This document provides an overview of the human body's food and nutrition systems. It defines key vocabulary like cells, tissues, organs and systems. It then describes the major body systems involved in digestion and energy production like the digestive, respiratory, circulatory, and excretory systems. It also outlines the major nutrients the body needs - carbohydrates, proteins, fats, vitamins, minerals, and water. For each nutrient it explains its function and major food sources. Finally, it discusses how nutrients provide energy to power all the body's functions through respiration and circulation.
a brief description about nutrients needed for human body and 6 major nutrient carbohydrates fats protein vitamins minerals fiber.
balanced diet and it definitions.
contains image to provide clear picture
This presentation and activites are designed to assist students to understand how to get the most credit in this topic. Please email comments and suggestions to whysciencetutors@yahoo.com or vist us at
www.sciencetutors.zoomshare.com for other resources
a brief description about nutrients needed for human body and 6 major nutrient carbohydrates fats protein vitamins minerals fiber.
balanced diet and it definitions.
contains image to provide clear picture
This presentation and activites are designed to assist students to understand how to get the most credit in this topic. Please email comments and suggestions to whysciencetutors@yahoo.com or vist us at
www.sciencetutors.zoomshare.com for other resources
This presentation shows the importance of having balanced Diet.The importance of having the combination of variety of nutrients.This presentation also describes the different dividions of food and their sources,Carbohydrates,Proteins,Fat,Vitamins and Minerals etc...
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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 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
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2. VOCABULARY UNIT 3
• Cell
• Tissue
• Organ
• System
• Respiratory system
• Circulatory system
• Excretor system
• Male and female
reproductive system
• System
• Multicelled organism
• Human body
• Shape
• Digestive system
• Stomach
• Male and female
reproductive system
• Sensitive organs
• Nervous system
• Endocrine system
• Locomotive system
6. GLUCIDS,
CARBOHYDRATES
They give us energy.
TYPES:
•Simple glucids: Sugar, sweet flavour.
Lactose from milk. They give us energy
very quickly.
•Complex: starch (almidón). They give us
energy for a long time.
BREAD, PASTA,
CEREALS, SUGAR,
POTATOES, LEGUMES,
MILK
7. Try to join each food with the kind of glucid it has:
SIMPLE
GLUCIDS:
SUGAR
COMPLEX
GLUCIDS
8. LIPIDS, FATS
They give us energy
for a long time and
formed structures in
our body.
TYPES:
•Fats: saturated and insaturated
fats. Saturated (most of them from
animals) are not good in big
ammounts. Poliinsaturated (most of
them from plants) are the best fats
we can eat.
•Lipids that formed our cells
membranes.
9. PROTEINS
THEY ARE USED TO BUILD
AND REPAIR STRUCTURES
IN OUR BODY.
They transport oxygen in our
blood.
They formed our hair andThey formed our hair and
muscles.
They are formed by little mollecules called aminoacids. There aminoacids
that are essential to our body that we cannot make them, so we have to eat
with the food. The others aminoacids can be sinthetized by our organism.
CHEESE, MEAT, FISH,
MILK, LEGUMES.
10. VITAMINS
THEY ARE USED TO
CONTROL SEVERAL
FUNCTIONS.
THE Y ARE IMPORTANT
FOR THE CORRECT
RUNNING OF OUR BODY.TYPES:
•Fat soluble vitamins: they
We need them in small ammounts, but their lack cause a lot of illnesses.
They are destroyed by heat or by air, so we can find vitamins in raw and
fresh food.
•Fat soluble vitamins: they
accumulate in the liver.vitamins A,
D, E and K.
•Water soluble vitamins: they do
not accumulate in any organ.
Vitamins B and C.
FRUITS, VEGETABLES
11. MINERAL SALTS
THEY FORME OUR BONES,
THEY REGULATE
IMPORTANT FUNCTIONS
IN OUR BODY
WATER
ALL FOOD CONTAINS
MINERAL SALTS
WATER
IT DISSOLVES NUTRIENTS,
WASTE, IT REGULATES
TEMPERATURE AND IT
TRANSPORTS SUBSTANCES
ALONG OUR BODY.
MILK, VEGETABLES, FRUITS
12. HUMAN ENERGY
REQUIREMENTS
Nutrients give us energy to practise sports, to grow and
to allow our body to run properly.
FOOD NUTRIENTSSTOMACH BLOOD OXYGEN
RESPIRATORY
SYSTEM
CIRCULATORY
SYSTEM
FOOD NUTRIENTSSTOMACH BLOOD
ALL THE
CELLS
CELL
RESPIRATION
ENERGY
OXYGEN
WASTE
EXCRETOR
SYSTEM
13. Las necesidades energéticas de una persona
dependen de la edad, peso, estatura y actividaddependen de la edad, peso, estatura y actividad
física.
El metabolismo basal es la energía mínima que
necesita nuestro organismo para llevar a cabo los
procesos vitales: respirar, bombear sangre….
