps with constant rhythm. Lessons should focus on gaining distance through speed and height, maintaining proper body alignment, and safe landings. Students are also expected to evaluate and improve their own performances by analyzing strengths, weaknesses, and applying feedback to future jumps.
Help with set up, clean up, and logistics
Facilitator: Lead small group discussions and activities
Recorder: Take notes on discussions and evaluations
The AC’s agreed to present the proposal to their
residents and staff. They would report back the
following week with numbers.
I was excited to get started!
10
Evaluation
I proposed that each student attending complete an
evaluation at the end of the summit experience.
The evaluation would use a Likert scale to rate their
agreement with statements regarding their
understanding of diversity, leadership, and MTSU
standards before and after the summit.
It would also ask open ended questions to
This document provides a list of key geographic concepts and terms to know, as well as abilities related to thinking geographically. It includes definitions of cultural ecology, possibilism, and environmental determinism. Students should be able to classify distributions, locations, and regions; identify the roles of induction, symbolization, simplification, and categorization in mapmaking; discuss types of scale and projections; illustrate models of diffusion; and explain strengths and weaknesses of different mapped information types.
This document contains a rubric for evaluating global awareness across four criteria:
1) Students investigate issues beyond their immediate environment.
2) Students recognize their own and others' perspectives.
3) Students communicate their ideas effectively with diverse audiences.
4) Students translate their ideas into appropriate actions to improve conditions.
The rubric rates student performance as unsatisfactory, proficient, or advanced for each criterion based on measurable skills.
Fulbright Classroom Teacher Exchange Program, Oct. 6 and 20, 2012
This session will introduce you to the "what, why, and how" of teaching for global competence. We will examine the importance of global education in today's world, unpack the definition and key aspects of global competence, and explore strategies and resources for integrating global competence into your teaching.
The document provides a rubric to evaluate research papers and presentations across several dimensions on a scale of 1 to 6. Papers that score a 1 demonstrate weak research with little supporting evidence, incomplete coverage of topics, and lack of clarity. Higher scores indicate more comprehensive research with relevant evidence, complete explanation of variety of materials, and enhanced presentation of key concepts. Presentations that rate higher use multimedia effectively, have strong delivery with eye contact and clear volume/pacing, and include proper citations and contributions.
Pamantasan ng lungsod ng valenzuela bsed f il 3-1 2013 4King Ayapana
The document discusses rubrics, which provide systematic guidelines for evaluating student performance using criteria. Rubrics articulate levels of performance for each criterion and assess whether a student has done a poor, good, or excellent job. Examples of holistic and analytic rubrics are provided to illustrate how rubrics clarify expectations and allow students to improve.
The document provides learning objectives and activities about the 2010 Haiti earthquake. It aims to teach students about where Haiti is located, the tectonic processes that caused the earthquake, and the impact on the Haitian people. Students are asked to complete a KWL chart about the earthquake and describe what they saw after exiting a shaking building by climbing down a ladder.
This document provides a self-assessment tool for students to evaluate their understanding of key concepts from a climate change topic. It lists several learning objectives and has students rate their knowledge of each as red, amber, or green. Students then reflect on areas marked red and set targets with action plans to improve their understanding by specific dates.
The document discusses greenhouse gas emissions and their impact on climate change. It notes that carbon dioxide causes around 60% of global warming from human activities, with fossil fuel combustion and deforestation being major sources. Agricultural activities like livestock farming and use of nitrogen fertilizers are also significant sources of the greenhouse gases methane and nitrous oxide. South America has the highest emissions of these gases per person, with New Zealand being the highest-emitting country.
The Vikings established farms and settlements in Greenland in the 10th century, with a population that may have reached 5,000. They traded resources like falcons, sealskins, and ivory with Norway. However, as the climate grew cooler in the 14th-15th centuries and trade declined, the Greenland Vikings struggled. Their farms became overgrazed and less productive. By the early 15th century, with no trade or contact with Europe, the Viking settlements in Greenland were abandoned.
Climate has changed significantly over timescales ranging from millions to hundreds of years due to natural causes. Scientists use physical evidence such as fossil records and geological features to show that climate was different in the past, with some periods having huge ice sheets extending far south. Data from ice cores show that temperatures and carbon dioxide levels have fluctuated, with cold glacial periods alternating with warmer interglacial periods over the past 2.6 million years. More recent evidence from historical records and nature also suggest the climate has changed regularly over the past 2000 years.
This case study examines a restless earth unit that teaches students about the causes and effects of geological processes and natural hazards. Key topics covered include plate tectonics, earthquakes, volcanoes, and how communities prepare for and respond to natural disasters. Case studies, facts, figures, and diagrams are used to illustrate these concepts.
Large volcanic eruptions can cool the global climate by ejecting ash and sulfur dioxide into the stratosphere, where they reflect sunlight back into space. The 1991 eruption of Mount Pinatubo cooled the planet by 0.5°C for about a year by reducing sunlight by 10%. Even larger eruptions like Tambora in 1815 and Krakatoa in 1883 lowered global temperatures more significantly for multiple years.
Case Study template for A2 Edexcel Unit 4 TectonicsJoBlack
This document provides guidance on how to summarize information about a tectonic event, including a map of the affected area, key statistics about the event such as deaths and magnitude, socioeconomic information about the region, the level of development, associated hazards, diagrams and explanations of the cause of the event, impacts in physical, economic, political, social and environmental areas both in the short and long term, ways people attempted to cope before, during and after the event, sources, and analysis of the response using models of disaster management cycles.
The document outlines an itinerary for a field study visit to Exeter, UK to examine various urban development projects. The itinerary includes visits to 6 areas of the city: Haven Banks, The Quay, Burnthouse Lane, Princesshay, High Street, and Sidwell Street. At each location, the study will assess environmental quality, document redevelopment efforts, and evaluate strategies for rebranding the built environment. Perceptions of the Princesshay redevelopment will also be analyzed through surveys.
The document provides revision strategies for GCSE Geography exams, including explaining key command words, describing the exam structure, and suggesting study techniques. It also includes sample case studies and exam questions on topics like flooding, landforms, and water supply changes. Revision strategies suggested include flashcards, mind maps, practice questions, and repeated writing to reinforce learning.
This PowerPoint presentation aims to help students understand the recent heavy snowfall in the UK. It provides information on why there has been so much snow, what snow is, and shows news reports and pictures documenting the snow over the past week. Students are then asked to write a 150+ word blog post describing their experiences with the snow and how it impacted them.
Geography teaches important skills like problem solving, critical thinking, and understanding global issues and cultural diversity that are valuable for navigating an increasingly interconnected world. Studying geography covers topics from the environment and sustainability to economics and human behavior. Geography graduates are highly employable with transferable skills in data analysis, communication, and spatial awareness that allow them to pursue diverse career paths in fields like tourism, conservation, engineering, and urban planning.
Know the difference between Endodontics and Orthodontics.Gokuldas Hospital
Your smile is beautiful.
Let’s be honest. Maintaining that beautiful smile is not an easy task. It is more than brushing and flossing. Sometimes, you might encounter dental issues that need special dental care. These issues can range anywhere from misalignment of the jaw to pain in the root of teeth.
These lecture slides, by Dr Sidra Arshad, offer a simplified look into the mechanisms involved in the regulation of respiration:
Learning objectives:
1. Describe the organisation of respiratory center
2. Describe the nervous control of inspiration and respiratory rhythm
3. Describe the functions of the dorsal and respiratory groups of neurons
4. Describe the influences of the Pneumotaxic and Apneustic centers
5. Explain the role of Hering-Breur inflation reflex in regulation of inspiration
6. Explain the role of central chemoreceptors in regulation of respiration
7. Explain the role of peripheral chemoreceptors in regulation of respiration
8. Explain the regulation of respiration during exercise
9. Integrate the respiratory regulatory mechanisms
10. Describe the Cheyne-Stokes breathing
Study Resources:
1. Chapter 42, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 36, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 13, Human Physiology by Lauralee Sherwood, 9th edition
This document provides guidance on teaching triple jump at Key Stage 3. It outlines key processes, level descriptions, learning objectives, and considerations for planning lessons. Students should explore different step patterns and jumps across varying widths. They should develop the ability to perform multiple jumps with constant rhythm. Lessons should focus on gaining distance through speed and height, maintaining proper body alignment, and safe landings. Students are also expected to evaluate and improve their own performances by analyzing strengths, weaknesses, and applying feedback to future jumps.
Help with set up, clean up, and logistics
Facilitator: Lead small group discussions and activities
Recorder: Take notes on discussions and evaluations
The AC’s agreed to present the proposal to their
residents and staff. They would report back the
following week with numbers.
I was excited to get started!
10
Evaluation
I proposed that each student attending complete an
evaluation at the end of the summit experience.
The evaluation would use a Likert scale to rate their
agreement with statements regarding their
understanding of diversity, leadership, and MTSU
standards before and after the summit.
It would also ask open ended questions to
This document provides a list of key geographic concepts and terms to know, as well as abilities related to thinking geographically. It includes definitions of cultural ecology, possibilism, and environmental determinism. Students should be able to classify distributions, locations, and regions; identify the roles of induction, symbolization, simplification, and categorization in mapmaking; discuss types of scale and projections; illustrate models of diffusion; and explain strengths and weaknesses of different mapped information types.
This document contains a rubric for evaluating global awareness across four criteria:
1) Students investigate issues beyond their immediate environment.
2) Students recognize their own and others' perspectives.
3) Students communicate their ideas effectively with diverse audiences.
4) Students translate their ideas into appropriate actions to improve conditions.
The rubric rates student performance as unsatisfactory, proficient, or advanced for each criterion based on measurable skills.
Fulbright Classroom Teacher Exchange Program, Oct. 6 and 20, 2012
This session will introduce you to the "what, why, and how" of teaching for global competence. We will examine the importance of global education in today's world, unpack the definition and key aspects of global competence, and explore strategies and resources for integrating global competence into your teaching.
The document provides a rubric to evaluate research papers and presentations across several dimensions on a scale of 1 to 6. Papers that score a 1 demonstrate weak research with little supporting evidence, incomplete coverage of topics, and lack of clarity. Higher scores indicate more comprehensive research with relevant evidence, complete explanation of variety of materials, and enhanced presentation of key concepts. Presentations that rate higher use multimedia effectively, have strong delivery with eye contact and clear volume/pacing, and include proper citations and contributions.
Pamantasan ng lungsod ng valenzuela bsed f il 3-1 2013 4King Ayapana
The document discusses rubrics, which provide systematic guidelines for evaluating student performance using criteria. Rubrics articulate levels of performance for each criterion and assess whether a student has done a poor, good, or excellent job. Examples of holistic and analytic rubrics are provided to illustrate how rubrics clarify expectations and allow students to improve.
The document provides learning objectives and activities about the 2010 Haiti earthquake. It aims to teach students about where Haiti is located, the tectonic processes that caused the earthquake, and the impact on the Haitian people. Students are asked to complete a KWL chart about the earthquake and describe what they saw after exiting a shaking building by climbing down a ladder.
This document provides a self-assessment tool for students to evaluate their understanding of key concepts from a climate change topic. It lists several learning objectives and has students rate their knowledge of each as red, amber, or green. Students then reflect on areas marked red and set targets with action plans to improve their understanding by specific dates.
The document discusses greenhouse gas emissions and their impact on climate change. It notes that carbon dioxide causes around 60% of global warming from human activities, with fossil fuel combustion and deforestation being major sources. Agricultural activities like livestock farming and use of nitrogen fertilizers are also significant sources of the greenhouse gases methane and nitrous oxide. South America has the highest emissions of these gases per person, with New Zealand being the highest-emitting country.
The Vikings established farms and settlements in Greenland in the 10th century, with a population that may have reached 5,000. They traded resources like falcons, sealskins, and ivory with Norway. However, as the climate grew cooler in the 14th-15th centuries and trade declined, the Greenland Vikings struggled. Their farms became overgrazed and less productive. By the early 15th century, with no trade or contact with Europe, the Viking settlements in Greenland were abandoned.
Climate has changed significantly over timescales ranging from millions to hundreds of years due to natural causes. Scientists use physical evidence such as fossil records and geological features to show that climate was different in the past, with some periods having huge ice sheets extending far south. Data from ice cores show that temperatures and carbon dioxide levels have fluctuated, with cold glacial periods alternating with warmer interglacial periods over the past 2.6 million years. More recent evidence from historical records and nature also suggest the climate has changed regularly over the past 2000 years.
This case study examines a restless earth unit that teaches students about the causes and effects of geological processes and natural hazards. Key topics covered include plate tectonics, earthquakes, volcanoes, and how communities prepare for and respond to natural disasters. Case studies, facts, figures, and diagrams are used to illustrate these concepts.
Large volcanic eruptions can cool the global climate by ejecting ash and sulfur dioxide into the stratosphere, where they reflect sunlight back into space. The 1991 eruption of Mount Pinatubo cooled the planet by 0.5°C for about a year by reducing sunlight by 10%. Even larger eruptions like Tambora in 1815 and Krakatoa in 1883 lowered global temperatures more significantly for multiple years.
Case Study template for A2 Edexcel Unit 4 TectonicsJoBlack
This document provides guidance on how to summarize information about a tectonic event, including a map of the affected area, key statistics about the event such as deaths and magnitude, socioeconomic information about the region, the level of development, associated hazards, diagrams and explanations of the cause of the event, impacts in physical, economic, political, social and environmental areas both in the short and long term, ways people attempted to cope before, during and after the event, sources, and analysis of the response using models of disaster management cycles.
The document outlines an itinerary for a field study visit to Exeter, UK to examine various urban development projects. The itinerary includes visits to 6 areas of the city: Haven Banks, The Quay, Burnthouse Lane, Princesshay, High Street, and Sidwell Street. At each location, the study will assess environmental quality, document redevelopment efforts, and evaluate strategies for rebranding the built environment. Perceptions of the Princesshay redevelopment will also be analyzed through surveys.
The document provides revision strategies for GCSE Geography exams, including explaining key command words, describing the exam structure, and suggesting study techniques. It also includes sample case studies and exam questions on topics like flooding, landforms, and water supply changes. Revision strategies suggested include flashcards, mind maps, practice questions, and repeated writing to reinforce learning.
This PowerPoint presentation aims to help students understand the recent heavy snowfall in the UK. It provides information on why there has been so much snow, what snow is, and shows news reports and pictures documenting the snow over the past week. Students are then asked to write a 150+ word blog post describing their experiences with the snow and how it impacted them.
Geography teaches important skills like problem solving, critical thinking, and understanding global issues and cultural diversity that are valuable for navigating an increasingly interconnected world. Studying geography covers topics from the environment and sustainability to economics and human behavior. Geography graduates are highly employable with transferable skills in data analysis, communication, and spatial awareness that allow them to pursue diverse career paths in fields like tourism, conservation, engineering, and urban planning.
Know the difference between Endodontics and Orthodontics.Gokuldas Hospital
Your smile is beautiful.
Let’s be honest. Maintaining that beautiful smile is not an easy task. It is more than brushing and flossing. Sometimes, you might encounter dental issues that need special dental care. These issues can range anywhere from misalignment of the jaw to pain in the root of teeth.
These lecture slides, by Dr Sidra Arshad, offer a simplified look into the mechanisms involved in the regulation of respiration:
Learning objectives:
1. Describe the organisation of respiratory center
2. Describe the nervous control of inspiration and respiratory rhythm
3. Describe the functions of the dorsal and respiratory groups of neurons
4. Describe the influences of the Pneumotaxic and Apneustic centers
5. Explain the role of Hering-Breur inflation reflex in regulation of inspiration
6. Explain the role of central chemoreceptors in regulation of respiration
7. Explain the role of peripheral chemoreceptors in regulation of respiration
8. Explain the regulation of respiration during exercise
9. Integrate the respiratory regulatory mechanisms
10. Describe the Cheyne-Stokes breathing
Study Resources:
1. Chapter 42, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 36, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 13, Human Physiology by Lauralee Sherwood, 9th edition
Histololgy of Female Reproductive System.pptxAyeshaZaid1
Dive into an in-depth exploration of the histological structure of female reproductive system with this comprehensive lecture. Presented by Dr. Ayesha Irfan, Assistant Professor of Anatomy, this presentation covers the Gross anatomy and functional histology of the female reproductive organs. Ideal for students, educators, and anyone interested in medical science, this lecture provides clear explanations, detailed diagrams, and valuable insights into female reproductive system. Enhance your knowledge and understanding of this essential aspect of human biology.
Travel Clinic Cardiff: Health Advice for International TravelersNX Healthcare
Travel Clinic Cardiff offers comprehensive travel health services, including vaccinations, travel advice, and preventive care for international travelers. Our expert team ensures you are well-prepared and protected for your journey, providing personalized consultations tailored to your destination. Conveniently located in Cardiff, we help you travel with confidence and peace of mind. Visit us: www.nxhealthcare.co.uk
Co-Chairs, Val J. Lowe, MD, and Cyrus A. Raji, MD, PhD, prepared useful Practice Aids pertaining to Alzheimer’s disease for this CME/AAPA activity titled “Alzheimer’s Disease Case Conference: Gearing Up for the Expanding Role of Neuroradiology in Diagnosis and Treatment.” For the full presentation, downloadable Practice Aids, and complete CME/AAPA information, and to apply for credit, please visit us at https://bit.ly/3PvVY25. CME/AAPA credit will be available until June 28, 2025.
Nano-gold for Cancer Therapy chemistry investigatory projectSIVAVINAYAKPK
chemistry investigatory project
The development of nanogold-based cancer therapy could revolutionize oncology by providing a more targeted, less invasive treatment option. This project contributes to the growing body of research aimed at harnessing nanotechnology for medical applications, paving the way for future clinical trials and potential commercial applications.
Cancer remains one of the leading causes of death worldwide, prompting the need for innovative treatment methods. Nanotechnology offers promising new approaches, including the use of gold nanoparticles (nanogold) for targeted cancer therapy. Nanogold particles possess unique physical and chemical properties that make them suitable for drug delivery, imaging, and photothermal therapy.
Test bank for karp s cell and molecular biology 9th edition by gerald karp.pdfrightmanforbloodline
Test bank for karp s cell and molecular biology 9th edition by gerald karp.pdf
Test bank for karp s cell and molecular biology 9th edition by gerald karp.pdf
Test bank for karp s cell and molecular biology 9th edition by gerald karp.pdf
Breast cancer: Post menopausal endocrine therapyDr. Sumit KUMAR
Breast cancer in postmenopausal women with hormone receptor-positive (HR+) status is a common and complex condition that necessitates a multifaceted approach to management. HR+ breast cancer means that the cancer cells grow in response to hormones such as estrogen and progesterone. This subtype is prevalent among postmenopausal women and typically exhibits a more indolent course compared to other forms of breast cancer, which allows for a variety of treatment options.
Diagnosis and Staging
The diagnosis of HR+ breast cancer begins with clinical evaluation, imaging, and biopsy. Imaging modalities such as mammography, ultrasound, and MRI help in assessing the extent of the disease. Histopathological examination and immunohistochemical staining of the biopsy sample confirm the diagnosis and hormone receptor status by identifying the presence of estrogen receptors (ER) and progesterone receptors (PR) on the tumor cells.
Staging involves determining the size of the tumor (T), the involvement of regional lymph nodes (N), and the presence of distant metastasis (M). The American Joint Committee on Cancer (AJCC) staging system is commonly used. Accurate staging is critical as it guides treatment decisions.
Treatment Options
Endocrine Therapy
Endocrine therapy is the cornerstone of treatment for HR+ breast cancer in postmenopausal women. The primary goal is to reduce the levels of estrogen or block its effects on cancer cells. Commonly used agents include:
Selective Estrogen Receptor Modulators (SERMs): Tamoxifen is a SERM that binds to estrogen receptors, blocking estrogen from stimulating breast cancer cells. It is effective but may have side effects such as increased risk of endometrial cancer and thromboembolic events.
Aromatase Inhibitors (AIs): These drugs, including anastrozole, letrozole, and exemestane, lower estrogen levels by inhibiting the aromatase enzyme, which converts androgens to estrogen in peripheral tissues. AIs are generally preferred in postmenopausal women due to their efficacy and safety profile compared to tamoxifen.
Selective Estrogen Receptor Downregulators (SERDs): Fulvestrant is a SERD that degrades estrogen receptors and is used in cases where resistance to other endocrine therapies develops.
Combination Therapies
Combining endocrine therapy with other treatments enhances efficacy. Examples include:
Endocrine Therapy with CDK4/6 Inhibitors: Palbociclib, ribociclib, and abemaciclib are CDK4/6 inhibitors that, when combined with endocrine therapy, significantly improve progression-free survival in advanced HR+ breast cancer.
Endocrine Therapy with mTOR Inhibitors: Everolimus, an mTOR inhibitor, can be added to endocrine therapy for patients who have developed resistance to aromatase inhibitors.
Chemotherapy
Chemotherapy is generally reserved for patients with high-risk features, such as large tumor size, high-grade histology, or extensive lymph node involvement. Regimens often include anthracyclines and taxanes.
Summer is a time for fun in the sun, but the heat and humidity can also wreak havoc on your skin. From itchy rashes to unwanted pigmentation, several skin conditions become more prevalent during these warmer months.
Travel vaccination in Manchester offers comprehensive immunization services for individuals planning international trips. Expert healthcare providers administer vaccines tailored to your destination, ensuring you stay protected against various diseases. Conveniently located clinics and flexible appointment options make it easy to get the necessary shots before your journey. Stay healthy and travel with confidence by getting vaccinated in Manchester. Visit us: www.nxhealthcare.co.uk
1. Year 9 Assessment - Global Fashion Industry (Assessment Method: Newspaper report)
Name: Group:
Level 4 Level 5 Level 6 Level 7 Level 8
Recognising and Describing and Explaining and Analysing and making Evaluating
describing beginning to explain beginning to analyse links
All students will... Most students will... Some students will...
Recognise and Describe what places Describe and explain Use these links Explain changes in the
describe some involved in the GFI are the characteristics of between places characteristics of places
placesFeatures of
features of places like and how they are places involved in the involved in the GFI to involved in the GFI over
involved in the GFI affected by their place GFI and recognise that analyse them, drawing time by drawing on
and appreciate in the world and their the some places are on knowledge of a knowledge and
where they are in level of development. interdependent range of locations and understanding of a
the world. levels of development. wide range of locations
and levels of
development.
Understand that Demonstrate Demonstrate Describe and explain Analyse the advantages
there are understanding of understanding of the the advantages and and disadvantages of
advantages and geographical diversity ways in which the disadvantages of the the GFI and how they
disadvantages to the by describing the advantages and GFI and how they interact and show how
processesHuman
GFI which can advantages and disadvantages of the interact and show these interactions
change the features disadvantages of the GFI lead to diversity how these create diversity and
of places. Explain GFI. This creates and change in places. interactions create interdependence and
how these changes similarities and diversity and help change places.
affect the lives and differences in interdependence and
activities of people different places and in help change places.
living there. the lives of people
who live there.
ncommunicatioGeographical sourcesGeographical phical skillsGeogra-
Use a range of Select and use Select a range of skills Select and use Select a wide range of
geographical skills. appropriate skills and and sources of accurately a wide skills and use them
ways of presenting evidence and use range of skills. effectively and
information. them effectively. accurately.
Use primary and Select information and Identify potential bias Evaluate sources of Evaluate sources of
secondary sources of sources of evidence in sources. Some evidence critically, evidence critically,
evidence. No and begin to identify evidence of identify and respond identify and respond to
evidence of bias. Little evidence independent research. to bias. Evident use of bias (before using
independent of independent independent research. them). Detailed and
research. research. selective use of
independent research.
Use appropriate Suggest plausible Present information Give well-argued Give full and clearly
vocabulary. Show a conclusions and use clearly using summaries using argued summaries with
simple appropriate appropriate methods accurate vocabulary substantiated
understanding of vocabulary. Show an and vocabulary with and begin to reach conclusions. Apply a
globalisation. understanding of conclusions consistent substantiated detailed and accurate
globalisation. with evidence. Show conclusions. Show a understanding of
a good understanding detailed globalisation.
of globalisation. understanding of
globalisation.
Target Level: Level Attained:
Teacher Comments
Teacher Target
1.
My target