At the completion of this unit, learners will be able to: 1. Define lymph & the lymphatic system 2. Identify the organs of lymphatic system 3. Describe the general functions of the lymphatic system 4. Describe how lymph is formed 5. Describe the lymph vessels & how lymph is returned to the blood vessels 6. Describe the structure and functions of the lymph nodes, nodules, spleen and the thymus glands.
- Cardiovascular system -
What is in blood?
Plasma, blood cells and functions.
Blood vessels: Arteries, veins and capillaries.
Double circulation.
Heart anatomy and heart cycle (diastole and systole)
Not 100 % genuine slides, took from a couple of sources --> credits to those sources.
#important thing is students are able to learn conveniently
BIOLOGY GCE O level Syllabus
NOTE: NEED TO DOWNLOAD BECAUSE THERE ARE MANY MANY ANIMATIONS THAT HIDE SOME OF THE CONTENT
circulatory system, their parts, three kinds of circulation, heart, how does it works, artery, vein, capillary, what is in blood, RBC, function summary
- Constitución del sistema nervioso.
- Las neuronas.
- S.N. central: encéfalo y médula espinal.
- S.N. periférico: los nervios.
- Las respuestas: reflejas, voluntarias y autónomas.
- Enfermedades del sistema nervioso.
Cultura Científica. Tema 4. Salud y enfermedad.irenebyg
Índice.
- Documental y reflexión: Sicko, de Michael Moore.
- Conceptos de salud y enfermedad.
- Historia de la medicina.
- Factores que influyen en la salud.
- Hábitos de vida saludable.
- Enfermedades infecciosas.
- Enfermedades no infecciosas.
- Cuestiones.
- Impactos en la atmósfera.
Concepto de contaminación atmosférica.
Fuentes y tipos de contaminación.
Problemas en la atmósfera.
- Impactos en la hidrosfera.
El agua como recursos.
Concepto de contaminación hídrica.
Tipos de contaminación.
Autodepuración.
Indicadores.
Problemas en la hidrosfera.
- Función de reproducción.
- Sexualidad.
- Anatomía de los aparatos reproductores: órganos masculinos y femeninos.
- Ciclo ovárico y menstrual.
- Proceso de fecundación.
- Gestación y parto.
- Métodos anticonceptivos.
Índice
- Origen y dinámica de la hidrosfera.
- Dinámica oceánica.
- Climatología.
- Dinámica fluvial y torrencial.
- Aguas subterráneas.
- Los sistemas lénticos.
- Los glaciares.
- Riesgos asociados a las masas fluidas.
CTMA. Tema 7. Dinámica de masas fluidas I.irenebyg
Índice.
- Composición y estructura de la atmósfera.
- El balance energético.
- Dinámica atmosférica.
• Presión, humedad.
• Convección, advección.
• Gradientes de temperatura.
• Fenómenos aerológicos.
• Nubes y precipitación.
- Circulación general de la atmósfera.
- Transporte de energía por las masas fluidas.
Cultura científica. T2. Recursos y desarrollo sostenible.irenebyg
Índice:
- Concepto de medio ambiente.
- Documental: Antes de que sea tarde”.
- Reservas y recursos.
- Desarrollo demográfico y económico.
- La huella ecológica.
- Recursos no renovables*.
- Recursos renovables*.
- Recursos continuos*.
- Modelos de desarrollo.
- Documental: Obsolescencia programada*.
- Cuestiones.
Cultura científica. T1. Universo y Sistema Solar.irenebyg
- Documental Cosmos: una odisea espacio tiempo. Capítulo 1.
- El Universo.
- La galaxias. La Vía Láctea.
- Otras estructuras en el universo.
- Las estrellas. El Sol.
- El sistema solar.
- Cuestiones.
CTMA. Tema 1 y 2. Concepto de medio ambiente y teoría de sistemas. Humanidad ...irenebyg
Índice:
- Concepto de medio ambiente.
- Funciones del medio ambiente.
- Influencia del ser humano sobre el entorno.
- Riesgos.
- Impactos.
- Los sistemas y modelos.
Powerpoint sobre la comida semanal de diferentes familias en distintos países, con las fotografías de Hungry Planet.
No poseo los derechos, siendo el uso de este powerpoint puramente educativo.
Índice:
- La función de nutrición.
- Alimentos, nutrición y dieta.
- Nutrientes inorgánicos y orgánicos.
- Tipos de alimentos.
- Obtención y uso de energía.
Anatomía Aplicada T1. Organizacion del cuerpo humano I.irenebyg
- El ser humano como ser vivo.
- Las funciones vitales.
- Niveles de organización.
- Composición química del ser humano.
- La célula eucariota animal.
- La célula en nuestro organismo.
- La organización tisular.
Anatomía Aplicada T1. Organización del cuerpo humano IIirenebyg
Índice
- Niveles de organización: órganos, sistemas y aparatos.
- Posición, planos y ejes de referencia.
- Términos de relación y comparación.
- Secciones y cavidades.
- Antropometría.
- Biotipos.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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
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
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
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.
2. Internal environment.
Environment that provides the cells with optimal
conditions to carry out their functions.
Space between cells filled with intersticial
plasma.
Blood renews plasma through the circulatory
system.
4. What’s in
red blood cells white blood cells
platelets
plasma
carbon dioxide
digested “food”
waste (urea)
hormones
oxygen
5. • Transport: to and from tissue cells
– • Nutrients to cells.
– • Oxygen: by red blood cells (haemoglobin).
– • Wastes from cells: urea, CO2.
• Communication: hormones distributed to all parts of the
body in the blood.
• Temperature Regulation: by altering the blood flow
through the skin.
• Immunity: protection against pathogens — blood
clotting; phagocytes, lymphocytes and antibodies
distributed in blood.
• Defence: clotting following a wound.
Functions of Blood System
7. Plasma
A straw-
coloured
liquid that
carries the
cells and the
platelets
which help
blood clot.
• carbon dioxide
• glucose
• amino acids
• proteins
• minerals
• vitamins
• hormones
• waste materials
like urea.
It also contains useful
things like:
8. Red Blood Cells or ERYTHROCITES
They contain haemoglobin,
a molecule specially
designed to hold oxygen and
carry it to cells that need it.
They can change shape to
an amazing extent, without
breaking, as it squeezes
single file through the
capillaries.
A biconcave disc that is
round and flat without a
nucleus
9. White Blood Cells or LEUKOCYTES
There are many different types and all
contain a big nucleus.
The two main ones are the
lymphocytes and the macrophages.
Some lymphocytes fight disease by making antibodies to destroy
invaders by dissolving them.
Other lymphocytes make antitoxins to break down poisons.
Macrophages ‘eat’ and digest micro-
organisms .
10. Platelets or THROMBOCYTES
Platelets are cell fragments
off larger cells.
Platelets produce tiny
fibres to form a net.
This net traps other
blood cells to form a
blood clot.
11. The circulatory system carries blood and
dissolved substances to and from different
places in the body.
Function of the circulatory
system
BLOOD VESSELS
CIRULATORY
SYSTEM
HEART
+
12. The heart pumps blood and substances around the
body in tubes called BLOOD VESSELS.
The HEART has the job of pumping blood
around the body.
Vellosidad intestinal
Alvéolo pulmonar
Tejido Riñón
Alvéolo pulmonar
13. lungs
head & arms
liver
digestive system
kidneys
legs
pulmonary artery
aorta
pulmonary vein
Cava vein
LeftRight
How does this system work?
Circulatory System
14.
15. Lungs
Body cells
Circulation is:
• Double: Blood travels twice
through heart to complete the whole
circuit.
• Complete: Oxygenated blood
never mixes with deoxigenated
blood.
• Closed: blood never leaves blood
vessels.
16. BLOOD VESSELS
blood from the heart gets around the body through them
There are 3 types of blood vessels
a. ARTERY
b. VEIN
c. CAPILLARY
17. The ARTERY
thick muscle and
elastic fibres
Arteries carry blood away from the heart.
the elastic fibres allow
the artery to stretch
under pressure
the thick muscle can
contract to push the
blood along.
18. The VEIN
Veins carry blood towards from the heart.
thin muscle and
elastic fibres
veins have valves which
act to stop the blood
from going in the wrong
direction.
body muscles surround the veins so
that when they contract to move the
body, they also squeeze the veins
and push the blood along the
vessel.
19. The CAPILLARY
Capillaries link Arteries with Veins
the wall of a capillary
is only one cell thick
They exchange materials
between the blood and
other body cells.
The exchange of materials
between the blood and the
body can only occur through
capillaries.
25. The Heart
Left Ventricle
Left Atrium
Right Atrium
Right Ventricle
Tricuspid
valve
Vein from Lungs
Artery to Head and BodyArtery to Lungs
Vein from Head and Body
Mitral
valve
26. How does the Heart work?
blood from the
body
blood from
the lungs
The heart beat begins when the
heart muscles relax and blood
flows into the atria.
STEP ONE
27. The atria then contract and
the valves open to allow blood
into the ventricles.
How does the Heart work?
STEP TWO
28. How does the Heart work?
The valves close to stop blood
flowing backwards.
The ventricles contract forcing
the blood to leave the heart.
At the same time, the atria are
relaxing and once again filling with
blood.
The cycle then repeats itself.
STEP THREE
31. The lymphatic system
It’s part of the circulatory
system, but:
Lymph travels through
its own vessels.
Lymph circulation isn’t
due to the heart’s
action.
Lymph movement is
unidirectional.
32. LYMPH: lymphocytes +
intersticial plasma.
LYMPHATIC VESSELS:
closed on one end. They have
half-moon shaped valves.
LYMPHATIC ORGANS AND
TISSUES:
• Tonsils
• Adenoids
• Thymus gland
• Spleen
• Chyle cistern
LYMPH NODES: Make
lymphocytes and release lymph
plasma.
BONE MARROW: Generates
lymphocytes and other blood
cellular components.
33. There are 600 to
700 lymph nodes
in the human body
that filter the
lymph before it
returns to the
circulatory system.
All lymph nodes
have the primary
function of the
production of
lymphocytes.
Lymph nodes
34. The spleen, which is largest
lymphatic organ, is located on
the left side of the body just
above the kidney. Humans can
live without a spleen, although
they would be more prone to
infections.
Spongy inner tissue within the
spleen contains many tiny
blood vessels and hollow
sinuses that store blood. The
spleen can release its stored
blood into circulation to
replace blood lost during a
Spleen.
35. The thymus, despite
containing glandular tissue
and producing several
hormones, is much more
closely associated with the
immune system than with the
endocrine system.
It stores immature
lymphocytes and prepares
them to become active T
cells (an extremely important
type of white blood cell). It is
located in the chest just
above the heart.
Thymus
36. Each tonsil consists of a network of crypts that
store cells used to fight infection; crypts where
pathogens can be trapped and attacked by immunity
cells.
Tonsils
Tonsils are large
clusters of lymphatic
cells found in the
pharynx. The tonsils
are thought to assist in
protecting the body
against respiratory and
gastrointestinal
infections.
37. FUNCTIONS OF THE LYMPHATIC SYSTEM.
The primary function of the lymphatic system is to
transport lymph, a clear, colorless fluid containing
white blood cells that helps rid the body of toxins,
waste and other unwanted materials.
Manteins a liquid balance in the internal environment.
Plays a role in protecting the body.
38. From
the
artery
To the
vein
Lymph
vessel
Interstitial plasma
enters the lymph
vessel
Interstitial
plasma enters
the capillary
Capillar
Blood plasma
passes out the
capillary
Cell
Interstitial
plasma
Nutrient
s
O
2
C
O2
Plasma leaves
the cells once it
has delivered its
nutrients and
removed debris.
Most of this fluid
returns to the
venous
circulation
through the
venules and
continues as
venous blood.
The remainder
becomes lymph.
Process
39. From
the
artery
To the
vein
Lymph
vessel
Interstitial plasma
enters the lymph
vessel
Interstitial
plasma enters
the capillary
Capillar
Blood plasma
passes out the
capillary
Cell
Interstitial
plasma
Nutrient
s
O
2
C
O2
Lymph leaves the
tissue and enters
the lymphatic
system through
specialized
lymphatic
capillaries.
They join
progressively to
form larger ducts,
the lymphatic
veins, which lead
back to the veins of
the circulatory
system.
Lymph capillaries are BLIND. This means that they are closed at one
end, and instersticial plasma filters into them.
Process
40.
41. There are two drainage
areas that make up the
lymphatic system.
The right drainage area
handles the right arm
and chest.
The left drainage area
clears all of the other
areas of the body,
including both legs, the
lower trunk, the upper left
portion of the chest, and
Collecting lymph.
42.
43. Just for educational purpose.
Anaya digital.
Oxford CLIL 3 ESO Biology and Geology.
InnerBody http://www.innerbody.com/
Several images found by Google Images.
Sources.
