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msmarco_v2.1_doc_00_1237608334#6_2215397323 | Title: Durkheim's Anomie Theory | Criminology Wiki | Fandom
Headings: Durkheim's Anomie Theory
Durkheim's Anomie Theory
Crime is Necessary
Content: Drawing on statistics, he drew a correlation between suicide rates and social variables. What he deemed egoistic or anomic suicide were those that described “weak social integration and failed moral regulation” as seen through the conclusion that protestants, intellectuals, and single people had higher suicide rates than religious folk, specifically Catholics and Jews. In other words, the individual and isolated people had a higher tendency for suicide than the collective and densely networked community because of their lack of cohesion and relationship with the collective conscience of society (Smith, 2008). More rare cases of altruistic and fatalistic suicide were common when an individual was too closely bound to the group. Ultimately, this study concluded that social cohesion, or group solidarity, and the values held to be true by the collective conscience could both prevent and generate deviant activity. Of the two types of solidarity, mechanical and organic, Durkheim concluded that organic solidarity, the more complex of the two, which emphasizes a community’s interdependence upon each other, is far stronger than mechanical solidarity in which there are common beliefs within society solely because the individuals are alike. This “solidarity based on the functional interdependence necessitated by and productive of the industrial revolution” would replace the dependence on the conscience collective (Krohn, 1980). Although there have been a small handful of direct examinations of Durkheim and his theories, there are a few studies that have analyzed more specific aspects of social disorganization and its effects. Theorists Gibbs and Martin, and later Miley and Micklin, focused on suicide and how the social integration enabled or inhibited such behavior. When Miley and Micklin developed the research, they theorized that “population and technological development will be directly related to the division of labor…and the division of labor will produce a decrease in status integration which, in turn, will increase suicide rates,” furthermore, supporting Durkheimian theory (Krohn, 1980). | http://criminology.wikia.com/wiki/Durkheim%27s_Anomie_Theory |
msmarco_v2.1_doc_00_1239450112#1_2218618618 | Title: Young Latino Males : an American Dilemma -Machismo: a Cultural Barrier to Learning
Headings:
Content: And in the U.S. educational system, those defined gender roles are being played out but not in the way one might expect. Male pride is losing out while Hispanic females are increasingly succeeding. The data present a stark contrast between male and female educational success among Hispanics in the U.S.: 61 percent of all Latino college students are women. There's an almost 60 percent difference in bachelor degree attainment between the Latino sexes in the last 30 years. By the time children finish the third grade, they will have developed the pattern of learning that will shape the rest of their lives. Regardless of how you measure it, Latino boys are falling behind. And increasingly researchers are saying the time-honored machismo culture may be one reason for that stark discrepancy. At the Young Latino Male Symposium in Phoenix in October, scholars Luis Ponjuan of the University of Florida and Victor Saenz of the University of Texas said machismo is one of many sociocultural problems that present themselves in the early years of school, which, if unaddressed, "lead to many problems that will debilitate the Latino for the rest of his life." " [Machismo culture] includes the set of behaviors and rules of conduct that are inculcated into boys by our society as being strong, tough and independent, showing no emotion," Saenz said. " | http://cronkitezine.asu.edu/latinomales/machismo.html |
msmarco_v2.1_doc_00_1241370290#2_2221473698 | Title: Romanticism: background, main features, Romantic authors from Crossref-it.info
Headings: Romantic poetry
Romantic poetry
Background
Reaction to earlier age
Main features
Who were the Romantics?
Content: An emphasis on emotional and imaginative spontaneity
The importance of self-expression and individual feeling. Romantic poetry is one of the heart and the emotions, exploring the ‘truth of the imagination' rather than scientific truth. The ‘I' voice is central; it is the poet's perceptions and feelings that matter. An almost religious response to nature. They were concerned that Nature should not just be seen scientifically but as a living force, either made by a Creator, or as in some way divine, to be neglected at humankind's peril. Some of them were no longer Christian in their beliefs. Shelley was an atheist, and for a while Wordsworth was a pantheist (the belief that god is in everything). Much of their poetry celebrated the beauty of nature, or protested the ugliness of the growing industrialization of the century: the machines, factories, slum conditions, pollution and so on. | http://crossref-it.info/articles/361/Romantic-poetry |
msmarco_v2.1_doc_00_1257140584#10_2245955209 | Title: The Comprehensive Assessment Protocol: A Systemwide Review of Adult and Juvenile Sex Offender Management Strategies
Headings: Treatment
Treatment
Overview
Availability, Capacity, and Accessibility
Prison–Based Sex Offender Treatment
Facility–Based Treatment for Juveniles
Community–Based Programs for Adult and Juvenile Sex Offenders
Content: Saldana, Swenson, & Letourneau, 2006). A continuum of care is particularly important when considering treatment and placement options for juvenile sex offenders. Ideally, when making decisions about levels of care, the courts and other justice professionals will have the benefit of pre–sentence investigations and comprehensive psychosexual evaluations that specifically address risk and needs in a valid and reliable manner. ( For additional information about the use of assessments to inform decisionmaking, see the Assessment section of this protocol.) Following the initial placement, should circumstances warrant (e.g., significant increases or decreases in risk), policies and procedures should be in place that afford correctional and juvenile justice agencies the latitude to make informed adjustments to the level of care accordingly. To the extent possible, treatment settings for juveniles should also take into account the least restrictive alternative, proximity to the home and community, and family strengths and needs. Prison–Based Sex Offender Treatment
The majority of states offer some form of prison–based sex offender treatment in one or more of their facilities (West, Hromas, & Wenger, 2000). In some jurisdictions, correctional agencies are legislatively or otherwise mandated to maintain treatment programs and, in some instances, legislation requires sex offenders to participate in these programs in order to be considered for conditional release or parole. Regardless, although prison–based sex offender treatment programs are generally available, their actual capacity may be quite limited (see, e.g., Gordon & Hover, 1998; West et al., | http://csom.org/pubs/cap/4/4_0.htm |
msmarco_v2.1_doc_00_1257140584#11_2245957446 | Title: The Comprehensive Assessment Protocol: A Systemwide Review of Adult and Juvenile Sex Offender Management Strategies
Headings: Treatment
Treatment
Overview
Availability, Capacity, and Accessibility
Prison–Based Sex Offender Treatment
Facility–Based Treatment for Juveniles
Community–Based Programs for Adult and Juvenile Sex Offenders
Content: To the extent possible, treatment settings for juveniles should also take into account the least restrictive alternative, proximity to the home and community, and family strengths and needs. Prison–Based Sex Offender Treatment
The majority of states offer some form of prison–based sex offender treatment in one or more of their facilities (West, Hromas, & Wenger, 2000). In some jurisdictions, correctional agencies are legislatively or otherwise mandated to maintain treatment programs and, in some instances, legislation requires sex offenders to participate in these programs in order to be considered for conditional release or parole. Regardless, although prison–based sex offender treatment programs are generally available, their actual capacity may be quite limited (see, e.g., Gordon & Hover, 1998; West et al., 2000). These capacity concerns, coupled with the ever–increasing numbers of convicted sex offenders entering prisons (Harrison & Beck, 2006), mean that it will be a greater challenge to ensure that all of the sex offenders who can benefit from prison–based treatment will be able to access it. To increase availability, capacity, and accessibility, program administrators and staff have begun to develop a range of prison–based sex offender–specific interventions that vary in nature and intensity (see, e.g., Gordon & Hover, 1998; Marshall et al., 2006b; | http://csom.org/pubs/cap/4/4_0.htm |
msmarco_v2.1_doc_00_1257140584#12_2245959405 | Title: The Comprehensive Assessment Protocol: A Systemwide Review of Adult and Juvenile Sex Offender Management Strategies
Headings: Treatment
Treatment
Overview
Availability, Capacity, and Accessibility
Prison–Based Sex Offender Treatment
Facility–Based Treatment for Juveniles
Community–Based Programs for Adult and Juvenile Sex Offenders
Content: 2000). These capacity concerns, coupled with the ever–increasing numbers of convicted sex offenders entering prisons (Harrison & Beck, 2006), mean that it will be a greater challenge to ensure that all of the sex offenders who can benefit from prison–based treatment will be able to access it. To increase availability, capacity, and accessibility, program administrators and staff have begun to develop a range of prison–based sex offender–specific interventions that vary in nature and intensity (see, e.g., Gordon & Hover, 1998; Marshall et al., 2006b; Schwartz, 2003). This may include services such as psychoeducational classes, “outpatient” or “call out” groups, or intensive treatment programs such as therapeutic communities (see, e.g., Gordon & Hover, 1998; Marshall et al., 2006b; Schwartz, 2003; | http://csom.org/pubs/cap/4/4_0.htm |
msmarco_v2.1_doc_00_1257160314#11_2245982275 | Title: CSOM Publications
Headings: Research Developments
Content: 30 to 60 percent exhibit learning disabilities and academic dysfunction. 20 to 50 percent have histories of physical abuse. 40 to 80 percent have histories of sexual abuse. Typology
The clinical and criminal dimensions of juvenile male sexual abusers often vary. As with their adult counterparts, juvenile sexual abusers fall primarily into two major types: those who target children and those who offend against peers or adults. The distinction between these two groups is based on the age difference between the victim and the perpetrator (child perpetrators are those who target children five or more years younger than themselves). The following table examines distinctions in characteristics between these two groups of sexually abusive youth. Comparing Two Sub-Groups of Sexually Abusive Youth
Characteristics: Offend Against Peers or Adults
Offend Against Children
Victims
Predominantly assault females. | http://csom.org/pubs/juvbrf10.html |
msmarco_v2.1_doc_00_1257160314#12_2245983415 | Title: CSOM Publications
Headings: Research Developments
Content: those who target children and those who offend against peers or adults. The distinction between these two groups is based on the age difference between the victim and the perpetrator (child perpetrators are those who target children five or more years younger than themselves). The following table examines distinctions in characteristics between these two groups of sexually abusive youth. Comparing Two Sub-Groups of Sexually Abusive Youth
Characteristics: Offend Against Peers or Adults
Offend Against Children
Victims
Predominantly assault females. Assault mostly strangers or acquaintances (Hunter et al, in press). Females victimized at slightly higher rates. Nearly half assault at least one male. Up to 40 percent of victims are either siblings or relatives (Hunter et al, in press). Offense Patterns
More likely to commit in conjunction with other criminal activity. | http://csom.org/pubs/juvbrf10.html |
msmarco_v2.1_doc_00_1257259720#4_2246018995 | Title: The Etiology of Sexual Offending Behavior and Sex Offender Typology: An Overview
Headings:
Section 3: Common Characteristics of Sex Offenders
45 Minutes
TOPIC: COMMON CHARACTERISTICS OF SEX OFFENDERS
Introduction
The Myth of the “Sex Offender Profile”
Use Slide #2: Who is the Typical Sex Offender?
Enlarge Slide 2
Common Characteristics of Sex Offenders
Use Slide #4: Commonly Identified Characteristics
Enlarge Slide 4
Characteristics Associated with Sexual Recidivism
Summary: Interpreting Variability Among Characteristics
Content: Enlarge Slide 2
In reality, however, the research has consistently shown that there is no such thing as a “sex offender profile.” That’s because time and time again, despite attempts to identify a finite and specific set of characteristics that fits for all sex offenders, researchers continue to find that they are a diverse and heterogeneous population. 1 So, although the label of “sex offender” might seem to suggest that individuals who commit these crimes are all alike, that is simply not the case. In fact, because they are such a heterogeneous group, it is sometimes difficult to discern how they are uniquely different from other types of criminals or from those of us in the general public, other than the fact that they have engaged in sexually abusive behaviors. Do you believe that sex offenders are more similar to other community members than they are different? Why or why not? Some people have a hard time considering the “similar to us” notion, because it may be easier—or even preferable—to believe that sex offenders are completely and totally different from anyone else, especially from “us.” But let’s remember what the victimization data told us about who these perpetrators tend to be: people we know, including our acquaintances and family members. Dr. William Marshall, a leading expert in the field of sex offender management, highlighted this very issue in a piece entitled, “The Sexual Offender: | http://csom.org/train/etiology/3/3_1.htm |
msmarco_v2.1_doc_00_1257259720#8_2246027791 | Title: The Etiology of Sexual Offending Behavior and Sex Offender Typology: An Overview
Headings:
Section 3: Common Characteristics of Sex Offenders
45 Minutes
TOPIC: COMMON CHARACTERISTICS OF SEX OFFENDERS
Introduction
The Myth of the “Sex Offender Profile”
Use Slide #2: Who is the Typical Sex Offender?
Enlarge Slide 2
Common Characteristics of Sex Offenders
Use Slide #4: Commonly Identified Characteristics
Enlarge Slide 4
Characteristics Associated with Sexual Recidivism
Summary: Interpreting Variability Among Characteristics
Content: 4
In terms of intellectual functioning or other functional status, we know that some sex offenders are exceptionally bright, others are “average,” and still others may have significant intellectual limitations. You are probably aware that professionals are challenged considerably to “keep up” with those offenders who are intellectually sophisticated and particularly skilled at manipulation and linguistics. In fact, you may have found yourself having a hard time trying to stay just one step ahead of an offender who seems to have great skill at outsmarting others. At the same time, these same professionals may be equally challenged with respect to how to best tailor strategies and interventions for those offenders whose level of intellectual functioning falls well below the average. Although people might argue that an individual must be “crazy” to commit a sex offense, the reality is that most sex offenders are not psychotic or crazy in the truest sense of the word. Some sex offenders have mental health difficulties, such as depression, anxiety, or other disorders, just as many people in the general public do. But that certainly doesn’t cause them to commit a sex offense. What about gender? As you saw, although we know that females do commit sex offenses, the vast majority of sex offenders that come to the attention of the authorities are male. 5
The bottom line is that none of these variables really shed any light on who is more likely to be a sex offender (with the possible exception of gender). | http://csom.org/train/etiology/3/3_1.htm |
msmarco_v2.1_doc_00_1257259720#9_2246030099 | Title: The Etiology of Sexual Offending Behavior and Sex Offender Typology: An Overview
Headings:
Section 3: Common Characteristics of Sex Offenders
45 Minutes
TOPIC: COMMON CHARACTERISTICS OF SEX OFFENDERS
Introduction
The Myth of the “Sex Offender Profile”
Use Slide #2: Who is the Typical Sex Offender?
Enlarge Slide 2
Common Characteristics of Sex Offenders
Use Slide #4: Commonly Identified Characteristics
Enlarge Slide 4
Characteristics Associated with Sexual Recidivism
Summary: Interpreting Variability Among Characteristics
Content: Some sex offenders have mental health difficulties, such as depression, anxiety, or other disorders, just as many people in the general public do. But that certainly doesn’t cause them to commit a sex offense. What about gender? As you saw, although we know that females do commit sex offenses, the vast majority of sex offenders that come to the attention of the authorities are male. 5
The bottom line is that none of these variables really shed any light on who is more likely to be a sex offender (with the possible exception of gender). People who commit sex offenses come from all walks of life, and in many instances, they often “look” very much like you or me. Common Characteristics of Sex Offenders
At this point, given the known heterogeneity of sex offenders, some of you may be wondering whether sex offenders share any common characteristics that can be helpful for understanding their behaviors. The answer is a qualified “yes.” Researchers have examined multiple factors, traits, and characteristics of large samples of sex offenders, and they have found several issues that seem to be common, at least to broad groups of these offenders. It is important to remember that not all of these issues are present in every sex offender. | http://csom.org/train/etiology/3/3_1.htm |
msmarco_v2.1_doc_00_1259579639#1_2249497164 | Title: Counseling theories converge: Person, client, therapist - Counseling Today
Headings: Counseling theories converge: Person, client, therapist
Counseling Today, Online Exclusives
Counseling theories converge: Person, client, therapist
Content: If the counselor does not know how to respond to the client, then he or she may appear incompetent to the client. Actually, the counselor may be incompetent regarding that particular issue. Most theories propose that counselors are competent to address most of the major life issues that clients present within the therapeutic relationship, however. Therefore, being knowledgeable and well-trained in a particular theory may increase a counselor’s competence and confidence when working with clients in need. A new counseling student may wonder, “What is the process for tailoring my own counseling theory?” Personally, I can trace my theoretical orientations back to several factors that include but are not limited to life experiences, personal beliefs and values, perspectives on how people change, my own work in individual therapy and professional experiences working with diverse client populations. These orientations include person-centered therapy, cognitive behavior therapy (CBT), brief psychodynamic therapy and motivational interviewing. Theoretical orientation was originally formed by my life experiences. Part of my life experience was being raised in a home with parents who worked in a helping profession most of their lives. My father was a pastor for more than 40 years and the founder and headmaster of a private school for 13 years, while my mother served as a secretary in both of those arenas. | http://ct.counseling.org/2013/11/counseling-theories-converge-person-client-therapist/ |
msmarco_v2.1_doc_00_1259593193#3_2249529018 | Title: Advocacy in action - Counseling Today
Headings: Advocacy in action
Counseling Today, Cover Stories
Advocacy in action
Stopping traffic
Counseling and advocacy: Two parts of a whole
The battle for mental health
The accidental advocate
Defending counselors everywhere
Looking back, moving forward
KCA advocates for its next generation
Content: it’s a core, fundamental piece of any counseling we do with anybody,” says Fred Bemak, Chung’s research partner, frequent collaborator and spouse. Lee offers the example of a famous case in Maryland in which a mother struggling to make it paycheck to paycheck and who couldn’t afford health insurance was unable to take her son to the dentist when he got a toothache. Tragically, the tooth became infected, the infection spread to the boy’s brain and he died. “So, imagine this mom coming in for grief counseling,” Lee says. “ It’s one thing to help her process grief, but at the same time, she is stuck in a dead-end job [and] another son has never been to the dentist, so the same thing could happen to him. Grief counseling on its own is not sufficient.” But how would a counselor advocate for the client? By addressing the circumstances that led to the tragedy, Lee says. For instance, he suggests, the mother needs a better job, so perhaps the counselor could find a program that would help her upgrade her skills. The counselor could make a simple phone call to the state’s social services department to see what assistance the client might be eligible for, such as help with energy bills, emergency cash that could go toward paying rent or food stamps. | http://ct.counseling.org/2014/04/advocacy-in-action/ |
msmarco_v2.1_doc_00_1265253984#1_2257398707 | Title: Diversity in the Classroom | Poorvu Center for Teaching and Learning
Headings: Diversity in the Classroom
Diversity in the Classroom
How Diversity Affects the Classroom
Practical Tips for Promoting an Inclusive Classroom
Content: race, class, gender, and sexual orientation — and rightfully so, given the importance of these forms of difference. In fact, students come to the university classroom with different backgrounds, sets of experiences, cultural contexts, and world views. Additionally, issues of diversity play a role in how students and teachers view the importance of the classroom and what should happen there. For example, assumptions about what a typical student should know, the resources they have and their prior knowledge are extremely important. Students may perceive that they do not “belong” in the classroom setting — a feeling that can lead to decreased participation, feelings of inadequacy, and other distractions. Teachers may make flawed assumptions of students’ capabilities or assume a uniform standard of student performance. Teachers may themselves feel out of place based on their own ascriptive traits (i.e. differences based on class, privilege, etc.). Identifying and thinking through notions of difference and how they affect the classroom allow both students and teachers to see the classroom as an inclusive place. Practical Tips for Promoting an Inclusive Classroom
While many discussions concerning diversity focus on talking about the importance of diversity and recognizing difference, it is equally important to move to the next step: incorporating specific tips for addressing differences and how they play out. | http://ctl.yale.edu/teaching/ideas-teaching/diversity-classroom |
msmarco_v2.1_doc_00_1265253984#2_2257400590 | Title: Diversity in the Classroom | Poorvu Center for Teaching and Learning
Headings: Diversity in the Classroom
Diversity in the Classroom
How Diversity Affects the Classroom
Practical Tips for Promoting an Inclusive Classroom
Content: Teachers may make flawed assumptions of students’ capabilities or assume a uniform standard of student performance. Teachers may themselves feel out of place based on their own ascriptive traits (i.e. differences based on class, privilege, etc.). Identifying and thinking through notions of difference and how they affect the classroom allow both students and teachers to see the classroom as an inclusive place. Practical Tips for Promoting an Inclusive Classroom
While many discussions concerning diversity focus on talking about the importance of diversity and recognizing difference, it is equally important to move to the next step: incorporating specific tips for addressing differences and how they play out. One way to form strategies for promoting an inclusive classroom is to use self-reflection and think of potential classroom scenarios and how one might address them. The solutions to such scenarios are ones that each teacher should consider for him- or herself, since there are no immediate right or wrong answers. Top | http://ctl.yale.edu/teaching/ideas-teaching/diversity-classroom |
msmarco_v2.1_doc_00_1266117045#7_2258545487 | Title:
Headings:
Content: Alerted”? Are you kidding me? He had to f***ing call. That’s not alerting. His point is valid and spot on! bork |
March 3, 2014 at 8:17 am|
I’ve dealt with numerous other subscriptions that are sneakier and tougher to cancel. Amazon has its flaws (like how it treats its warehouse workers) but this is not one of them. Ann |
June 26, 2016 at 7:48 am|
It is more than a flaw, it is dishonest. Furthermore, Amazon Prime now often takes 4-5 days for delivery. I paid $99 dollars for this service and do not plan to renew my Prime membership in August. | http://ctwatchdog.com/finance/amazon-makes-it-hard-to-stop-automatic-renewals-of-its-prime-memberships |
msmarco_v2.1_doc_00_1268144840#11_2262178680 | Title: What Is Blanching and How Do You Do It?
Headings: Blanching in Cooking and Food Preservation
Blanching in Cooking and Food Preservation
This simple process maintains foods' flavor, color, and texture
Why Blanch?
How to Blanch
Water or Boiling Method
Steaming Method
Microwave Method
Tips
The Cooling Process
Blanching Times
Recipes
Other Foods That Need Blanching
Content: Because vegetables and fruits are delicate, cooking them for too long (which can be as little as a minute) can turn them limp, soggy, and drab in color. Therefore, it is important to follow the time recommendations. Blanching Times
Vegetable
Blanching Time in Minutes
Artichoke Hearts
7
Asparagus
2 to 4 depending on thickness
Beans ( Green, Snap, or Wax)
3
Beans (Lima, Butter, or Pinto)
2 to 4 depending on size
Broccoli (flowerets)
3
Brussels Sprouts
3 to 5 depending on size
Cabbage
1 1/2 for shredded, 3 for wedges
Carrots
2 for diced, 5 for small
Cauliflower (flowerets)
3
Celery
3
Corn on the Cob
7 to 11 depending on size
Eggplant
4
Greens
2 (3 for collards)
Kohlrabi
1 for cubed, 3 for whole
Mushrooms (steamed)
3 to 5 depending on sliced or whole and size
Okra
3 to 4 depending on size
Onions (blanch until center is warm)
3 to 7 depending on size
Peas (in the pod)
2 to 3
Peas (shelled)
1 1/2 to 2 1/2
Peppers
3 for strips, 5 for halves
Potatoes
3 to 5
Rutabagas
3
Soybeans (green)
5
Squash (chayote)
2
Squash (summer)
3
Turnips or Parsnips (cubes)
2
Fruits for Peeling
Blanching Time in Seconds
Apples
30
Peaches
30
Pears
30 to 60
Tomatoes
30
Follow recommended blanching times to assure crisp-tender produce. Recipes
Vegetables such as green beans are often blanched in order to enhance their natural green color and soften them to a pleasant texture. If blanching vegetables for a stir-fry, don't shock the vegetables in cold water but instead simply drain and add to the wok. Niçoise Salad
Blanched Chinese Broccoli With Oyster Sauce
Beef and Asparagus Rolls (Asparagus Nikumaki)
How to Can Tomatoes
Dehydrated Peaches
Other Foods That Need Blanching
In addition to fruits and vegetables, there are other foods that benefit from blanching. Certain almond recipes, such as marzipan and almond cookies, call for blanching the nuts to remove their skins (or purchasing already blanched almonds). When preparing homemade bone broth, the bones are blanched beforehand in order to rid them of impurities. Blanching is also an excellent technique for preventing avocados from turning brown . Blanching can also be done in a fat such as oil. | http://culinaryarts.about.com/od/glossary/g/blanch.htm |
msmarco_v2.1_doc_00_1268192356#6_2262278753 | Title: What is Connective Tissue in Meat?
Headings: What Is Connective Tissue?
What Is Connective Tissue?
Collagen vs. Elastin
Slow Cooking: The Key to Breaking Down Collagen
Gelatin Makes Meat Moist and Succulent
Other Sources of Collagen
Content: By comparison, braising is pretty foolproof. Cooking meat to 160 F or higher causes the muscle fibers themselves to become tough and dry. You know this if you've ever had a steak that was cooked well done. The cuts of meat we use for steaks don't contain as much collagen, which is why they can be cooked very quickly, to an interior temperature of less than 140 F, and still is tender. Gelatin Makes Meat Moist and Succulent
With collagen-rich cuts of meat, even as the muscle fibers themselves become tough and dry, the collagen around the muscle fibers starts to melt away, coating the muscle fibers with gelatin, giving the meat a moist and succulent texture in your mouth. Additionally, the bundles themselves start to loosen up once the sheaths holding them together have softened. Thus, even though the muscle fibers themselves are tough and dry, the meat itself will seem tender and succulent. This is truer of collagen-rich cuts of meat like beef chuck than ones from the rib or short loin . Another way to tenderize tougher cuts of meat is to physically break up those collagen sheaths by pounding the meat with a meat mallet. This allows the meat to be cooked quickly. | http://culinaryarts.about.com/od/meatpoultryseafood/fl/What-is-Connective-Tissue.htm |
msmarco_v2.1_doc_00_1270679212#2_2266246554 | Title: air conditioning and arthritis | Arthritis Cure
Headings: Air Conditioner Cooling’s adverse effect on Arthritis Joint Pain, Get Natural Air for a Perfect Arthritis Cure
You are browsing the archive for air conditioning and arthritis.
Air Conditioner Cooling’s adverse effect on Arthritis Joint Pain, Get Natural Air for a Perfect Arthritis Cure
Arthritis Joint Pain Research Conclusion
1. Joint Flexibility Exercises
2. Proper Diet control
3. Inclusion of fruits and Vegetables in routine food
Content: Our team detected that most of AC’s cannot create humid effect in interior of the room which makes air dry and thus overall effect of AC’s cool air makes joints more painful. We kept 80 arthritis patients under observation for 3 months to check effect of air-conditioning air on joint pain. During our observation, we analyzed arthritis joint pain increases under continuous air conditioning and it also increased toxicity in the interior room and arthritis patients were found to be more prone to immune diseases. Frequent change in temperature has also increased joint pain specially in females and old age people during our research. Air conditioner is also another major reason behind restless sleep due to cool air that result in tooth grinding, depression and increases sensitivity to climatic changes which deteriorates joints and increases pain. Arthritis Joint Pain Research Conclusion
Air Conditioner’s cool air circulation increase stiffness in arthritis affected joints and causes swelling around joints, thus use of air conditioner must be avoided or minimized to measure a perfect cure for arthritis. Natural Air is certainly Perfect Arthritis Cure for joint pain patients, it helps in controlling joint swelling and stiffness around them. The other natural remedies for arthritis joint pain are (Click links below to see details)
1. Joint Flexibility Exercises
2. Proper Diet control
3. | http://cure2arthritis.com/tag/air-conditioning-and-arthritis/ |
msmarco_v2.1_doc_00_1272945364#2_2270694885 | Title: Why the Yen is Strong – Currency Thoughts
Headings: Why the Yen is Strong
Why the Yen is Strong
Content: Real GDP grew just 0.7% per annum in the 20 years between the second quarters of 1991 and 2011. Low short-term interest rates: The Bank of Japan’s target has not exceeded 0.5% for the past sixteen years. Poor fiscal metrics: The budget deficit will again exceed 8% of GDP this year, and gross debt of about 225% of GDP easily tops all G7 economies. Unattractive long-term bond yields: The 10-year JGB yield is currently 1.00% and has averaged 1.38% during the past ten years. A battered stock market: The Nikkei-225 closed today at 8,519, 78.1% below its record high of 38,916 at the end of 1989. That’s a six and three-quarters percent per annum rate of value destruction sustained over twenty-one and three-quarter years. | http://currencythoughts.com/2011/09/14/why-the-yen-is-strong/ |
msmarco_v2.1_doc_00_1272945364#3_2270695919 | Title: Why the Yen is Strong – Currency Thoughts
Headings: Why the Yen is Strong
Why the Yen is Strong
Content: Unattractive long-term bond yields: The 10-year JGB yield is currently 1.00% and has averaged 1.38% during the past ten years. A battered stock market: The Nikkei-225 closed today at 8,519, 78.1% below its record high of 38,916 at the end of 1989. That’s a six and three-quarters percent per annum rate of value destruction sustained over twenty-one and three-quarter years. Dismal demographic prospects: The population likely crested in 2010. A low birth rate and barriers to immigration point to accelerating drop in the future and an ageing population. A dysfunctional political landscape: There have been 19 different prime ministers since early 1981, more than the 14 Italian prime ministers and much more than the total number of U.S. presidents and British prime ministers (5 each) or the number of French presidents (4) and German Chancellors (4). | http://currencythoughts.com/2011/09/14/why-the-yen-is-strong/ |
msmarco_v2.1_doc_00_1273156234#1_2271185546 | Title: Application Nursing Theories
Headings: Application of Theory in Nursing Process
Nursing theories
open access articles on Nursing theories and models
Application of Theory in Nursing Process
Introduction
Objectives
Definition
Characteristics of a Useful Theory [Robert T. Croyle (2005)]
Importance of nursing theories
Evolution of Nursing Theories & Application
Characteristics of theories
Theories are:
Purposes of theory in practice
PURPOSES OF NURSING THEORIES
In Practice:
In Education
in Research
in Practice
Conclusion
References
Content: to select a theory for the application according to the need of the patient
to apply the theory to solve the identified problems of the patient
to evaluate the extent to which the process was fruitful. Definition
Nursing theory is an organized and systematic articulation of a set of statements related to questions in the discipline of nursing. "A nursing theory is a set of concepts, definitions, relationships, and assumptions or propositions derived from nursing models or from other disciplines and project a purposive, systematic view of phenomena by designing specific inter-relationships among concepts for the purposes of describing, explaining, predicting, and /or prescribing." Characteristics of a Useful Theory [Robert T. Croyle (2005)]
A useful theory makes assumptions about a behavior, health problem, target population, or environment that are: Logical
Consistent with everyday observations
Similar to those used in previous successful programs and
Supported by past research in the same area or related ideas. Importance of nursing theories
Nursing theory aims to describe, predict and explain the phenomenon of nursing
It should provide the foundations of nursing practice, help to generate further knowledge and indicate in which direction nursing should develop in the future. Theory is important because it helps us to decide what we know and what we need to know
It helps to distinguish what should form the basis of practice by explicitly describing nursing. The benefits of having a defined body of theory in nursing include better patient care, enhanced professional status for nurses, improved communication between nurses, and guidance for research and education
The main exponent of nursing – caring – cannot be measured, it is vital to have the theory to analyze and explain what nurses do
As medicine tries to make a move towards adopting a more multidisciplinary approach to health care, nursing continues to strive to establish a unique body of knowledge
This can be seen as an attempt by the nursing profession to maintain its professional boundaries
Evolution of Nursing Theories & Application
The history of professional nursing begins with Florence nightingale. Later in last century nursing began with a strong emphasis on practice. Following that came the curriculum era which addressed the questions about what the nursing students should study in order to achieve the required standard of nursing. | http://currentnursing.com/nursing_theory/application_nursing_theories.html |
msmarco_v2.1_doc_00_1273156234#2_2271188822 | Title: Application Nursing Theories
Headings: Application of Theory in Nursing Process
Nursing theories
open access articles on Nursing theories and models
Application of Theory in Nursing Process
Introduction
Objectives
Definition
Characteristics of a Useful Theory [Robert T. Croyle (2005)]
Importance of nursing theories
Evolution of Nursing Theories & Application
Characteristics of theories
Theories are:
Purposes of theory in practice
PURPOSES OF NURSING THEORIES
In Practice:
In Education
in Research
in Practice
Conclusion
References
Content: Importance of nursing theories
Nursing theory aims to describe, predict and explain the phenomenon of nursing
It should provide the foundations of nursing practice, help to generate further knowledge and indicate in which direction nursing should develop in the future. Theory is important because it helps us to decide what we know and what we need to know
It helps to distinguish what should form the basis of practice by explicitly describing nursing. The benefits of having a defined body of theory in nursing include better patient care, enhanced professional status for nurses, improved communication between nurses, and guidance for research and education
The main exponent of nursing – caring – cannot be measured, it is vital to have the theory to analyze and explain what nurses do
As medicine tries to make a move towards adopting a more multidisciplinary approach to health care, nursing continues to strive to establish a unique body of knowledge
This can be seen as an attempt by the nursing profession to maintain its professional boundaries
Evolution of Nursing Theories & Application
The history of professional nursing begins with Florence nightingale. Later in last century nursing began with a strong emphasis on practice. Following that came the curriculum era which addressed the questions about what the nursing students should study in order to achieve the required standard of nursing. As more and more nurses began to pursue higher degrees in nursing, there emerged the research era. Later graduate education and masters education was given much importance. The development of the theory era was a natural outgrowth of the research era. With an increased number of researches it became obvious that the research without theory produced isolated information; however research and theory produced the nursing sciences. | http://currentnursing.com/nursing_theory/application_nursing_theories.html |
msmarco_v2.1_doc_00_1273156234#8_2271199781 | Title: Application Nursing Theories
Headings: Application of Theory in Nursing Process
Nursing theories
open access articles on Nursing theories and models
Application of Theory in Nursing Process
Introduction
Objectives
Definition
Characteristics of a Useful Theory [Robert T. Croyle (2005)]
Importance of nursing theories
Evolution of Nursing Theories & Application
Characteristics of theories
Theories are:
Purposes of theory in practice
PURPOSES OF NURSING THEORIES
In Practice:
In Education
in Research
in Practice
Conclusion
References
Content: Help build a common nursing terminology to use in communicating with other health professionals. Ideas are developed and words are defined. Enhance autonomy (independence and self-governance) of nursing through defining its own independent functions. In Education
Provide a general focus for curriculum design
Guide curricular decision making. in Research
Offer a framework for generating knowledge and new ideas. Assist in discovering knowledge gaps in the specific field of study. Offer a systematic approach to identify questions for study; select variables, interpret findings, and validate nursing interventions. Approaches to developing nursing theory
Borrowing conceptual frameworks from other disciplines. Inductively looking at nursing practice to discover theories/concepts to explain phenomena. | http://currentnursing.com/nursing_theory/application_nursing_theories.html |
msmarco_v2.1_doc_00_1273156234#9_2271201374 | Title: Application Nursing Theories
Headings: Application of Theory in Nursing Process
Nursing theories
open access articles on Nursing theories and models
Application of Theory in Nursing Process
Introduction
Objectives
Definition
Characteristics of a Useful Theory [Robert T. Croyle (2005)]
Importance of nursing theories
Evolution of Nursing Theories & Application
Characteristics of theories
Theories are:
Purposes of theory in practice
PURPOSES OF NURSING THEORIES
In Practice:
In Education
in Research
in Practice
Conclusion
References
Content: Assist in discovering knowledge gaps in the specific field of study. Offer a systematic approach to identify questions for study; select variables, interpret findings, and validate nursing interventions. Approaches to developing nursing theory
Borrowing conceptual frameworks from other disciplines. Inductively looking at nursing practice to discover theories/concepts to explain phenomena. Deductively looking for the compatibility of a general nursing theory with nursing practice. Questions from practicing Nurse about using Nursing theory
in Practice
Does this theory reflect nursing practice as I know it? Will it support what I believe to be excellent nursing practice? Can this theory be considered in relation to a wide range of nursing situation? Personal Interests, Abilities and Experiences
What will it be like to think about nursing theory in nursing practice? | http://currentnursing.com/nursing_theory/application_nursing_theories.html |
msmarco_v2.1_doc_00_1273209042#4_2271353594 | Title:
Headings:
Nursing theories
open access articles on Nursing theories and models
Development of Nursing Theories
Introduction
Definition
Importance of nursing theories
The characteristics of theories
Basic processes in the development of nursing theories
General System Theory
Adaptation Theory
Developmental Theory
Common concepts in nursing theories
Historical perspectives and key concepts
A. Depending On Function (Polit et al 2001)
B. Depending on the Generalisability of their principles
C. Principles of the discipline can be identified.
D. Based on the philosophical underpinnings of the theories
1. “Needs” theories
2.“Interaction” theories
3. “Outcome” theories"
4. “Humanistic” Theories
Conclusion
References
Content: A conceptual framework - directs how these actions are carried out. The delivery of nursing care within the nursing process is directed by the way specific conceptual frameworks & theories define the person (patient), the environment, health & nursing. Importance of nursing theories
Nursing theory aims to describe, predict and explain the phenomenon of nursing (Chinn and Jacobs1978). It should provide the foundations of nursing practice, help to generate further knowledge and indicate in which direction nursing should develop in the future (Brown 1964). Theory is important because it helps us to decide what we know and what we need to know (Parsons1949). It helps to distinguish what should form the basis of practice by explicitly describing nursing. The benefits of having a defined body of theory in nursing include better patient care, enhanced professional status for nurses, improved communication between nurses, and guidance for research and education (Nolan 1996). The main exponent of nursing – caring – cannot be measured, it is vital to have the theory to analyze and explain what nurses do. As medicine tries to make a move towards adopting a more multidisciplinary approach to health care, nursing continues to strive to establish a unique body of knowledge. This can be seen as an attempt by the nursing profession to maintain its professional boundaries. | http://currentnursing.com/nursing_theory/development_of_nursing_theories.html |
msmarco_v2.1_doc_00_1273209042#5_2271356017 | Title:
Headings:
Nursing theories
open access articles on Nursing theories and models
Development of Nursing Theories
Introduction
Definition
Importance of nursing theories
The characteristics of theories
Basic processes in the development of nursing theories
General System Theory
Adaptation Theory
Developmental Theory
Common concepts in nursing theories
Historical perspectives and key concepts
A. Depending On Function (Polit et al 2001)
B. Depending on the Generalisability of their principles
C. Principles of the discipline can be identified.
D. Based on the philosophical underpinnings of the theories
1. “Needs” theories
2.“Interaction” theories
3. “Outcome” theories"
4. “Humanistic” Theories
Conclusion
References
Content: It helps to distinguish what should form the basis of practice by explicitly describing nursing. The benefits of having a defined body of theory in nursing include better patient care, enhanced professional status for nurses, improved communication between nurses, and guidance for research and education (Nolan 1996). The main exponent of nursing – caring – cannot be measured, it is vital to have the theory to analyze and explain what nurses do. As medicine tries to make a move towards adopting a more multidisciplinary approach to health care, nursing continues to strive to establish a unique body of knowledge. This can be seen as an attempt by the nursing profession to maintain its professional boundaries. The characteristics of theories
Theories are: interrelating concepts in such a way as to create a different way of looking at a particular phenomenon. logical in nature. generalizable. bases for hypotheses that can be tested. | http://currentnursing.com/nursing_theory/development_of_nursing_theories.html |
msmarco_v2.1_doc_00_1273241558#0_2271449248 | Title:
Headings:
Nursing theories
Introduction to nursing theories
INTRODUCTION
METAPARADIGMS IN NURSING
DEFINITIONS
NURSING PHILOSOPHIES
CONCEPTUAL MODELS AND GRAND THEORIES
CONCLUSION
REFERENCES
Content: Nursing theories
open access articles on nursing theories and models
Introduction to nursing theories
INTRODUCTION
Nursing theory is the term given to the body of knowledge that is used to support nursing practice. Nursing theory is a framework designed to organize knowledge and explain phenomena in nursing, at a more concrete and specific level. A nursing theory is a set of concepts, definitions, relationships, and assumptions or propositions derived from nursing models or from other disciplines and project a purposive, systematic view of phenomena by designing specific inter-relationships among concepts for the purposes of describing, explaining, predicting, and /or prescribing. Each discipline has a unique focus for knowledge development that directs its inquiry and distinguishes it from other fields of study. ( Smith & Liehr, 2008). Theory-guided, evidence-based practice is the hallmark of any professional discipline. Nursing is a professional discipline (Donaldson & Crowley, 1978). Almost 90% of all Nursing theories are generated in the last 20 years. Nursing models are conceptual models, constructed of theories and concepts
A paradigm is a model that explains the linkages of science, philosophy, and theory accepted and applied by the discipline. METAPARADIGMS IN NURSING
Person
Recipient of care, including physical, spiritual, psychological, and sociocultural components. | http://currentnursing.com/nursing_theory/introduction.html |
msmarco_v2.1_doc_00_1273254471#4_2271484785 | Title:
Headings:
Nursing theories
open access articles on nursing theories and models
Nursing Theories - Overview
INTRODUCTION
DEFINITIONS
IMPORTANCE OF NURSING THEORIES
CHARACTERISTICS OF THEORIES
BASIC PROCESSES IN THE DEVELOPMENT OF NURSING THEORIES
B. Adaptation Theory
C. Developmental Theory
COMMON CONCEPTS IN NURSING THEORIES
HISTORY
CLASSIFICATION OF NURSING THEORIES
Depending on the generalisability of their principles
School of thoughts in Nursing Theories-1950-1970
Categories of Theories
"Needs" theories
"Interaction" theories
"Outcome" theories
"Humanistic" Theories:
MODELS OF NURSING
Criticisms of nursing theories
CONCLUSION
REFERENCES
Content: IMPORTANCE OF NURSING THEORIES
Nursing theory aims to describe, predict and explain the phenomenon of nursing (Chinn and Jacobs1978). It should provide the foundations of nursing practice, help to generate further knowledge and indicate in which direction nursing should develop in the future (Brown 1964). Theory is important because it helps us to decide what we know and what we need to know (Parsons1949). It helps to distinguish what should form the basis of practice by explicitly describing nursing. This can be seen as an attempt by the nursing profession to maintain its professional boundaries. CHARACTERISTICS OF THEORIES
Theories: interrelate concepts in such a way as to create a different way of looking at a particular phenomenon. are logical in nature. are generalizable. are the bases for hypotheses that can be tested. | http://currentnursing.com/nursing_theory/nursing_theories_overview.html |
msmarco_v2.1_doc_00_1286703614#12_2293423200 | Title: The top 10 violations of the Constitution by Obama and the 111th Congress | The Daily Caller
Headings: The top 10 violations of the Constitution by Obama and the 111th Congress
The top 10 violations of the Constitution by Obama and the 111th Congress
Content: Economic Stimulus Bill: The $814 billion stimulus is the most backward-thinking proposition to come along since human sacrifice. Dumping borrowed money into an over-fed, bloated and out-of-control ogre doesn’t solve anything, it simply temporarily props up with blocks of melting ice cream a failed and failing government of extravagance. Not only does it illegally take money out of the economy that could be used to provide jobs, but it’s using borrowed money — with interest due. And the worst violation of the Constitution over the past two years is …
#1. — Health Care Reform: Health care reform was the last lever needed to lift the lid off the pot of American gold and empty it out for socialism. It required all Americans to have health insurance whether they wanted it or not. Earlier this month, Federal Judge Henry E. Hudson said that the government has no power “to compel an individual to involuntarily enter the stream of commerce by purchasing a commodity in the private market.” The string of constitutional violations supporting the judge’s rejection is long and shocking: | http://dailycaller.com/2010/12/27/the-top-10-violations-of-the-constitution-by-obama-and-the-111th-congress/ |
msmarco_v2.1_doc_00_1286703614#13_2293424829 | Title: The top 10 violations of the Constitution by Obama and the 111th Congress | The Daily Caller
Headings: The top 10 violations of the Constitution by Obama and the 111th Congress
The top 10 violations of the Constitution by Obama and the 111th Congress
Content: Health Care Reform: Health care reform was the last lever needed to lift the lid off the pot of American gold and empty it out for socialism. It required all Americans to have health insurance whether they wanted it or not. Earlier this month, Federal Judge Henry E. Hudson said that the government has no power “to compel an individual to involuntarily enter the stream of commerce by purchasing a commodity in the private market.” The string of constitutional violations supporting the judge’s rejection is long and shocking: For purposes of regulation, Congress invoked Article 1.8 and claimed insurance may be controlled because it falls under Congress’ power to regulate interstate commerce. But insurance is not interstate commerce — you can’t buy insurance across state lines. Language in the bill says the health care law may NOT be changed or amended by anyone once signed into law. This violates the role of Congress. Article 1.1 makes it clear that only Congress is authorized to make law, meaning it has every right to alter, amend and change the health care law. | http://dailycaller.com/2010/12/27/the-top-10-violations-of-the-constitution-by-obama-and-the-111th-congress/ |
msmarco_v2.1_doc_00_1286703614#14_2293426433 | Title: The top 10 violations of the Constitution by Obama and the 111th Congress | The Daily Caller
Headings: The top 10 violations of the Constitution by Obama and the 111th Congress
The top 10 violations of the Constitution by Obama and the 111th Congress
Content: For purposes of regulation, Congress invoked Article 1.8 and claimed insurance may be controlled because it falls under Congress’ power to regulate interstate commerce. But insurance is not interstate commerce — you can’t buy insurance across state lines. Language in the bill says the health care law may NOT be changed or amended by anyone once signed into law. This violates the role of Congress. Article 1.1 makes it clear that only Congress is authorized to make law, meaning it has every right to alter, amend and change the health care law. To restrict Congress is to change its constitutional duty. The 111th Congress must think it can change the Constitution without amending it — a violation of Article 5, which outlines the amendment process. The health care bill also violates the 10th Amendment because it coerces states into complying with a new national program that reaches far into state jurisdiction. So, what do you do when you’re navigating through a blizzard of political white-out where visibility is reduced to zero, the road is slick and slippery, and disaster is strewn about in all directions? You come to a complete stop — and put on the chains. | http://dailycaller.com/2010/12/27/the-top-10-violations-of-the-constitution-by-obama-and-the-111th-congress/ |
msmarco_v2.1_doc_00_1286852638#1_2293730100 | Title: Study: African-American teen abortion rates reach twice national average | The Daily Caller
Headings: Study: African-American teen abortion rates reach twice national average
Study: African-American teen abortion rates reach twice national average
Content: The national average abortion rate is 18 per 1,000 women among 15-19-year-olds. The rate is also four times higher than the teen abortion rate among non-Hispanic whites, which sits at 10 per 1,000 women, and twice as high as the Hispanic rate of 20 per 1,000. The state-by-state study also reveals that in states with high abortion rates, teen pregnancy among African-Americans has the greatest chance of resulting in an abortion than it does in any other racial group. In New York, for example, pregnancies among black teens — excluding miscarriages — result in abortion 67 percent of the time. New York has the highest teen abortion rate in the country, according to the study. Another study shows that the number has been nearly halved since the recorded high of 80 per 1,000 in 1990. But the percentage of pregnancies that result in abortion among black teenagers has stayed nearly the same, with a 42 percent ratio in 1990, and a 40 percent ratio in 2008. Another recent study, also from the Guttmacher Institute, revealed that black women account for 30 percent of all abortions, despite African-Americans making up only 13 percent of the total population. Rachel Jones, a senior research associate at the Guttmacher Institute, said that there has not been a study that has found the direct cause for the high abortion rate among black teenagers. “There’s no definitive research that’s actually been able to answer that question. | http://dailycaller.com/2013/03/14/african-american-teen-abortion-rates-reach-twice-national-average-study-finds/ |
msmarco_v2.1_doc_00_1286852638#2_2293732058 | Title: Study: African-American teen abortion rates reach twice national average | The Daily Caller
Headings: Study: African-American teen abortion rates reach twice national average
Study: African-American teen abortion rates reach twice national average
Content: Another study shows that the number has been nearly halved since the recorded high of 80 per 1,000 in 1990. But the percentage of pregnancies that result in abortion among black teenagers has stayed nearly the same, with a 42 percent ratio in 1990, and a 40 percent ratio in 2008. Another recent study, also from the Guttmacher Institute, revealed that black women account for 30 percent of all abortions, despite African-Americans making up only 13 percent of the total population. Rachel Jones, a senior research associate at the Guttmacher Institute, said that there has not been a study that has found the direct cause for the high abortion rate among black teenagers. “There’s no definitive research that’s actually been able to answer that question. We just do know that African-American women, including African-American teenagers, just have more pregnancies,” Jones stated. Jones indicated that poverty and a lack of attention given teenagers at high risk for teen pregnancy could be potential causes for the high abortion rates among African-American teens. The figures that were analyzed by the Guttmacher Institute are from the year 2008, which is the most recently available data. | http://dailycaller.com/2013/03/14/african-american-teen-abortion-rates-reach-twice-national-average-study-finds/ |
msmarco_v2.1_doc_00_1287348934#3_2294952463 | Title: Peru Pursues Criminal Charges Against Greenpeace For Desecrating Sacred Sites | The Daily Caller
Headings: Peru Pursues Criminal Charges Against Greenpeace For Desecrating Sacred Sites
Peru Pursues Criminal Charges Against Greenpeace For Desecrating Sacred Sites
An unanticipated problem was encountered, check back soon and try again
An unanticipated problem was encountered, check back soon and try again
Content: “It’s a true slap in the face at everything Peruvians consider sacred,” exclaimed Peru’s Deputy Culture Minister Luis Jaime Castillo. Peruvian officials said they would pursue criminal charges against the group, preventing activists from leaving the country while prosecutors “file charges of attacking archaeological monuments, a crime punishable by up to six years in prison,” The Guardian reports. The Nazca lines are ancient geoglyphs depicting hundreds of figures from monkeys to spiders to lizards in southern Peru. Nazca has been declared a world heritage site by Unesco and Peruvians consider the lines to be a sacred site. Greenpeace activists unfurled giant banners next to one of Nazca’s massive geoglyphs saying “Time For Change! The Future Is Renewable.” Officials say Greenpeace activists damaged the historical site with their banners. Needless to say, Peruvians were not pleased. “This has been done without any respect for our laws. It was done in the middle of the night. | http://dailycaller.com/2014/12/11/peru-pursues-criminal-charges-against-greenpeace-for-desecrating-sacred-sites/ |
msmarco_v2.1_doc_00_1287348934#4_2294954164 | Title: Peru Pursues Criminal Charges Against Greenpeace For Desecrating Sacred Sites | The Daily Caller
Headings: Peru Pursues Criminal Charges Against Greenpeace For Desecrating Sacred Sites
Peru Pursues Criminal Charges Against Greenpeace For Desecrating Sacred Sites
An unanticipated problem was encountered, check back soon and try again
An unanticipated problem was encountered, check back soon and try again
Content: The Future Is Renewable.” Officials say Greenpeace activists damaged the historical site with their banners. Needless to say, Peruvians were not pleased. “This has been done without any respect for our laws. It was done in the middle of the night. They went ahead and stepped on our hummingbird, and looking at the pictures we can see there’s very severe damage,” said Castillo. “ Nobody can go on these lines without permission — not even the president of Peru!” That’s not all. Greenpeace activists were also criticized for projecting a sign saying “Act For The Climate! Go Solar!” | http://dailycaller.com/2014/12/11/peru-pursues-criminal-charges-against-greenpeace-for-desecrating-sacred-sites/ |
msmarco_v2.1_doc_00_1290027608#2_2300980489 | Title: Don’t Think Voter Fraud Happens?
Headings: Don’t Think Voter Fraud Happens? Here Are 5 Cases From 2015 That Will Make You Think Again
This Teacher Is Taking a Stand to Stop the Left
The Mob Is After Chip and Joanna Gaines Again, This Time Over Critical Race Theory
Another Bill in Congress to Give Partisan Bureaucrats Control Over State Election Laws
Putting Young Americans on Path From Foster Care to Self-Sufficiency
Don’t Think Voter Fraud Happens? Here Are 5 Cases From 2015 That Will Make You Think Again
1. Madison County, Ga.
2. Magoffin County, Ky.
3. Turkey Creek, La.
4. Fort Worth, Texas
5. Perth Amboy, N.J.
Sandoval County, N.M.
Content: Photo: MOLLY RILEY/UPI/Newscom)
Despite being only six months into 2015, there have already been a slew of sometimes bizarre stories about voter fraud across the country. They show just how far some people will go to cheat the system. Here are a few of the most outlandish stories: 1. Madison County, Ga.
Mohammad Shafiq of Madison County, Georgia, was none too happy with Madison County sheriff candidate Clayton Lowe. So Shafiq started campaigning for the other candidate by submitting fraudulent voter registration cards supposedly for new voters, apparently intending to eventually vote under those registrations. When the fraud was detected, he coerced a couple to sign affidavits falsely saying they had registered themselves. He was charged with two counts of voter identification fraud, two counts of perjury, and three counts of tampering with evidence. He pleaded guilty and was sentenced to 10 years probation and a fine of $6,750. | http://dailysignal.com/2015/07/14/dont-think-voter-fraud-happens-here-are-5-cases-from-2015-that-will-make-you-think-again/ |
msmarco_v2.1_doc_00_1290027608#3_2300982366 | Title: Don’t Think Voter Fraud Happens?
Headings: Don’t Think Voter Fraud Happens? Here Are 5 Cases From 2015 That Will Make You Think Again
This Teacher Is Taking a Stand to Stop the Left
The Mob Is After Chip and Joanna Gaines Again, This Time Over Critical Race Theory
Another Bill in Congress to Give Partisan Bureaucrats Control Over State Election Laws
Putting Young Americans on Path From Foster Care to Self-Sufficiency
Don’t Think Voter Fraud Happens? Here Are 5 Cases From 2015 That Will Make You Think Again
1. Madison County, Ga.
2. Magoffin County, Ky.
3. Turkey Creek, La.
4. Fort Worth, Texas
5. Perth Amboy, N.J.
Sandoval County, N.M.
Content: Madison County, Ga.
Mohammad Shafiq of Madison County, Georgia, was none too happy with Madison County sheriff candidate Clayton Lowe. So Shafiq started campaigning for the other candidate by submitting fraudulent voter registration cards supposedly for new voters, apparently intending to eventually vote under those registrations. When the fraud was detected, he coerced a couple to sign affidavits falsely saying they had registered themselves. He was charged with two counts of voter identification fraud, two counts of perjury, and three counts of tampering with evidence. He pleaded guilty and was sentenced to 10 years probation and a fine of $6,750. 2. Magoffin County, Ky.
During the November 2014 election for county judge-executive, Larry Perkins of Magoffin County, Kentucky, saw fellow resident Simon Marshall with a crisp, new $50 bill. When Perkins asked Marshall—who had limited intellectual ability—where the money came from, Marshall replied, “It is Election Day.” A judge threw out the results of the election, which was decided by only 28 votes, citing evidence that “people sold their votes” as well as numerous other violations of election rules, including a lack of required information on applications for absentee ballots, precinct officers failing to document how they identified voters and improperly helping people vote, and residents casting early ballots when there was no Republican election commissioner present as required. The judge ruled the election was the result of fraud and bribery. | http://dailysignal.com/2015/07/14/dont-think-voter-fraud-happens-here-are-5-cases-from-2015-that-will-make-you-think-again/ |
msmarco_v2.1_doc_00_1290027608#6_2300989443 | Title: Don’t Think Voter Fraud Happens?
Headings: Don’t Think Voter Fraud Happens? Here Are 5 Cases From 2015 That Will Make You Think Again
This Teacher Is Taking a Stand to Stop the Left
The Mob Is After Chip and Joanna Gaines Again, This Time Over Critical Race Theory
Another Bill in Congress to Give Partisan Bureaucrats Control Over State Election Laws
Putting Young Americans on Path From Foster Care to Self-Sufficiency
Don’t Think Voter Fraud Happens? Here Are 5 Cases From 2015 That Will Make You Think Again
1. Madison County, Ga.
2. Magoffin County, Ky.
3. Turkey Creek, La.
4. Fort Worth, Texas
5. Perth Amboy, N.J.
Sandoval County, N.M.
Content: The guilty plea carried with it a six month suspended jail sentence, 18 months probation, $500 fine, and $2,000 in restitution to Mayor Cloud. 4. Fort Worth, Texas
Hazel Woodard, a Democratic precinct chairwoman candidate in Fort Worth, Texas, was concerned that her husband would not make it to the polls to vote for her. So, she simply had her teenage son vote in his place in an election in 2011 before the state’s new voter ID law was in place. The impersonation at the poll went unnoticed until the husband showed up at the same polling place later that day and tried to cast a second ballot in his name. Hazel recently pleaded guilty to impersonation fraud at the polls, and was sentenced to two years of deferred adjudication probation. 5. Perth Amboy, N.J.
A lot of elections between candidates are close—but New Jersey politician Fernando Gonzales won his seat on the Perth Amboy City Council by only 10 votes. A judge found that his wife, Democratic Chairwoman Leslie Dominguez-Rodriguez, took advantage of nursing home residents, including a blind man, a resident who could not remember her address or voting, and others who testified Dominguez-Rodrigues coerced them into voting for her husband. A Superior Court judge overturned the election results and ordered a new election be held. | http://dailysignal.com/2015/07/14/dont-think-voter-fraud-happens-here-are-5-cases-from-2015-that-will-make-you-think-again/ |
msmarco_v2.1_doc_00_1290027608#7_2300991686 | Title: Don’t Think Voter Fraud Happens?
Headings: Don’t Think Voter Fraud Happens? Here Are 5 Cases From 2015 That Will Make You Think Again
This Teacher Is Taking a Stand to Stop the Left
The Mob Is After Chip and Joanna Gaines Again, This Time Over Critical Race Theory
Another Bill in Congress to Give Partisan Bureaucrats Control Over State Election Laws
Putting Young Americans on Path From Foster Care to Self-Sufficiency
Don’t Think Voter Fraud Happens? Here Are 5 Cases From 2015 That Will Make You Think Again
1. Madison County, Ga.
2. Magoffin County, Ky.
3. Turkey Creek, La.
4. Fort Worth, Texas
5. Perth Amboy, N.J.
Sandoval County, N.M.
Content: Hazel recently pleaded guilty to impersonation fraud at the polls, and was sentenced to two years of deferred adjudication probation. 5. Perth Amboy, N.J.
A lot of elections between candidates are close—but New Jersey politician Fernando Gonzales won his seat on the Perth Amboy City Council by only 10 votes. A judge found that his wife, Democratic Chairwoman Leslie Dominguez-Rodriguez, took advantage of nursing home residents, including a blind man, a resident who could not remember her address or voting, and others who testified Dominguez-Rodrigues coerced them into voting for her husband. A Superior Court judge overturned the election results and ordered a new election be held. Sandoval County, N.M.
One prosecution resulted from a voter trying to show how easy it is to commit voter fraud. To prove his point, Eugene Victor of Sandoval County, New Mexico, voted twice. Victor first voted at the polls under his own name, and then waited until the next day to do the same thing under his son’s name. After getting away with impersonation fraud without being detected, he turned himself into the authorities. Victor pleaded no contest to the felony charge of false voting, and is currently serving 18 months probation. | http://dailysignal.com/2015/07/14/dont-think-voter-fraud-happens-here-are-5-cases-from-2015-that-will-make-you-think-again/ |
msmarco_v2.1_doc_00_1290027608#8_2300993859 | Title: Don’t Think Voter Fraud Happens?
Headings: Don’t Think Voter Fraud Happens? Here Are 5 Cases From 2015 That Will Make You Think Again
This Teacher Is Taking a Stand to Stop the Left
The Mob Is After Chip and Joanna Gaines Again, This Time Over Critical Race Theory
Another Bill in Congress to Give Partisan Bureaucrats Control Over State Election Laws
Putting Young Americans on Path From Foster Care to Self-Sufficiency
Don’t Think Voter Fraud Happens? Here Are 5 Cases From 2015 That Will Make You Think Again
1. Madison County, Ga.
2. Magoffin County, Ky.
3. Turkey Creek, La.
4. Fort Worth, Texas
5. Perth Amboy, N.J.
Sandoval County, N.M.
Content: Sandoval County, N.M.
One prosecution resulted from a voter trying to show how easy it is to commit voter fraud. To prove his point, Eugene Victor of Sandoval County, New Mexico, voted twice. Victor first voted at the polls under his own name, and then waited until the next day to do the same thing under his son’s name. After getting away with impersonation fraud without being detected, he turned himself into the authorities. Victor pleaded no contest to the felony charge of false voting, and is currently serving 18 months probation. The above stories are just a very small sampling of recent cases that comprise the long and unfortunate American tradition of election fraud. To see more cases in many different states, you can click here for a new database at The Heritage Foundation that lists election fraud convictions. The Daily Signal depends on the support of readers like you. Donate now
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Don’t have time to read the Washington Post or New York Times? | http://dailysignal.com/2015/07/14/dont-think-voter-fraud-happens-here-are-5-cases-from-2015-that-will-make-you-think-again/ |
msmarco_v2.1_doc_00_1290062658#1_2301069630 | Title: There Are Nearly 300 Cases of Voter Fraud in America
Headings: There Are Nearly 300 Cases of Voter Fraud in America
Kellogg’s LGBT-Themed Cereal Features Preferred Pronouns on Box
6 Key Points From House Democrats’ Voter Discrimination Hearing
John Cena’s Groveling to China Previews World Where We Must Live by Lies
The Woke Mob Comes for Lincoln
There Are Nearly 300 Cases of Voter Fraud in America
Content: Biden, the Border Crisis, and Flights for Illegal Immigrants
Law Commentary
We Hear You: Voter ID, Clean Elections, and the Electoral College
Society Commentary
We Hear You: Speaking Up as Business and Sports Lurch Left
Politics Analysis
Fight to Hold Andrew Cuomo Accountable ‘Feels Like Upward Climb,’ Janice Dean Says
Society Analysis
How Conservatives Can Advance Freedom and Stand Against Left’s Agenda
Society Analysis
How Black Lives Matter Is Contributing to Rise in Antisemitism
Politics Analysis
Even Without Social Media, Trump Finds a Way to Shape the News
Law Commentary
There Are Nearly 300 Cases of Voter Fraud in America
Jason Snead / @jasonwsnead / Robert Batista / August 11, 2015
(Photo: Karen Montgomery / Flickr / CC BY-NC-SA 2.0 / Edited Daily Signal)
The Heritage Foundation’s list of nearly 300 documented cases of voter fraud in the United States continues to grow. Recent additions reveal that voter fraud is not just an individual or isolated crime; in some counties and communities, election fraud is almost a way of life. These additions again reinforce the need for measures such as voter ID laws and procedures designed to verify the accuracy of voter registration information are needed to prevent these crimes in the first place. Take East Chicago, Ind., for example, a town made infamous by the extensive voter fraud that occurred there in the 2003 Democratic mayoral primary election. The fraud was so pervasive that the Indiana Supreme Court overturned the results of the primary and ordered a new special election that resulted in a different winner. A local judge found “direct, competent, and convincing evidence” that supporters of the election’s apparent victor, incumbent Mayor Robert Pastrick, orchestrated an elaborate scheme of absentee ballot fraud. | http://dailysignal.com/2015/08/11/nearly-300-cases-the-extent-of-voter-fraud-in-america/ |
msmarco_v2.1_doc_00_1290062658#5_2301078154 | Title: There Are Nearly 300 Cases of Voter Fraud in America
Headings: There Are Nearly 300 Cases of Voter Fraud in America
Kellogg’s LGBT-Themed Cereal Features Preferred Pronouns on Box
6 Key Points From House Democrats’ Voter Discrimination Hearing
John Cena’s Groveling to China Previews World Where We Must Live by Lies
The Woke Mob Comes for Lincoln
There Are Nearly 300 Cases of Voter Fraud in America
Content: Unpersuaded by the “everybody was doing it” defense, the judge sentenced Battle to two years in prison. Another defendant, Tamika Lay, echoed Harris’s sentiments, expressing frustration to the judge at her sentencing hearing at being held accountable for her fraudulent vote. “ People have been doing it [fraudulent voting] for years, and all of a sudden they want to do something about it,” she lamented. These comments indicate an extraordinary and unsettling nonchalance toward crimes that undermine the integrity of the democratic electoral process. Moreover, they suggest that a culture of voter fraud pervades communities like East Chicago across America, to the point that voter fraud is no longer seen as an insidious and illegal activity but rather an accepted way of life. East Chicago is certainly not the only home of systematic attempts to steal elections; another new addition to Heritage’s ever-growing list of documented voter fraud convictions is a collection of cases from Benton County, Miss., stemming from a 2007 election in which 16 individuals orchestrated an elaborate vote-buying scheme. In Knott County, Ky., Judge Executive (the chief executive of that county) Donnie Newsome and co-conspirator Willard Smith were convicted on federal charges for organizing a conspiracy to pay several impoverished, handicapped, illiterate, or otherwise impaired persons to vote for Newsome and others by absentee ballot in the 1998 Democratic primary election. Newsome was sentenced to 26 months in prison. Smith got a 24-month sentence. | http://dailysignal.com/2015/08/11/nearly-300-cases-the-extent-of-voter-fraud-in-america/ |
msmarco_v2.1_doc_00_1290062658#6_2301080382 | Title: There Are Nearly 300 Cases of Voter Fraud in America
Headings: There Are Nearly 300 Cases of Voter Fraud in America
Kellogg’s LGBT-Themed Cereal Features Preferred Pronouns on Box
6 Key Points From House Democrats’ Voter Discrimination Hearing
John Cena’s Groveling to China Previews World Where We Must Live by Lies
The Woke Mob Comes for Lincoln
There Are Nearly 300 Cases of Voter Fraud in America
Content: East Chicago is certainly not the only home of systematic attempts to steal elections; another new addition to Heritage’s ever-growing list of documented voter fraud convictions is a collection of cases from Benton County, Miss., stemming from a 2007 election in which 16 individuals orchestrated an elaborate vote-buying scheme. In Knott County, Ky., Judge Executive (the chief executive of that county) Donnie Newsome and co-conspirator Willard Smith were convicted on federal charges for organizing a conspiracy to pay several impoverished, handicapped, illiterate, or otherwise impaired persons to vote for Newsome and others by absentee ballot in the 1998 Democratic primary election. Newsome was sentenced to 26 months in prison. Smith got a 24-month sentence. Just a few years later, Randy Thompson became the second consecutive Knott County Judge Executive to be sent to federal prison on voter fraud charges. A jury convicted Thompson and three co-conspirators of a vote-buying scheme that involved use of public funds. Voter fraud also pervaded Lincoln County, W.V., over the years. Six Lincoln County Democrats pleaded guilty in 2006 to charges relating to a vote-buying conspiracy covering presidential and congressional elections dating back to 1990. This was hardly the end of voter fraud in Lincoln County. | http://dailysignal.com/2015/08/11/nearly-300-cases-the-extent-of-voter-fraud-in-america/ |
msmarco_v2.1_doc_00_1290062658#7_2301082357 | Title: There Are Nearly 300 Cases of Voter Fraud in America
Headings: There Are Nearly 300 Cases of Voter Fraud in America
Kellogg’s LGBT-Themed Cereal Features Preferred Pronouns on Box
6 Key Points From House Democrats’ Voter Discrimination Hearing
John Cena’s Groveling to China Previews World Where We Must Live by Lies
The Woke Mob Comes for Lincoln
There Are Nearly 300 Cases of Voter Fraud in America
Content: Just a few years later, Randy Thompson became the second consecutive Knott County Judge Executive to be sent to federal prison on voter fraud charges. A jury convicted Thompson and three co-conspirators of a vote-buying scheme that involved use of public funds. Voter fraud also pervaded Lincoln County, W.V., over the years. Six Lincoln County Democrats pleaded guilty in 2006 to charges relating to a vote-buying conspiracy covering presidential and congressional elections dating back to 1990. This was hardly the end of voter fraud in Lincoln County. Local public officials pleaded guilty in 2012 to falsifying absentee ballots and stuffing the ballot boxes in an effort to rig the 2010 Democratic primary. A judge overturned the results of one of the primary elections after throwing out 300 fraudulent ballots. Justice ultimately prevailed in these cases. The fraudsters and thieves were held accountable for their crimes. It is imperative that we root out these cultures of entrenched voter fraud in communities throughout the country. | http://dailysignal.com/2015/08/11/nearly-300-cases-the-extent-of-voter-fraud-in-america/ |
msmarco_v2.1_doc_00_1290062658#8_2301084048 | Title: There Are Nearly 300 Cases of Voter Fraud in America
Headings: There Are Nearly 300 Cases of Voter Fraud in America
Kellogg’s LGBT-Themed Cereal Features Preferred Pronouns on Box
6 Key Points From House Democrats’ Voter Discrimination Hearing
John Cena’s Groveling to China Previews World Where We Must Live by Lies
The Woke Mob Comes for Lincoln
There Are Nearly 300 Cases of Voter Fraud in America
Content: Local public officials pleaded guilty in 2012 to falsifying absentee ballots and stuffing the ballot boxes in an effort to rig the 2010 Democratic primary. A judge overturned the results of one of the primary elections after throwing out 300 fraudulent ballots. Justice ultimately prevailed in these cases. The fraudsters and thieves were held accountable for their crimes. It is imperative that we root out these cultures of entrenched voter fraud in communities throughout the country. It goes without saying that elections should be won by those who win through a fair democratic process, rather than by those with the most unethical supporters. That is why efforts to crack down on voter fraud are critical. And though it may come as a surprise to the partisans who claim that efforts to maintain electoral integrity are sinister, there is one final lesson from the East Chicago Democratic primary: The perpetrators of voter fraud are not just committed to cheating their ideological opponents. They’ll take out members of their own party if they have to. | http://dailysignal.com/2015/08/11/nearly-300-cases-the-extent-of-voter-fraud-in-america/ |
msmarco_v2.1_doc_00_1292862546#3_2305549659 | Title: House Painting - Damp Proofing Walls
Headings: House Painting
House Painting
Choosing acrylic Paints to paint and Damp proof your house
Content: If you dip the roller and “skid” the over the surface of the wall it wont save you much and cause problems with many paints. How to paint the house is to spread the paint evenly. Roll until the roller changes sound like “tearing paper” then come back to where you started and “pick up” some of the thick paint from the skid area where you started and repeat. How do you paint a house?: Thicker paints is better as it will be thicker on the walls surface and wear better and keep cracks closed if a gloss type paint. How to paint exterior would be to use Gloss paint which is better, read next chapter. Rather use painting paints make three thin coats than two thick coats to paint a house. Thick wet paint can cause problems, as the paint can’t dry known as “solvent entrapment” where a skin forms on the surface before the paint can dry. Paints are designed with a flash point of 13 degrees centigrade, meaning the temperature must be above 13 degrees to dry with out “solvent entrapment”. Its like making custard on the stove and when cooling a skin forms on the surface thus preventing the rest to evaporating easily and trapping in the water – solvent. | http://dampproofingwallsjhb.co.za/house-painting/ |
msmarco_v2.1_doc_00_1296782447#0_2311853309 | Title: Daniel T Bio 20 Blog: Plantae
Headings: Daniel T Bio 20 Blog
Daniel T Bio 20 Blog
Plantae
Chapter 22-1 Intro to Plants, Figure 22-6, Figure 22-7 & #1-3
1.Identify the characteristics of the plant kingdom.
Plants are multicellular eukaryotes that have cell walls made of cellulose. They develop from multicellular embryos and carry out photosynthesis using the green pigments chlorophyll a and b.
2.To live successfully on land, what substances must plants obtain from their environment?
The lives of plants center on the need for sunlight, water and minerals, gas exchange, and the transport of water and nutrients throughout the plant body.
3.From which group of protists did the first plants evolve? How are plants similar to these protists?
The first plants evolved from an organism much like the multicellular green algae living today.
Chapter 22-2 Bryophytes, Lifecycle Diagram & #1-3
1.How is water essential in the life cycle of a bryophyte?
Bryophytes have life cycles that depend on water for reproduction. Lacking vascular tissue, these plants can draw up water by osmosis only a few centimeters above the ground.
2. List the three groups of bryophytes. In what type of habitat do they live?
Bryophytes include mosses, liverworts, and hornwarts. Live in rocks by waterfalls.
3.What is the relationship between the gametophyte and the sporophyte in mosses and other bryophytes?
In Bryophytes, the gameophyte is the dominant, recognizable stage of life cycle and is the stage that carries out most of the plant's photosynthesis.
1.What are the two types of vascular tissue? Describe the function of each.
Both forms of vascular tissue - xylem and phloemcan move fluids through the plant body, even against the force of gravity.
2.What are the three phyla of seedless vascular plants? Give an example of each.
Seedless vascular plants include club mosses, horsetails, and ferns. Lycopedium (club moss), Equisetum (horsetail).
3.What is the dominant stage of the fern life cycle? What is the relationship of the fern gametophyte and sporophyte?
Ferns and other vascular plants have a life cycle in which the diploid sporophyte is the dominant stage.
Chapter 22-4 Gymnosperms, Lifecycle Diagram & #1-3
1.Identify the main characteristics of seed plants.
Adaptations that allow seed plants to reproduce without water include flowers or cones, the transfer of sperm by pollination, and the protection of embryos in seeds.
2.What are the different groups of gymnosperms
Gymnosperms include gnetophytes, cycads, ginkgoes, and conifers.
3.What major change in Earth's climate favored the evolution of seed plants?
The drying up of all the water.
Chapter 22-5 Angiosperms, Lifecycle Diagrams, Figure 22-25 & #1-3
1.What reproductive structures are unique to angiosperms? Briefly describe the function of each.
Angiosperms develop unique reproductive organs known as flowers. Flowers contain ovaries, which surround and protect the seeds.
2.What are monocots and dicots?
Monocots and dicots are named for the number of seed leaves, or cotyledons, in the plant embryo. Monocots have one seed leaf, and dicots have two.
3.How do annuals, biennials, and perennials differ?
Annuals - one growing season
Biennials - two year life cycle
perennials - more than two year life cycle
Prentice Hall Textbook Assignment
Chapter 8 - Photosynthesis
Kingdom Plantae
Life Science Microscope Drawing Lab
Life Science Drawing Rules
Kingdom Plantae
Division Anthophyta
Learning Objectives
Process Objectives
Materials
Part I
Introduction
Pre-Lab Preparation
Procedure
Part I
A. Obtain a flower blossom from your teacher. Observe it
Strategy for inferring
Part II
Examine the selection of fruits your teacher has prepared for you.
F. Station 1 will have an apple, orange, and kiwi for your observation.
G. Station 2 will have a tomato, peppers, avocado, broccoli, plum and green peas for your observation.
Post-Lab Analysis
Further Investigations
Content: Daniel T Bio 20 Blog: Plantae
Daniel T Bio 20 Blog
Plantae
Chapter 22-1 Intro to Plants, Figure 22-6, Figure 22-7 & #1-3
1.Identify the characteristics of the plant kingdom. Plants are multicellular eukaryotes that have cell walls made of cellulose. They develop from multicellular embryos and carry out photosynthesis using the green pigments chlorophyll a and b.
2.To live successfully on land, what substances must plants obtain from their environment? The lives of plants center on the need for sunlight, water and minerals, gas exchange, and the transport of water and nutrients throughout the plant body. 3.From which group of protists did the first plants evolve? How are plants similar to these protists? The first plants evolved from an organism much like the multicellular green algae living today. Chapter 22-2 Bryophytes, Lifecycle Diagram & #1-3
1.How is water essential in the life cycle of a bryophyte? Bryophytes have life cycles that depend on water for reproduction. | http://danielt666.blogspot.com/p/plantae.html |
msmarco_v2.1_doc_00_1296782447#1_2311858474 | Title: Daniel T Bio 20 Blog: Plantae
Headings: Daniel T Bio 20 Blog
Daniel T Bio 20 Blog
Plantae
Chapter 22-1 Intro to Plants, Figure 22-6, Figure 22-7 & #1-3
1.Identify the characteristics of the plant kingdom.
Plants are multicellular eukaryotes that have cell walls made of cellulose. They develop from multicellular embryos and carry out photosynthesis using the green pigments chlorophyll a and b.
2.To live successfully on land, what substances must plants obtain from their environment?
The lives of plants center on the need for sunlight, water and minerals, gas exchange, and the transport of water and nutrients throughout the plant body.
3.From which group of protists did the first plants evolve? How are plants similar to these protists?
The first plants evolved from an organism much like the multicellular green algae living today.
Chapter 22-2 Bryophytes, Lifecycle Diagram & #1-3
1.How is water essential in the life cycle of a bryophyte?
Bryophytes have life cycles that depend on water for reproduction. Lacking vascular tissue, these plants can draw up water by osmosis only a few centimeters above the ground.
2. List the three groups of bryophytes. In what type of habitat do they live?
Bryophytes include mosses, liverworts, and hornwarts. Live in rocks by waterfalls.
3.What is the relationship between the gametophyte and the sporophyte in mosses and other bryophytes?
In Bryophytes, the gameophyte is the dominant, recognizable stage of life cycle and is the stage that carries out most of the plant's photosynthesis.
1.What are the two types of vascular tissue? Describe the function of each.
Both forms of vascular tissue - xylem and phloemcan move fluids through the plant body, even against the force of gravity.
2.What are the three phyla of seedless vascular plants? Give an example of each.
Seedless vascular plants include club mosses, horsetails, and ferns. Lycopedium (club moss), Equisetum (horsetail).
3.What is the dominant stage of the fern life cycle? What is the relationship of the fern gametophyte and sporophyte?
Ferns and other vascular plants have a life cycle in which the diploid sporophyte is the dominant stage.
Chapter 22-4 Gymnosperms, Lifecycle Diagram & #1-3
1.Identify the main characteristics of seed plants.
Adaptations that allow seed plants to reproduce without water include flowers or cones, the transfer of sperm by pollination, and the protection of embryos in seeds.
2.What are the different groups of gymnosperms
Gymnosperms include gnetophytes, cycads, ginkgoes, and conifers.
3.What major change in Earth's climate favored the evolution of seed plants?
The drying up of all the water.
Chapter 22-5 Angiosperms, Lifecycle Diagrams, Figure 22-25 & #1-3
1.What reproductive structures are unique to angiosperms? Briefly describe the function of each.
Angiosperms develop unique reproductive organs known as flowers. Flowers contain ovaries, which surround and protect the seeds.
2.What are monocots and dicots?
Monocots and dicots are named for the number of seed leaves, or cotyledons, in the plant embryo. Monocots have one seed leaf, and dicots have two.
3.How do annuals, biennials, and perennials differ?
Annuals - one growing season
Biennials - two year life cycle
perennials - more than two year life cycle
Prentice Hall Textbook Assignment
Chapter 8 - Photosynthesis
Kingdom Plantae
Life Science Microscope Drawing Lab
Life Science Drawing Rules
Kingdom Plantae
Division Anthophyta
Learning Objectives
Process Objectives
Materials
Part I
Introduction
Pre-Lab Preparation
Procedure
Part I
A. Obtain a flower blossom from your teacher. Observe it
Strategy for inferring
Part II
Examine the selection of fruits your teacher has prepared for you.
F. Station 1 will have an apple, orange, and kiwi for your observation.
G. Station 2 will have a tomato, peppers, avocado, broccoli, plum and green peas for your observation.
Post-Lab Analysis
Further Investigations
Content: 3.From which group of protists did the first plants evolve? How are plants similar to these protists? The first plants evolved from an organism much like the multicellular green algae living today. Chapter 22-2 Bryophytes, Lifecycle Diagram & #1-3
1.How is water essential in the life cycle of a bryophyte? Bryophytes have life cycles that depend on water for reproduction. Lacking vascular tissue, these plants can draw up water by osmosis only a few centimeters above the ground. 2. List the three groups of bryophytes. In what type of habitat do they live? Bryophytes include mosses, liverworts, and hornwarts. | http://danielt666.blogspot.com/p/plantae.html |
msmarco_v2.1_doc_00_1296782447#2_2311863266 | Title: Daniel T Bio 20 Blog: Plantae
Headings: Daniel T Bio 20 Blog
Daniel T Bio 20 Blog
Plantae
Chapter 22-1 Intro to Plants, Figure 22-6, Figure 22-7 & #1-3
1.Identify the characteristics of the plant kingdom.
Plants are multicellular eukaryotes that have cell walls made of cellulose. They develop from multicellular embryos and carry out photosynthesis using the green pigments chlorophyll a and b.
2.To live successfully on land, what substances must plants obtain from their environment?
The lives of plants center on the need for sunlight, water and minerals, gas exchange, and the transport of water and nutrients throughout the plant body.
3.From which group of protists did the first plants evolve? How are plants similar to these protists?
The first plants evolved from an organism much like the multicellular green algae living today.
Chapter 22-2 Bryophytes, Lifecycle Diagram & #1-3
1.How is water essential in the life cycle of a bryophyte?
Bryophytes have life cycles that depend on water for reproduction. Lacking vascular tissue, these plants can draw up water by osmosis only a few centimeters above the ground.
2. List the three groups of bryophytes. In what type of habitat do they live?
Bryophytes include mosses, liverworts, and hornwarts. Live in rocks by waterfalls.
3.What is the relationship between the gametophyte and the sporophyte in mosses and other bryophytes?
In Bryophytes, the gameophyte is the dominant, recognizable stage of life cycle and is the stage that carries out most of the plant's photosynthesis.
1.What are the two types of vascular tissue? Describe the function of each.
Both forms of vascular tissue - xylem and phloemcan move fluids through the plant body, even against the force of gravity.
2.What are the three phyla of seedless vascular plants? Give an example of each.
Seedless vascular plants include club mosses, horsetails, and ferns. Lycopedium (club moss), Equisetum (horsetail).
3.What is the dominant stage of the fern life cycle? What is the relationship of the fern gametophyte and sporophyte?
Ferns and other vascular plants have a life cycle in which the diploid sporophyte is the dominant stage.
Chapter 22-4 Gymnosperms, Lifecycle Diagram & #1-3
1.Identify the main characteristics of seed plants.
Adaptations that allow seed plants to reproduce without water include flowers or cones, the transfer of sperm by pollination, and the protection of embryos in seeds.
2.What are the different groups of gymnosperms
Gymnosperms include gnetophytes, cycads, ginkgoes, and conifers.
3.What major change in Earth's climate favored the evolution of seed plants?
The drying up of all the water.
Chapter 22-5 Angiosperms, Lifecycle Diagrams, Figure 22-25 & #1-3
1.What reproductive structures are unique to angiosperms? Briefly describe the function of each.
Angiosperms develop unique reproductive organs known as flowers. Flowers contain ovaries, which surround and protect the seeds.
2.What are monocots and dicots?
Monocots and dicots are named for the number of seed leaves, or cotyledons, in the plant embryo. Monocots have one seed leaf, and dicots have two.
3.How do annuals, biennials, and perennials differ?
Annuals - one growing season
Biennials - two year life cycle
perennials - more than two year life cycle
Prentice Hall Textbook Assignment
Chapter 8 - Photosynthesis
Kingdom Plantae
Life Science Microscope Drawing Lab
Life Science Drawing Rules
Kingdom Plantae
Division Anthophyta
Learning Objectives
Process Objectives
Materials
Part I
Introduction
Pre-Lab Preparation
Procedure
Part I
A. Obtain a flower blossom from your teacher. Observe it
Strategy for inferring
Part II
Examine the selection of fruits your teacher has prepared for you.
F. Station 1 will have an apple, orange, and kiwi for your observation.
G. Station 2 will have a tomato, peppers, avocado, broccoli, plum and green peas for your observation.
Post-Lab Analysis
Further Investigations
Content: Lacking vascular tissue, these plants can draw up water by osmosis only a few centimeters above the ground. 2. List the three groups of bryophytes. In what type of habitat do they live? Bryophytes include mosses, liverworts, and hornwarts. Live in rocks by waterfalls. 3.What is the relationship between the gametophyte and the sporophyte in mosses and other bryophytes? In Bryophytes, the gameophyte is the dominant, recognizable stage of life cycle and is the stage that carries out most of the plant's photosynthesis.
Chapter 22-3 Ferns, Lifecycle Diagram & #1-3
1.What are the two types of vascular tissue? Describe the function of each. | http://danielt666.blogspot.com/p/plantae.html |
msmarco_v2.1_doc_00_1296782447#3_2311868094 | Title: Daniel T Bio 20 Blog: Plantae
Headings: Daniel T Bio 20 Blog
Daniel T Bio 20 Blog
Plantae
Chapter 22-1 Intro to Plants, Figure 22-6, Figure 22-7 & #1-3
1.Identify the characteristics of the plant kingdom.
Plants are multicellular eukaryotes that have cell walls made of cellulose. They develop from multicellular embryos and carry out photosynthesis using the green pigments chlorophyll a and b.
2.To live successfully on land, what substances must plants obtain from their environment?
The lives of plants center on the need for sunlight, water and minerals, gas exchange, and the transport of water and nutrients throughout the plant body.
3.From which group of protists did the first plants evolve? How are plants similar to these protists?
The first plants evolved from an organism much like the multicellular green algae living today.
Chapter 22-2 Bryophytes, Lifecycle Diagram & #1-3
1.How is water essential in the life cycle of a bryophyte?
Bryophytes have life cycles that depend on water for reproduction. Lacking vascular tissue, these plants can draw up water by osmosis only a few centimeters above the ground.
2. List the three groups of bryophytes. In what type of habitat do they live?
Bryophytes include mosses, liverworts, and hornwarts. Live in rocks by waterfalls.
3.What is the relationship between the gametophyte and the sporophyte in mosses and other bryophytes?
In Bryophytes, the gameophyte is the dominant, recognizable stage of life cycle and is the stage that carries out most of the plant's photosynthesis.
1.What are the two types of vascular tissue? Describe the function of each.
Both forms of vascular tissue - xylem and phloemcan move fluids through the plant body, even against the force of gravity.
2.What are the three phyla of seedless vascular plants? Give an example of each.
Seedless vascular plants include club mosses, horsetails, and ferns. Lycopedium (club moss), Equisetum (horsetail).
3.What is the dominant stage of the fern life cycle? What is the relationship of the fern gametophyte and sporophyte?
Ferns and other vascular plants have a life cycle in which the diploid sporophyte is the dominant stage.
Chapter 22-4 Gymnosperms, Lifecycle Diagram & #1-3
1.Identify the main characteristics of seed plants.
Adaptations that allow seed plants to reproduce without water include flowers or cones, the transfer of sperm by pollination, and the protection of embryos in seeds.
2.What are the different groups of gymnosperms
Gymnosperms include gnetophytes, cycads, ginkgoes, and conifers.
3.What major change in Earth's climate favored the evolution of seed plants?
The drying up of all the water.
Chapter 22-5 Angiosperms, Lifecycle Diagrams, Figure 22-25 & #1-3
1.What reproductive structures are unique to angiosperms? Briefly describe the function of each.
Angiosperms develop unique reproductive organs known as flowers. Flowers contain ovaries, which surround and protect the seeds.
2.What are monocots and dicots?
Monocots and dicots are named for the number of seed leaves, or cotyledons, in the plant embryo. Monocots have one seed leaf, and dicots have two.
3.How do annuals, biennials, and perennials differ?
Annuals - one growing season
Biennials - two year life cycle
perennials - more than two year life cycle
Prentice Hall Textbook Assignment
Chapter 8 - Photosynthesis
Kingdom Plantae
Life Science Microscope Drawing Lab
Life Science Drawing Rules
Kingdom Plantae
Division Anthophyta
Learning Objectives
Process Objectives
Materials
Part I
Introduction
Pre-Lab Preparation
Procedure
Part I
A. Obtain a flower blossom from your teacher. Observe it
Strategy for inferring
Part II
Examine the selection of fruits your teacher has prepared for you.
F. Station 1 will have an apple, orange, and kiwi for your observation.
G. Station 2 will have a tomato, peppers, avocado, broccoli, plum and green peas for your observation.
Post-Lab Analysis
Further Investigations
Content: Live in rocks by waterfalls. 3.What is the relationship between the gametophyte and the sporophyte in mosses and other bryophytes? In Bryophytes, the gameophyte is the dominant, recognizable stage of life cycle and is the stage that carries out most of the plant's photosynthesis.
Chapter 22-3 Ferns, Lifecycle Diagram & #1-3
1.What are the two types of vascular tissue? Describe the function of each. Both forms of vascular tissue - xylem and phloemcan move fluids through the plant body, even against the force of gravity. 2.What are the three phyla of seedless vascular plants? Give an example of each. Seedless vascular plants include club mosses, horsetails, and ferns. Lycopedium (club moss), Equisetum (horsetail). | http://danielt666.blogspot.com/p/plantae.html |
msmarco_v2.1_doc_00_1296782447#4_2311873003 | Title: Daniel T Bio 20 Blog: Plantae
Headings: Daniel T Bio 20 Blog
Daniel T Bio 20 Blog
Plantae
Chapter 22-1 Intro to Plants, Figure 22-6, Figure 22-7 & #1-3
1.Identify the characteristics of the plant kingdom.
Plants are multicellular eukaryotes that have cell walls made of cellulose. They develop from multicellular embryos and carry out photosynthesis using the green pigments chlorophyll a and b.
2.To live successfully on land, what substances must plants obtain from their environment?
The lives of plants center on the need for sunlight, water and minerals, gas exchange, and the transport of water and nutrients throughout the plant body.
3.From which group of protists did the first plants evolve? How are plants similar to these protists?
The first plants evolved from an organism much like the multicellular green algae living today.
Chapter 22-2 Bryophytes, Lifecycle Diagram & #1-3
1.How is water essential in the life cycle of a bryophyte?
Bryophytes have life cycles that depend on water for reproduction. Lacking vascular tissue, these plants can draw up water by osmosis only a few centimeters above the ground.
2. List the three groups of bryophytes. In what type of habitat do they live?
Bryophytes include mosses, liverworts, and hornwarts. Live in rocks by waterfalls.
3.What is the relationship between the gametophyte and the sporophyte in mosses and other bryophytes?
In Bryophytes, the gameophyte is the dominant, recognizable stage of life cycle and is the stage that carries out most of the plant's photosynthesis.
1.What are the two types of vascular tissue? Describe the function of each.
Both forms of vascular tissue - xylem and phloemcan move fluids through the plant body, even against the force of gravity.
2.What are the three phyla of seedless vascular plants? Give an example of each.
Seedless vascular plants include club mosses, horsetails, and ferns. Lycopedium (club moss), Equisetum (horsetail).
3.What is the dominant stage of the fern life cycle? What is the relationship of the fern gametophyte and sporophyte?
Ferns and other vascular plants have a life cycle in which the diploid sporophyte is the dominant stage.
Chapter 22-4 Gymnosperms, Lifecycle Diagram & #1-3
1.Identify the main characteristics of seed plants.
Adaptations that allow seed plants to reproduce without water include flowers or cones, the transfer of sperm by pollination, and the protection of embryos in seeds.
2.What are the different groups of gymnosperms
Gymnosperms include gnetophytes, cycads, ginkgoes, and conifers.
3.What major change in Earth's climate favored the evolution of seed plants?
The drying up of all the water.
Chapter 22-5 Angiosperms, Lifecycle Diagrams, Figure 22-25 & #1-3
1.What reproductive structures are unique to angiosperms? Briefly describe the function of each.
Angiosperms develop unique reproductive organs known as flowers. Flowers contain ovaries, which surround and protect the seeds.
2.What are monocots and dicots?
Monocots and dicots are named for the number of seed leaves, or cotyledons, in the plant embryo. Monocots have one seed leaf, and dicots have two.
3.How do annuals, biennials, and perennials differ?
Annuals - one growing season
Biennials - two year life cycle
perennials - more than two year life cycle
Prentice Hall Textbook Assignment
Chapter 8 - Photosynthesis
Kingdom Plantae
Life Science Microscope Drawing Lab
Life Science Drawing Rules
Kingdom Plantae
Division Anthophyta
Learning Objectives
Process Objectives
Materials
Part I
Introduction
Pre-Lab Preparation
Procedure
Part I
A. Obtain a flower blossom from your teacher. Observe it
Strategy for inferring
Part II
Examine the selection of fruits your teacher has prepared for you.
F. Station 1 will have an apple, orange, and kiwi for your observation.
G. Station 2 will have a tomato, peppers, avocado, broccoli, plum and green peas for your observation.
Post-Lab Analysis
Further Investigations
Content: Both forms of vascular tissue - xylem and phloemcan move fluids through the plant body, even against the force of gravity. 2.What are the three phyla of seedless vascular plants? Give an example of each. Seedless vascular plants include club mosses, horsetails, and ferns. Lycopedium (club moss), Equisetum (horsetail). 3.What is the dominant stage of the fern life cycle? What is the relationship of the fern gametophyte and sporophyte? Ferns and other vascular plants have a life cycle in which the diploid sporophyte is the dominant stage. Chapter 22-4 Gymnosperms, Lifecycle Diagram & #1-3
1.Identify the main characteristics of seed plants. Adaptations that allow seed plants to reproduce without water include flowers or cones, the transfer of sperm by pollination, and the protection of embryos in seeds. | http://danielt666.blogspot.com/p/plantae.html |
msmarco_v2.1_doc_00_1296782447#5_2311877994 | Title: Daniel T Bio 20 Blog: Plantae
Headings: Daniel T Bio 20 Blog
Daniel T Bio 20 Blog
Plantae
Chapter 22-1 Intro to Plants, Figure 22-6, Figure 22-7 & #1-3
1.Identify the characteristics of the plant kingdom.
Plants are multicellular eukaryotes that have cell walls made of cellulose. They develop from multicellular embryos and carry out photosynthesis using the green pigments chlorophyll a and b.
2.To live successfully on land, what substances must plants obtain from their environment?
The lives of plants center on the need for sunlight, water and minerals, gas exchange, and the transport of water and nutrients throughout the plant body.
3.From which group of protists did the first plants evolve? How are plants similar to these protists?
The first plants evolved from an organism much like the multicellular green algae living today.
Chapter 22-2 Bryophytes, Lifecycle Diagram & #1-3
1.How is water essential in the life cycle of a bryophyte?
Bryophytes have life cycles that depend on water for reproduction. Lacking vascular tissue, these plants can draw up water by osmosis only a few centimeters above the ground.
2. List the three groups of bryophytes. In what type of habitat do they live?
Bryophytes include mosses, liverworts, and hornwarts. Live in rocks by waterfalls.
3.What is the relationship between the gametophyte and the sporophyte in mosses and other bryophytes?
In Bryophytes, the gameophyte is the dominant, recognizable stage of life cycle and is the stage that carries out most of the plant's photosynthesis.
1.What are the two types of vascular tissue? Describe the function of each.
Both forms of vascular tissue - xylem and phloemcan move fluids through the plant body, even against the force of gravity.
2.What are the three phyla of seedless vascular plants? Give an example of each.
Seedless vascular plants include club mosses, horsetails, and ferns. Lycopedium (club moss), Equisetum (horsetail).
3.What is the dominant stage of the fern life cycle? What is the relationship of the fern gametophyte and sporophyte?
Ferns and other vascular plants have a life cycle in which the diploid sporophyte is the dominant stage.
Chapter 22-4 Gymnosperms, Lifecycle Diagram & #1-3
1.Identify the main characteristics of seed plants.
Adaptations that allow seed plants to reproduce without water include flowers or cones, the transfer of sperm by pollination, and the protection of embryos in seeds.
2.What are the different groups of gymnosperms
Gymnosperms include gnetophytes, cycads, ginkgoes, and conifers.
3.What major change in Earth's climate favored the evolution of seed plants?
The drying up of all the water.
Chapter 22-5 Angiosperms, Lifecycle Diagrams, Figure 22-25 & #1-3
1.What reproductive structures are unique to angiosperms? Briefly describe the function of each.
Angiosperms develop unique reproductive organs known as flowers. Flowers contain ovaries, which surround and protect the seeds.
2.What are monocots and dicots?
Monocots and dicots are named for the number of seed leaves, or cotyledons, in the plant embryo. Monocots have one seed leaf, and dicots have two.
3.How do annuals, biennials, and perennials differ?
Annuals - one growing season
Biennials - two year life cycle
perennials - more than two year life cycle
Prentice Hall Textbook Assignment
Chapter 8 - Photosynthesis
Kingdom Plantae
Life Science Microscope Drawing Lab
Life Science Drawing Rules
Kingdom Plantae
Division Anthophyta
Learning Objectives
Process Objectives
Materials
Part I
Introduction
Pre-Lab Preparation
Procedure
Part I
A. Obtain a flower blossom from your teacher. Observe it
Strategy for inferring
Part II
Examine the selection of fruits your teacher has prepared for you.
F. Station 1 will have an apple, orange, and kiwi for your observation.
G. Station 2 will have a tomato, peppers, avocado, broccoli, plum and green peas for your observation.
Post-Lab Analysis
Further Investigations
Content: 3.What is the dominant stage of the fern life cycle? What is the relationship of the fern gametophyte and sporophyte? Ferns and other vascular plants have a life cycle in which the diploid sporophyte is the dominant stage. Chapter 22-4 Gymnosperms, Lifecycle Diagram & #1-3
1.Identify the main characteristics of seed plants. Adaptations that allow seed plants to reproduce without water include flowers or cones, the transfer of sperm by pollination, and the protection of embryos in seeds. 2.What are the different groups of gymnosperms
Gymnosperms include gnetophytes, cycads, ginkgoes, and conifers. 3.What major change in Earth's climate favored the evolution of seed plants? The drying up of all the water. Chapter 22-5 Angiosperms, Lifecycle Diagrams, Figure 22-25 & #1-3
1.What reproductive structures are unique to angiosperms? Briefly describe the function of each. | http://danielt666.blogspot.com/p/plantae.html |
msmarco_v2.1_doc_00_1296782447#6_2311883051 | Title: Daniel T Bio 20 Blog: Plantae
Headings: Daniel T Bio 20 Blog
Daniel T Bio 20 Blog
Plantae
Chapter 22-1 Intro to Plants, Figure 22-6, Figure 22-7 & #1-3
1.Identify the characteristics of the plant kingdom.
Plants are multicellular eukaryotes that have cell walls made of cellulose. They develop from multicellular embryos and carry out photosynthesis using the green pigments chlorophyll a and b.
2.To live successfully on land, what substances must plants obtain from their environment?
The lives of plants center on the need for sunlight, water and minerals, gas exchange, and the transport of water and nutrients throughout the plant body.
3.From which group of protists did the first plants evolve? How are plants similar to these protists?
The first plants evolved from an organism much like the multicellular green algae living today.
Chapter 22-2 Bryophytes, Lifecycle Diagram & #1-3
1.How is water essential in the life cycle of a bryophyte?
Bryophytes have life cycles that depend on water for reproduction. Lacking vascular tissue, these plants can draw up water by osmosis only a few centimeters above the ground.
2. List the three groups of bryophytes. In what type of habitat do they live?
Bryophytes include mosses, liverworts, and hornwarts. Live in rocks by waterfalls.
3.What is the relationship between the gametophyte and the sporophyte in mosses and other bryophytes?
In Bryophytes, the gameophyte is the dominant, recognizable stage of life cycle and is the stage that carries out most of the plant's photosynthesis.
1.What are the two types of vascular tissue? Describe the function of each.
Both forms of vascular tissue - xylem and phloemcan move fluids through the plant body, even against the force of gravity.
2.What are the three phyla of seedless vascular plants? Give an example of each.
Seedless vascular plants include club mosses, horsetails, and ferns. Lycopedium (club moss), Equisetum (horsetail).
3.What is the dominant stage of the fern life cycle? What is the relationship of the fern gametophyte and sporophyte?
Ferns and other vascular plants have a life cycle in which the diploid sporophyte is the dominant stage.
Chapter 22-4 Gymnosperms, Lifecycle Diagram & #1-3
1.Identify the main characteristics of seed plants.
Adaptations that allow seed plants to reproduce without water include flowers or cones, the transfer of sperm by pollination, and the protection of embryos in seeds.
2.What are the different groups of gymnosperms
Gymnosperms include gnetophytes, cycads, ginkgoes, and conifers.
3.What major change in Earth's climate favored the evolution of seed plants?
The drying up of all the water.
Chapter 22-5 Angiosperms, Lifecycle Diagrams, Figure 22-25 & #1-3
1.What reproductive structures are unique to angiosperms? Briefly describe the function of each.
Angiosperms develop unique reproductive organs known as flowers. Flowers contain ovaries, which surround and protect the seeds.
2.What are monocots and dicots?
Monocots and dicots are named for the number of seed leaves, or cotyledons, in the plant embryo. Monocots have one seed leaf, and dicots have two.
3.How do annuals, biennials, and perennials differ?
Annuals - one growing season
Biennials - two year life cycle
perennials - more than two year life cycle
Prentice Hall Textbook Assignment
Chapter 8 - Photosynthesis
Kingdom Plantae
Life Science Microscope Drawing Lab
Life Science Drawing Rules
Kingdom Plantae
Division Anthophyta
Learning Objectives
Process Objectives
Materials
Part I
Introduction
Pre-Lab Preparation
Procedure
Part I
A. Obtain a flower blossom from your teacher. Observe it
Strategy for inferring
Part II
Examine the selection of fruits your teacher has prepared for you.
F. Station 1 will have an apple, orange, and kiwi for your observation.
G. Station 2 will have a tomato, peppers, avocado, broccoli, plum and green peas for your observation.
Post-Lab Analysis
Further Investigations
Content: 2.What are the different groups of gymnosperms
Gymnosperms include gnetophytes, cycads, ginkgoes, and conifers. 3.What major change in Earth's climate favored the evolution of seed plants? The drying up of all the water. Chapter 22-5 Angiosperms, Lifecycle Diagrams, Figure 22-25 & #1-3
1.What reproductive structures are unique to angiosperms? Briefly describe the function of each. Angiosperms develop unique reproductive organs known as flowers. Flowers contain ovaries, which surround and protect the seeds. 2.What are monocots and dicots? Monocots and dicots are named for the number of seed leaves, or cotyledons, in the plant embryo. Monocots have one seed leaf, and dicots have two. | http://danielt666.blogspot.com/p/plantae.html |
msmarco_v2.1_doc_00_1296782447#7_2311887922 | Title: Daniel T Bio 20 Blog: Plantae
Headings: Daniel T Bio 20 Blog
Daniel T Bio 20 Blog
Plantae
Chapter 22-1 Intro to Plants, Figure 22-6, Figure 22-7 & #1-3
1.Identify the characteristics of the plant kingdom.
Plants are multicellular eukaryotes that have cell walls made of cellulose. They develop from multicellular embryos and carry out photosynthesis using the green pigments chlorophyll a and b.
2.To live successfully on land, what substances must plants obtain from their environment?
The lives of plants center on the need for sunlight, water and minerals, gas exchange, and the transport of water and nutrients throughout the plant body.
3.From which group of protists did the first plants evolve? How are plants similar to these protists?
The first plants evolved from an organism much like the multicellular green algae living today.
Chapter 22-2 Bryophytes, Lifecycle Diagram & #1-3
1.How is water essential in the life cycle of a bryophyte?
Bryophytes have life cycles that depend on water for reproduction. Lacking vascular tissue, these plants can draw up water by osmosis only a few centimeters above the ground.
2. List the three groups of bryophytes. In what type of habitat do they live?
Bryophytes include mosses, liverworts, and hornwarts. Live in rocks by waterfalls.
3.What is the relationship between the gametophyte and the sporophyte in mosses and other bryophytes?
In Bryophytes, the gameophyte is the dominant, recognizable stage of life cycle and is the stage that carries out most of the plant's photosynthesis.
1.What are the two types of vascular tissue? Describe the function of each.
Both forms of vascular tissue - xylem and phloemcan move fluids through the plant body, even against the force of gravity.
2.What are the three phyla of seedless vascular plants? Give an example of each.
Seedless vascular plants include club mosses, horsetails, and ferns. Lycopedium (club moss), Equisetum (horsetail).
3.What is the dominant stage of the fern life cycle? What is the relationship of the fern gametophyte and sporophyte?
Ferns and other vascular plants have a life cycle in which the diploid sporophyte is the dominant stage.
Chapter 22-4 Gymnosperms, Lifecycle Diagram & #1-3
1.Identify the main characteristics of seed plants.
Adaptations that allow seed plants to reproduce without water include flowers or cones, the transfer of sperm by pollination, and the protection of embryos in seeds.
2.What are the different groups of gymnosperms
Gymnosperms include gnetophytes, cycads, ginkgoes, and conifers.
3.What major change in Earth's climate favored the evolution of seed plants?
The drying up of all the water.
Chapter 22-5 Angiosperms, Lifecycle Diagrams, Figure 22-25 & #1-3
1.What reproductive structures are unique to angiosperms? Briefly describe the function of each.
Angiosperms develop unique reproductive organs known as flowers. Flowers contain ovaries, which surround and protect the seeds.
2.What are monocots and dicots?
Monocots and dicots are named for the number of seed leaves, or cotyledons, in the plant embryo. Monocots have one seed leaf, and dicots have two.
3.How do annuals, biennials, and perennials differ?
Annuals - one growing season
Biennials - two year life cycle
perennials - more than two year life cycle
Prentice Hall Textbook Assignment
Chapter 8 - Photosynthesis
Kingdom Plantae
Life Science Microscope Drawing Lab
Life Science Drawing Rules
Kingdom Plantae
Division Anthophyta
Learning Objectives
Process Objectives
Materials
Part I
Introduction
Pre-Lab Preparation
Procedure
Part I
A. Obtain a flower blossom from your teacher. Observe it
Strategy for inferring
Part II
Examine the selection of fruits your teacher has prepared for you.
F. Station 1 will have an apple, orange, and kiwi for your observation.
G. Station 2 will have a tomato, peppers, avocado, broccoli, plum and green peas for your observation.
Post-Lab Analysis
Further Investigations
Content: Angiosperms develop unique reproductive organs known as flowers. Flowers contain ovaries, which surround and protect the seeds. 2.What are monocots and dicots? Monocots and dicots are named for the number of seed leaves, or cotyledons, in the plant embryo. Monocots have one seed leaf, and dicots have two. 3.How do annuals, biennials, and perennials differ? Annuals - one growing season
Biennials - two year life cycle
perennials - more than two year life cycle
Prentice Hall Textbook Assignment
Chapter 8 - Photosynthesis
Chapter/
Section
Reading Pages
Questions
Diagrams/
Additional
Extra Notes
8-1
p.201-203
p.203 #1-4
8-2
p.204-207
p.207#2-5
8-3
p.208-214
p.214#1-4
Figure 8-7
Total
11 pages
12 questions
1.What is the ultimate source of energy for plants? The sun
2.What is ATP and what is its role in the cell? It’s used by all types of cells as a basic energy source. 3.Describe one cellular activity that uses the energy released by ATP. | http://danielt666.blogspot.com/p/plantae.html |
msmarco_v2.1_doc_00_1296782447#8_2311893102 | Title: Daniel T Bio 20 Blog: Plantae
Headings: Daniel T Bio 20 Blog
Daniel T Bio 20 Blog
Plantae
Chapter 22-1 Intro to Plants, Figure 22-6, Figure 22-7 & #1-3
1.Identify the characteristics of the plant kingdom.
Plants are multicellular eukaryotes that have cell walls made of cellulose. They develop from multicellular embryos and carry out photosynthesis using the green pigments chlorophyll a and b.
2.To live successfully on land, what substances must plants obtain from their environment?
The lives of plants center on the need for sunlight, water and minerals, gas exchange, and the transport of water and nutrients throughout the plant body.
3.From which group of protists did the first plants evolve? How are plants similar to these protists?
The first plants evolved from an organism much like the multicellular green algae living today.
Chapter 22-2 Bryophytes, Lifecycle Diagram & #1-3
1.How is water essential in the life cycle of a bryophyte?
Bryophytes have life cycles that depend on water for reproduction. Lacking vascular tissue, these plants can draw up water by osmosis only a few centimeters above the ground.
2. List the three groups of bryophytes. In what type of habitat do they live?
Bryophytes include mosses, liverworts, and hornwarts. Live in rocks by waterfalls.
3.What is the relationship between the gametophyte and the sporophyte in mosses and other bryophytes?
In Bryophytes, the gameophyte is the dominant, recognizable stage of life cycle and is the stage that carries out most of the plant's photosynthesis.
1.What are the two types of vascular tissue? Describe the function of each.
Both forms of vascular tissue - xylem and phloemcan move fluids through the plant body, even against the force of gravity.
2.What are the three phyla of seedless vascular plants? Give an example of each.
Seedless vascular plants include club mosses, horsetails, and ferns. Lycopedium (club moss), Equisetum (horsetail).
3.What is the dominant stage of the fern life cycle? What is the relationship of the fern gametophyte and sporophyte?
Ferns and other vascular plants have a life cycle in which the diploid sporophyte is the dominant stage.
Chapter 22-4 Gymnosperms, Lifecycle Diagram & #1-3
1.Identify the main characteristics of seed plants.
Adaptations that allow seed plants to reproduce without water include flowers or cones, the transfer of sperm by pollination, and the protection of embryos in seeds.
2.What are the different groups of gymnosperms
Gymnosperms include gnetophytes, cycads, ginkgoes, and conifers.
3.What major change in Earth's climate favored the evolution of seed plants?
The drying up of all the water.
Chapter 22-5 Angiosperms, Lifecycle Diagrams, Figure 22-25 & #1-3
1.What reproductive structures are unique to angiosperms? Briefly describe the function of each.
Angiosperms develop unique reproductive organs known as flowers. Flowers contain ovaries, which surround and protect the seeds.
2.What are monocots and dicots?
Monocots and dicots are named for the number of seed leaves, or cotyledons, in the plant embryo. Monocots have one seed leaf, and dicots have two.
3.How do annuals, biennials, and perennials differ?
Annuals - one growing season
Biennials - two year life cycle
perennials - more than two year life cycle
Prentice Hall Textbook Assignment
Chapter 8 - Photosynthesis
Kingdom Plantae
Life Science Microscope Drawing Lab
Life Science Drawing Rules
Kingdom Plantae
Division Anthophyta
Learning Objectives
Process Objectives
Materials
Part I
Introduction
Pre-Lab Preparation
Procedure
Part I
A. Obtain a flower blossom from your teacher. Observe it
Strategy for inferring
Part II
Examine the selection of fruits your teacher has prepared for you.
F. Station 1 will have an apple, orange, and kiwi for your observation.
G. Station 2 will have a tomato, peppers, avocado, broccoli, plum and green peas for your observation.
Post-Lab Analysis
Further Investigations
Content: 3.How do annuals, biennials, and perennials differ? Annuals - one growing season
Biennials - two year life cycle
perennials - more than two year life cycle
Prentice Hall Textbook Assignment
Chapter 8 - Photosynthesis
Chapter/
Section
Reading Pages
Questions
Diagrams/
Additional
Extra Notes
8-1
p.201-203
p.203 #1-4
8-2
p.204-207
p.207#2-5
8-3
p.208-214
p.214#1-4
Figure 8-7
Total
11 pages
12 questions
1.What is the ultimate source of energy for plants? The sun
2.What is ATP and what is its role in the cell? It’s used by all types of cells as a basic energy source. 3.Describe one cellular activity that uses the energy released by ATP. One way cells use the energy provided by ATP is to carry out active transport. 4.How do autotrophs obtain energy? How do heterotrophs obtain energy? autotrophs use photosynthesis
heterotrophs eat other organisms. 2.Describe the process of photosynthesis, including the reactants and products. | http://danielt666.blogspot.com/p/plantae.html |
msmarco_v2.1_doc_00_1296782447#9_2311898269 | Title: Daniel T Bio 20 Blog: Plantae
Headings: Daniel T Bio 20 Blog
Daniel T Bio 20 Blog
Plantae
Chapter 22-1 Intro to Plants, Figure 22-6, Figure 22-7 & #1-3
1.Identify the characteristics of the plant kingdom.
Plants are multicellular eukaryotes that have cell walls made of cellulose. They develop from multicellular embryos and carry out photosynthesis using the green pigments chlorophyll a and b.
2.To live successfully on land, what substances must plants obtain from their environment?
The lives of plants center on the need for sunlight, water and minerals, gas exchange, and the transport of water and nutrients throughout the plant body.
3.From which group of protists did the first plants evolve? How are plants similar to these protists?
The first plants evolved from an organism much like the multicellular green algae living today.
Chapter 22-2 Bryophytes, Lifecycle Diagram & #1-3
1.How is water essential in the life cycle of a bryophyte?
Bryophytes have life cycles that depend on water for reproduction. Lacking vascular tissue, these plants can draw up water by osmosis only a few centimeters above the ground.
2. List the three groups of bryophytes. In what type of habitat do they live?
Bryophytes include mosses, liverworts, and hornwarts. Live in rocks by waterfalls.
3.What is the relationship between the gametophyte and the sporophyte in mosses and other bryophytes?
In Bryophytes, the gameophyte is the dominant, recognizable stage of life cycle and is the stage that carries out most of the plant's photosynthesis.
1.What are the two types of vascular tissue? Describe the function of each.
Both forms of vascular tissue - xylem and phloemcan move fluids through the plant body, even against the force of gravity.
2.What are the three phyla of seedless vascular plants? Give an example of each.
Seedless vascular plants include club mosses, horsetails, and ferns. Lycopedium (club moss), Equisetum (horsetail).
3.What is the dominant stage of the fern life cycle? What is the relationship of the fern gametophyte and sporophyte?
Ferns and other vascular plants have a life cycle in which the diploid sporophyte is the dominant stage.
Chapter 22-4 Gymnosperms, Lifecycle Diagram & #1-3
1.Identify the main characteristics of seed plants.
Adaptations that allow seed plants to reproduce without water include flowers or cones, the transfer of sperm by pollination, and the protection of embryos in seeds.
2.What are the different groups of gymnosperms
Gymnosperms include gnetophytes, cycads, ginkgoes, and conifers.
3.What major change in Earth's climate favored the evolution of seed plants?
The drying up of all the water.
Chapter 22-5 Angiosperms, Lifecycle Diagrams, Figure 22-25 & #1-3
1.What reproductive structures are unique to angiosperms? Briefly describe the function of each.
Angiosperms develop unique reproductive organs known as flowers. Flowers contain ovaries, which surround and protect the seeds.
2.What are monocots and dicots?
Monocots and dicots are named for the number of seed leaves, or cotyledons, in the plant embryo. Monocots have one seed leaf, and dicots have two.
3.How do annuals, biennials, and perennials differ?
Annuals - one growing season
Biennials - two year life cycle
perennials - more than two year life cycle
Prentice Hall Textbook Assignment
Chapter 8 - Photosynthesis
Kingdom Plantae
Life Science Microscope Drawing Lab
Life Science Drawing Rules
Kingdom Plantae
Division Anthophyta
Learning Objectives
Process Objectives
Materials
Part I
Introduction
Pre-Lab Preparation
Procedure
Part I
A. Obtain a flower blossom from your teacher. Observe it
Strategy for inferring
Part II
Examine the selection of fruits your teacher has prepared for you.
F. Station 1 will have an apple, orange, and kiwi for your observation.
G. Station 2 will have a tomato, peppers, avocado, broccoli, plum and green peas for your observation.
Post-Lab Analysis
Further Investigations
Content: One way cells use the energy provided by ATP is to carry out active transport. 4.How do autotrophs obtain energy? How do heterotrophs obtain energy? autotrophs use photosynthesis
heterotrophs eat other organisms. 2.Describe the process of photosynthesis, including the reactants and products. The chlorophyll in the green leaves of the plant take in sunlight, they turn this into energy for the plant (photosynthesis) whilst taking in carbon dioxide and outputting oxygen
3.Why are light and chlorophyll needed for photosynthesis? The light and chlorophyll are two ingredients for photosynthesis. Without one, it can’t work. Light is what is taken in by the plant cell to produce energy and carbohydrates. Chlorophyll (made by chloroplasts) also helps in this process to make carbohydrates from carbon dioxide, as well as providing power for the cell. | http://danielt666.blogspot.com/p/plantae.html |
msmarco_v2.1_doc_00_1296782447#10_2311903306 | Title: Daniel T Bio 20 Blog: Plantae
Headings: Daniel T Bio 20 Blog
Daniel T Bio 20 Blog
Plantae
Chapter 22-1 Intro to Plants, Figure 22-6, Figure 22-7 & #1-3
1.Identify the characteristics of the plant kingdom.
Plants are multicellular eukaryotes that have cell walls made of cellulose. They develop from multicellular embryos and carry out photosynthesis using the green pigments chlorophyll a and b.
2.To live successfully on land, what substances must plants obtain from their environment?
The lives of plants center on the need for sunlight, water and minerals, gas exchange, and the transport of water and nutrients throughout the plant body.
3.From which group of protists did the first plants evolve? How are plants similar to these protists?
The first plants evolved from an organism much like the multicellular green algae living today.
Chapter 22-2 Bryophytes, Lifecycle Diagram & #1-3
1.How is water essential in the life cycle of a bryophyte?
Bryophytes have life cycles that depend on water for reproduction. Lacking vascular tissue, these plants can draw up water by osmosis only a few centimeters above the ground.
2. List the three groups of bryophytes. In what type of habitat do they live?
Bryophytes include mosses, liverworts, and hornwarts. Live in rocks by waterfalls.
3.What is the relationship between the gametophyte and the sporophyte in mosses and other bryophytes?
In Bryophytes, the gameophyte is the dominant, recognizable stage of life cycle and is the stage that carries out most of the plant's photosynthesis.
1.What are the two types of vascular tissue? Describe the function of each.
Both forms of vascular tissue - xylem and phloemcan move fluids through the plant body, even against the force of gravity.
2.What are the three phyla of seedless vascular plants? Give an example of each.
Seedless vascular plants include club mosses, horsetails, and ferns. Lycopedium (club moss), Equisetum (horsetail).
3.What is the dominant stage of the fern life cycle? What is the relationship of the fern gametophyte and sporophyte?
Ferns and other vascular plants have a life cycle in which the diploid sporophyte is the dominant stage.
Chapter 22-4 Gymnosperms, Lifecycle Diagram & #1-3
1.Identify the main characteristics of seed plants.
Adaptations that allow seed plants to reproduce without water include flowers or cones, the transfer of sperm by pollination, and the protection of embryos in seeds.
2.What are the different groups of gymnosperms
Gymnosperms include gnetophytes, cycads, ginkgoes, and conifers.
3.What major change in Earth's climate favored the evolution of seed plants?
The drying up of all the water.
Chapter 22-5 Angiosperms, Lifecycle Diagrams, Figure 22-25 & #1-3
1.What reproductive structures are unique to angiosperms? Briefly describe the function of each.
Angiosperms develop unique reproductive organs known as flowers. Flowers contain ovaries, which surround and protect the seeds.
2.What are monocots and dicots?
Monocots and dicots are named for the number of seed leaves, or cotyledons, in the plant embryo. Monocots have one seed leaf, and dicots have two.
3.How do annuals, biennials, and perennials differ?
Annuals - one growing season
Biennials - two year life cycle
perennials - more than two year life cycle
Prentice Hall Textbook Assignment
Chapter 8 - Photosynthesis
Kingdom Plantae
Life Science Microscope Drawing Lab
Life Science Drawing Rules
Kingdom Plantae
Division Anthophyta
Learning Objectives
Process Objectives
Materials
Part I
Introduction
Pre-Lab Preparation
Procedure
Part I
A. Obtain a flower blossom from your teacher. Observe it
Strategy for inferring
Part II
Examine the selection of fruits your teacher has prepared for you.
F. Station 1 will have an apple, orange, and kiwi for your observation.
G. Station 2 will have a tomato, peppers, avocado, broccoli, plum and green peas for your observation.
Post-Lab Analysis
Further Investigations
Content: The chlorophyll in the green leaves of the plant take in sunlight, they turn this into energy for the plant (photosynthesis) whilst taking in carbon dioxide and outputting oxygen
3.Why are light and chlorophyll needed for photosynthesis? The light and chlorophyll are two ingredients for photosynthesis. Without one, it can’t work. Light is what is taken in by the plant cell to produce energy and carbohydrates. Chlorophyll (made by chloroplasts) also helps in this process to make carbohydrates from carbon dioxide, as well as providing power for the cell. 4.Describe the relationship between chlorophyll and the color of plants. Chlorophyll is the result of photosynthesis, which gives it its green color. That is why during the fall where there is less sunlight, leaves turn to their natural colors ( not green ). 5.How well would a plant grow under pure yellow light? Explain your answer. | http://danielt666.blogspot.com/p/plantae.html |
msmarco_v2.1_doc_00_1296782447#11_2311908385 | Title: Daniel T Bio 20 Blog: Plantae
Headings: Daniel T Bio 20 Blog
Daniel T Bio 20 Blog
Plantae
Chapter 22-1 Intro to Plants, Figure 22-6, Figure 22-7 & #1-3
1.Identify the characteristics of the plant kingdom.
Plants are multicellular eukaryotes that have cell walls made of cellulose. They develop from multicellular embryos and carry out photosynthesis using the green pigments chlorophyll a and b.
2.To live successfully on land, what substances must plants obtain from their environment?
The lives of plants center on the need for sunlight, water and minerals, gas exchange, and the transport of water and nutrients throughout the plant body.
3.From which group of protists did the first plants evolve? How are plants similar to these protists?
The first plants evolved from an organism much like the multicellular green algae living today.
Chapter 22-2 Bryophytes, Lifecycle Diagram & #1-3
1.How is water essential in the life cycle of a bryophyte?
Bryophytes have life cycles that depend on water for reproduction. Lacking vascular tissue, these plants can draw up water by osmosis only a few centimeters above the ground.
2. List the three groups of bryophytes. In what type of habitat do they live?
Bryophytes include mosses, liverworts, and hornwarts. Live in rocks by waterfalls.
3.What is the relationship between the gametophyte and the sporophyte in mosses and other bryophytes?
In Bryophytes, the gameophyte is the dominant, recognizable stage of life cycle and is the stage that carries out most of the plant's photosynthesis.
1.What are the two types of vascular tissue? Describe the function of each.
Both forms of vascular tissue - xylem and phloemcan move fluids through the plant body, even against the force of gravity.
2.What are the three phyla of seedless vascular plants? Give an example of each.
Seedless vascular plants include club mosses, horsetails, and ferns. Lycopedium (club moss), Equisetum (horsetail).
3.What is the dominant stage of the fern life cycle? What is the relationship of the fern gametophyte and sporophyte?
Ferns and other vascular plants have a life cycle in which the diploid sporophyte is the dominant stage.
Chapter 22-4 Gymnosperms, Lifecycle Diagram & #1-3
1.Identify the main characteristics of seed plants.
Adaptations that allow seed plants to reproduce without water include flowers or cones, the transfer of sperm by pollination, and the protection of embryos in seeds.
2.What are the different groups of gymnosperms
Gymnosperms include gnetophytes, cycads, ginkgoes, and conifers.
3.What major change in Earth's climate favored the evolution of seed plants?
The drying up of all the water.
Chapter 22-5 Angiosperms, Lifecycle Diagrams, Figure 22-25 & #1-3
1.What reproductive structures are unique to angiosperms? Briefly describe the function of each.
Angiosperms develop unique reproductive organs known as flowers. Flowers contain ovaries, which surround and protect the seeds.
2.What are monocots and dicots?
Monocots and dicots are named for the number of seed leaves, or cotyledons, in the plant embryo. Monocots have one seed leaf, and dicots have two.
3.How do annuals, biennials, and perennials differ?
Annuals - one growing season
Biennials - two year life cycle
perennials - more than two year life cycle
Prentice Hall Textbook Assignment
Chapter 8 - Photosynthesis
Kingdom Plantae
Life Science Microscope Drawing Lab
Life Science Drawing Rules
Kingdom Plantae
Division Anthophyta
Learning Objectives
Process Objectives
Materials
Part I
Introduction
Pre-Lab Preparation
Procedure
Part I
A. Obtain a flower blossom from your teacher. Observe it
Strategy for inferring
Part II
Examine the selection of fruits your teacher has prepared for you.
F. Station 1 will have an apple, orange, and kiwi for your observation.
G. Station 2 will have a tomato, peppers, avocado, broccoli, plum and green peas for your observation.
Post-Lab Analysis
Further Investigations
Content: 4.Describe the relationship between chlorophyll and the color of plants. Chlorophyll is the result of photosynthesis, which gives it its green color. That is why during the fall where there is less sunlight, leaves turn to their natural colors ( not green ). 5.How well would a plant grow under pure yellow light? Explain your answer. Most plant life needs full spectrum lighting. In early stages of a flowering plant, it would need a blue and green spectrum (achieved with usually metal halide light) and then switched over to a red and orange spectrum (using high pressure sodium lighting). Growing a plant under pure yellow light will most likely make the plant grow quickly, but wiry - the stem will get really long and the top of the plant will most likely fall over eventually). It depends on the plant. Pure yellow light uses the red/orange spectrum and cacti do well in this type of lighting. | http://danielt666.blogspot.com/p/plantae.html |
msmarco_v2.1_doc_00_1296782447#12_2311913465 | Title: Daniel T Bio 20 Blog: Plantae
Headings: Daniel T Bio 20 Blog
Daniel T Bio 20 Blog
Plantae
Chapter 22-1 Intro to Plants, Figure 22-6, Figure 22-7 & #1-3
1.Identify the characteristics of the plant kingdom.
Plants are multicellular eukaryotes that have cell walls made of cellulose. They develop from multicellular embryos and carry out photosynthesis using the green pigments chlorophyll a and b.
2.To live successfully on land, what substances must plants obtain from their environment?
The lives of plants center on the need for sunlight, water and minerals, gas exchange, and the transport of water and nutrients throughout the plant body.
3.From which group of protists did the first plants evolve? How are plants similar to these protists?
The first plants evolved from an organism much like the multicellular green algae living today.
Chapter 22-2 Bryophytes, Lifecycle Diagram & #1-3
1.How is water essential in the life cycle of a bryophyte?
Bryophytes have life cycles that depend on water for reproduction. Lacking vascular tissue, these plants can draw up water by osmosis only a few centimeters above the ground.
2. List the three groups of bryophytes. In what type of habitat do they live?
Bryophytes include mosses, liverworts, and hornwarts. Live in rocks by waterfalls.
3.What is the relationship between the gametophyte and the sporophyte in mosses and other bryophytes?
In Bryophytes, the gameophyte is the dominant, recognizable stage of life cycle and is the stage that carries out most of the plant's photosynthesis.
1.What are the two types of vascular tissue? Describe the function of each.
Both forms of vascular tissue - xylem and phloemcan move fluids through the plant body, even against the force of gravity.
2.What are the three phyla of seedless vascular plants? Give an example of each.
Seedless vascular plants include club mosses, horsetails, and ferns. Lycopedium (club moss), Equisetum (horsetail).
3.What is the dominant stage of the fern life cycle? What is the relationship of the fern gametophyte and sporophyte?
Ferns and other vascular plants have a life cycle in which the diploid sporophyte is the dominant stage.
Chapter 22-4 Gymnosperms, Lifecycle Diagram & #1-3
1.Identify the main characteristics of seed plants.
Adaptations that allow seed plants to reproduce without water include flowers or cones, the transfer of sperm by pollination, and the protection of embryos in seeds.
2.What are the different groups of gymnosperms
Gymnosperms include gnetophytes, cycads, ginkgoes, and conifers.
3.What major change in Earth's climate favored the evolution of seed plants?
The drying up of all the water.
Chapter 22-5 Angiosperms, Lifecycle Diagrams, Figure 22-25 & #1-3
1.What reproductive structures are unique to angiosperms? Briefly describe the function of each.
Angiosperms develop unique reproductive organs known as flowers. Flowers contain ovaries, which surround and protect the seeds.
2.What are monocots and dicots?
Monocots and dicots are named for the number of seed leaves, or cotyledons, in the plant embryo. Monocots have one seed leaf, and dicots have two.
3.How do annuals, biennials, and perennials differ?
Annuals - one growing season
Biennials - two year life cycle
perennials - more than two year life cycle
Prentice Hall Textbook Assignment
Chapter 8 - Photosynthesis
Kingdom Plantae
Life Science Microscope Drawing Lab
Life Science Drawing Rules
Kingdom Plantae
Division Anthophyta
Learning Objectives
Process Objectives
Materials
Part I
Introduction
Pre-Lab Preparation
Procedure
Part I
A. Obtain a flower blossom from your teacher. Observe it
Strategy for inferring
Part II
Examine the selection of fruits your teacher has prepared for you.
F. Station 1 will have an apple, orange, and kiwi for your observation.
G. Station 2 will have a tomato, peppers, avocado, broccoli, plum and green peas for your observation.
Post-Lab Analysis
Further Investigations
Content: Most plant life needs full spectrum lighting. In early stages of a flowering plant, it would need a blue and green spectrum (achieved with usually metal halide light) and then switched over to a red and orange spectrum (using high pressure sodium lighting). Growing a plant under pure yellow light will most likely make the plant grow quickly, but wiry - the stem will get really long and the top of the plant will most likely fall over eventually). It depends on the plant. Pure yellow light uses the red/orange spectrum and cacti do well in this type of lighting. Houseplants (which prefer blue/green spectrum) would most likely do poorly in "pure yellow light". 1.Summarize the light-dependent reactions. The light-depenedent reactions produce oxygen gas and convert ADP and NADP+ into the energy carriers ATP and NADPH. 2.What reactions make up the Calvin cycle? The calvin cycle uses ATP and NADPH to produce high-energy sugars. | http://danielt666.blogspot.com/p/plantae.html |
msmarco_v2.1_doc_00_1296782447#13_2311918580 | Title: Daniel T Bio 20 Blog: Plantae
Headings: Daniel T Bio 20 Blog
Daniel T Bio 20 Blog
Plantae
Chapter 22-1 Intro to Plants, Figure 22-6, Figure 22-7 & #1-3
1.Identify the characteristics of the plant kingdom.
Plants are multicellular eukaryotes that have cell walls made of cellulose. They develop from multicellular embryos and carry out photosynthesis using the green pigments chlorophyll a and b.
2.To live successfully on land, what substances must plants obtain from their environment?
The lives of plants center on the need for sunlight, water and minerals, gas exchange, and the transport of water and nutrients throughout the plant body.
3.From which group of protists did the first plants evolve? How are plants similar to these protists?
The first plants evolved from an organism much like the multicellular green algae living today.
Chapter 22-2 Bryophytes, Lifecycle Diagram & #1-3
1.How is water essential in the life cycle of a bryophyte?
Bryophytes have life cycles that depend on water for reproduction. Lacking vascular tissue, these plants can draw up water by osmosis only a few centimeters above the ground.
2. List the three groups of bryophytes. In what type of habitat do they live?
Bryophytes include mosses, liverworts, and hornwarts. Live in rocks by waterfalls.
3.What is the relationship between the gametophyte and the sporophyte in mosses and other bryophytes?
In Bryophytes, the gameophyte is the dominant, recognizable stage of life cycle and is the stage that carries out most of the plant's photosynthesis.
1.What are the two types of vascular tissue? Describe the function of each.
Both forms of vascular tissue - xylem and phloemcan move fluids through the plant body, even against the force of gravity.
2.What are the three phyla of seedless vascular plants? Give an example of each.
Seedless vascular plants include club mosses, horsetails, and ferns. Lycopedium (club moss), Equisetum (horsetail).
3.What is the dominant stage of the fern life cycle? What is the relationship of the fern gametophyte and sporophyte?
Ferns and other vascular plants have a life cycle in which the diploid sporophyte is the dominant stage.
Chapter 22-4 Gymnosperms, Lifecycle Diagram & #1-3
1.Identify the main characteristics of seed plants.
Adaptations that allow seed plants to reproduce without water include flowers or cones, the transfer of sperm by pollination, and the protection of embryos in seeds.
2.What are the different groups of gymnosperms
Gymnosperms include gnetophytes, cycads, ginkgoes, and conifers.
3.What major change in Earth's climate favored the evolution of seed plants?
The drying up of all the water.
Chapter 22-5 Angiosperms, Lifecycle Diagrams, Figure 22-25 & #1-3
1.What reproductive structures are unique to angiosperms? Briefly describe the function of each.
Angiosperms develop unique reproductive organs known as flowers. Flowers contain ovaries, which surround and protect the seeds.
2.What are monocots and dicots?
Monocots and dicots are named for the number of seed leaves, or cotyledons, in the plant embryo. Monocots have one seed leaf, and dicots have two.
3.How do annuals, biennials, and perennials differ?
Annuals - one growing season
Biennials - two year life cycle
perennials - more than two year life cycle
Prentice Hall Textbook Assignment
Chapter 8 - Photosynthesis
Kingdom Plantae
Life Science Microscope Drawing Lab
Life Science Drawing Rules
Kingdom Plantae
Division Anthophyta
Learning Objectives
Process Objectives
Materials
Part I
Introduction
Pre-Lab Preparation
Procedure
Part I
A. Obtain a flower blossom from your teacher. Observe it
Strategy for inferring
Part II
Examine the selection of fruits your teacher has prepared for you.
F. Station 1 will have an apple, orange, and kiwi for your observation.
G. Station 2 will have a tomato, peppers, avocado, broccoli, plum and green peas for your observation.
Post-Lab Analysis
Further Investigations
Content: Houseplants (which prefer blue/green spectrum) would most likely do poorly in "pure yellow light". 1.Summarize the light-dependent reactions. The light-depenedent reactions produce oxygen gas and convert ADP and NADP+ into the energy carriers ATP and NADPH. 2.What reactions make up the Calvin cycle? The calvin cycle uses ATP and NADPH to produce high-energy sugars. The Calvin cycle takes place in the stroma of Chloroplasts and does not require light. 3.How is light energy converted into chemical energy during photosynthesis? each thylakoid membrane is made of photosystem I and II. light hits photosystem II first, and the plant uses a water molecule and breaks it up. the released e- is used to boost it up to the ETC (electron transport chain) where ATP is produced. | http://danielt666.blogspot.com/p/plantae.html |
msmarco_v2.1_doc_00_1296782447#14_2311923536 | Title: Daniel T Bio 20 Blog: Plantae
Headings: Daniel T Bio 20 Blog
Daniel T Bio 20 Blog
Plantae
Chapter 22-1 Intro to Plants, Figure 22-6, Figure 22-7 & #1-3
1.Identify the characteristics of the plant kingdom.
Plants are multicellular eukaryotes that have cell walls made of cellulose. They develop from multicellular embryos and carry out photosynthesis using the green pigments chlorophyll a and b.
2.To live successfully on land, what substances must plants obtain from their environment?
The lives of plants center on the need for sunlight, water and minerals, gas exchange, and the transport of water and nutrients throughout the plant body.
3.From which group of protists did the first plants evolve? How are plants similar to these protists?
The first plants evolved from an organism much like the multicellular green algae living today.
Chapter 22-2 Bryophytes, Lifecycle Diagram & #1-3
1.How is water essential in the life cycle of a bryophyte?
Bryophytes have life cycles that depend on water for reproduction. Lacking vascular tissue, these plants can draw up water by osmosis only a few centimeters above the ground.
2. List the three groups of bryophytes. In what type of habitat do they live?
Bryophytes include mosses, liverworts, and hornwarts. Live in rocks by waterfalls.
3.What is the relationship between the gametophyte and the sporophyte in mosses and other bryophytes?
In Bryophytes, the gameophyte is the dominant, recognizable stage of life cycle and is the stage that carries out most of the plant's photosynthesis.
1.What are the two types of vascular tissue? Describe the function of each.
Both forms of vascular tissue - xylem and phloemcan move fluids through the plant body, even against the force of gravity.
2.What are the three phyla of seedless vascular plants? Give an example of each.
Seedless vascular plants include club mosses, horsetails, and ferns. Lycopedium (club moss), Equisetum (horsetail).
3.What is the dominant stage of the fern life cycle? What is the relationship of the fern gametophyte and sporophyte?
Ferns and other vascular plants have a life cycle in which the diploid sporophyte is the dominant stage.
Chapter 22-4 Gymnosperms, Lifecycle Diagram & #1-3
1.Identify the main characteristics of seed plants.
Adaptations that allow seed plants to reproduce without water include flowers or cones, the transfer of sperm by pollination, and the protection of embryos in seeds.
2.What are the different groups of gymnosperms
Gymnosperms include gnetophytes, cycads, ginkgoes, and conifers.
3.What major change in Earth's climate favored the evolution of seed plants?
The drying up of all the water.
Chapter 22-5 Angiosperms, Lifecycle Diagrams, Figure 22-25 & #1-3
1.What reproductive structures are unique to angiosperms? Briefly describe the function of each.
Angiosperms develop unique reproductive organs known as flowers. Flowers contain ovaries, which surround and protect the seeds.
2.What are monocots and dicots?
Monocots and dicots are named for the number of seed leaves, or cotyledons, in the plant embryo. Monocots have one seed leaf, and dicots have two.
3.How do annuals, biennials, and perennials differ?
Annuals - one growing season
Biennials - two year life cycle
perennials - more than two year life cycle
Prentice Hall Textbook Assignment
Chapter 8 - Photosynthesis
Kingdom Plantae
Life Science Microscope Drawing Lab
Life Science Drawing Rules
Kingdom Plantae
Division Anthophyta
Learning Objectives
Process Objectives
Materials
Part I
Introduction
Pre-Lab Preparation
Procedure
Part I
A. Obtain a flower blossom from your teacher. Observe it
Strategy for inferring
Part II
Examine the selection of fruits your teacher has prepared for you.
F. Station 1 will have an apple, orange, and kiwi for your observation.
G. Station 2 will have a tomato, peppers, avocado, broccoli, plum and green peas for your observation.
Post-Lab Analysis
Further Investigations
Content: The Calvin cycle takes place in the stroma of Chloroplasts and does not require light. 3.How is light energy converted into chemical energy during photosynthesis? each thylakoid membrane is made of photosystem I and II. light hits photosystem II first, and the plant uses a water molecule and breaks it up. the released e- is used to boost it up to the ETC (electron transport chain) where ATP is produced. the energy is moved to photosystem I which absorbs a different wavelength of light and it falls down the ETC to form NADP+ reluctase and ATP which is then used by the Calvin's Cycle. the calvin cycle uses CO2 from the envioroment and uses the NADP+ and ATP created by the light reaction to form NADPH and sugar through carbon fixation and reduction. 4.What is the function of NADPH? NADPH provides a source of hydrogen for reduction reactions in photosynthesis. In the light independent reactions carbon dioxide is converted into carbohydrate. | http://danielt666.blogspot.com/p/plantae.html |
msmarco_v2.1_doc_00_1296782447#15_2311928666 | Title: Daniel T Bio 20 Blog: Plantae
Headings: Daniel T Bio 20 Blog
Daniel T Bio 20 Blog
Plantae
Chapter 22-1 Intro to Plants, Figure 22-6, Figure 22-7 & #1-3
1.Identify the characteristics of the plant kingdom.
Plants are multicellular eukaryotes that have cell walls made of cellulose. They develop from multicellular embryos and carry out photosynthesis using the green pigments chlorophyll a and b.
2.To live successfully on land, what substances must plants obtain from their environment?
The lives of plants center on the need for sunlight, water and minerals, gas exchange, and the transport of water and nutrients throughout the plant body.
3.From which group of protists did the first plants evolve? How are plants similar to these protists?
The first plants evolved from an organism much like the multicellular green algae living today.
Chapter 22-2 Bryophytes, Lifecycle Diagram & #1-3
1.How is water essential in the life cycle of a bryophyte?
Bryophytes have life cycles that depend on water for reproduction. Lacking vascular tissue, these plants can draw up water by osmosis only a few centimeters above the ground.
2. List the three groups of bryophytes. In what type of habitat do they live?
Bryophytes include mosses, liverworts, and hornwarts. Live in rocks by waterfalls.
3.What is the relationship between the gametophyte and the sporophyte in mosses and other bryophytes?
In Bryophytes, the gameophyte is the dominant, recognizable stage of life cycle and is the stage that carries out most of the plant's photosynthesis.
1.What are the two types of vascular tissue? Describe the function of each.
Both forms of vascular tissue - xylem and phloemcan move fluids through the plant body, even against the force of gravity.
2.What are the three phyla of seedless vascular plants? Give an example of each.
Seedless vascular plants include club mosses, horsetails, and ferns. Lycopedium (club moss), Equisetum (horsetail).
3.What is the dominant stage of the fern life cycle? What is the relationship of the fern gametophyte and sporophyte?
Ferns and other vascular plants have a life cycle in which the diploid sporophyte is the dominant stage.
Chapter 22-4 Gymnosperms, Lifecycle Diagram & #1-3
1.Identify the main characteristics of seed plants.
Adaptations that allow seed plants to reproduce without water include flowers or cones, the transfer of sperm by pollination, and the protection of embryos in seeds.
2.What are the different groups of gymnosperms
Gymnosperms include gnetophytes, cycads, ginkgoes, and conifers.
3.What major change in Earth's climate favored the evolution of seed plants?
The drying up of all the water.
Chapter 22-5 Angiosperms, Lifecycle Diagrams, Figure 22-25 & #1-3
1.What reproductive structures are unique to angiosperms? Briefly describe the function of each.
Angiosperms develop unique reproductive organs known as flowers. Flowers contain ovaries, which surround and protect the seeds.
2.What are monocots and dicots?
Monocots and dicots are named for the number of seed leaves, or cotyledons, in the plant embryo. Monocots have one seed leaf, and dicots have two.
3.How do annuals, biennials, and perennials differ?
Annuals - one growing season
Biennials - two year life cycle
perennials - more than two year life cycle
Prentice Hall Textbook Assignment
Chapter 8 - Photosynthesis
Kingdom Plantae
Life Science Microscope Drawing Lab
Life Science Drawing Rules
Kingdom Plantae
Division Anthophyta
Learning Objectives
Process Objectives
Materials
Part I
Introduction
Pre-Lab Preparation
Procedure
Part I
A. Obtain a flower blossom from your teacher. Observe it
Strategy for inferring
Part II
Examine the selection of fruits your teacher has prepared for you.
F. Station 1 will have an apple, orange, and kiwi for your observation.
G. Station 2 will have a tomato, peppers, avocado, broccoli, plum and green peas for your observation.
Post-Lab Analysis
Further Investigations
Content: the energy is moved to photosystem I which absorbs a different wavelength of light and it falls down the ETC to form NADP+ reluctase and ATP which is then used by the Calvin's Cycle. the calvin cycle uses CO2 from the envioroment and uses the NADP+ and ATP created by the light reaction to form NADPH and sugar through carbon fixation and reduction. 4.What is the function of NADPH? NADPH provides a source of hydrogen for reduction reactions in photosynthesis. In the light independent reactions carbon dioxide is converted into carbohydrate. Kingdom Plantae
Life Science Microscope Drawing Lab
Life Science Drawing Rules
1. Use only unlined paper. One drawing per piece of paper (unless otherwise stated)
2. Only pencil--no pen, crayons, or markers. 3. | http://danielt666.blogspot.com/p/plantae.html |
msmarco_v2.1_doc_00_1296782447#16_2311933604 | Title: Daniel T Bio 20 Blog: Plantae
Headings: Daniel T Bio 20 Blog
Daniel T Bio 20 Blog
Plantae
Chapter 22-1 Intro to Plants, Figure 22-6, Figure 22-7 & #1-3
1.Identify the characteristics of the plant kingdom.
Plants are multicellular eukaryotes that have cell walls made of cellulose. They develop from multicellular embryos and carry out photosynthesis using the green pigments chlorophyll a and b.
2.To live successfully on land, what substances must plants obtain from their environment?
The lives of plants center on the need for sunlight, water and minerals, gas exchange, and the transport of water and nutrients throughout the plant body.
3.From which group of protists did the first plants evolve? How are plants similar to these protists?
The first plants evolved from an organism much like the multicellular green algae living today.
Chapter 22-2 Bryophytes, Lifecycle Diagram & #1-3
1.How is water essential in the life cycle of a bryophyte?
Bryophytes have life cycles that depend on water for reproduction. Lacking vascular tissue, these plants can draw up water by osmosis only a few centimeters above the ground.
2. List the three groups of bryophytes. In what type of habitat do they live?
Bryophytes include mosses, liverworts, and hornwarts. Live in rocks by waterfalls.
3.What is the relationship between the gametophyte and the sporophyte in mosses and other bryophytes?
In Bryophytes, the gameophyte is the dominant, recognizable stage of life cycle and is the stage that carries out most of the plant's photosynthesis.
1.What are the two types of vascular tissue? Describe the function of each.
Both forms of vascular tissue - xylem and phloemcan move fluids through the plant body, even against the force of gravity.
2.What are the three phyla of seedless vascular plants? Give an example of each.
Seedless vascular plants include club mosses, horsetails, and ferns. Lycopedium (club moss), Equisetum (horsetail).
3.What is the dominant stage of the fern life cycle? What is the relationship of the fern gametophyte and sporophyte?
Ferns and other vascular plants have a life cycle in which the diploid sporophyte is the dominant stage.
Chapter 22-4 Gymnosperms, Lifecycle Diagram & #1-3
1.Identify the main characteristics of seed plants.
Adaptations that allow seed plants to reproduce without water include flowers or cones, the transfer of sperm by pollination, and the protection of embryos in seeds.
2.What are the different groups of gymnosperms
Gymnosperms include gnetophytes, cycads, ginkgoes, and conifers.
3.What major change in Earth's climate favored the evolution of seed plants?
The drying up of all the water.
Chapter 22-5 Angiosperms, Lifecycle Diagrams, Figure 22-25 & #1-3
1.What reproductive structures are unique to angiosperms? Briefly describe the function of each.
Angiosperms develop unique reproductive organs known as flowers. Flowers contain ovaries, which surround and protect the seeds.
2.What are monocots and dicots?
Monocots and dicots are named for the number of seed leaves, or cotyledons, in the plant embryo. Monocots have one seed leaf, and dicots have two.
3.How do annuals, biennials, and perennials differ?
Annuals - one growing season
Biennials - two year life cycle
perennials - more than two year life cycle
Prentice Hall Textbook Assignment
Chapter 8 - Photosynthesis
Kingdom Plantae
Life Science Microscope Drawing Lab
Life Science Drawing Rules
Kingdom Plantae
Division Anthophyta
Learning Objectives
Process Objectives
Materials
Part I
Introduction
Pre-Lab Preparation
Procedure
Part I
A. Obtain a flower blossom from your teacher. Observe it
Strategy for inferring
Part II
Examine the selection of fruits your teacher has prepared for you.
F. Station 1 will have an apple, orange, and kiwi for your observation.
G. Station 2 will have a tomato, peppers, avocado, broccoli, plum and green peas for your observation.
Post-Lab Analysis
Further Investigations
Content: Kingdom Plantae
Life Science Microscope Drawing Lab
Life Science Drawing Rules
1. Use only unlined paper. One drawing per piece of paper (unless otherwise stated)
2. Only pencil--no pen, crayons, or markers. 3. Perfect circles are to be to represent your field of view. Use a compass or smooth round surface. 4. Field of view circle should be large and side centered to the left. ( located to the left halfway down the page)
5. | http://danielt666.blogspot.com/p/plantae.html |
msmarco_v2.1_doc_00_1296782447#17_2311938216 | Title: Daniel T Bio 20 Blog: Plantae
Headings: Daniel T Bio 20 Blog
Daniel T Bio 20 Blog
Plantae
Chapter 22-1 Intro to Plants, Figure 22-6, Figure 22-7 & #1-3
1.Identify the characteristics of the plant kingdom.
Plants are multicellular eukaryotes that have cell walls made of cellulose. They develop from multicellular embryos and carry out photosynthesis using the green pigments chlorophyll a and b.
2.To live successfully on land, what substances must plants obtain from their environment?
The lives of plants center on the need for sunlight, water and minerals, gas exchange, and the transport of water and nutrients throughout the plant body.
3.From which group of protists did the first plants evolve? How are plants similar to these protists?
The first plants evolved from an organism much like the multicellular green algae living today.
Chapter 22-2 Bryophytes, Lifecycle Diagram & #1-3
1.How is water essential in the life cycle of a bryophyte?
Bryophytes have life cycles that depend on water for reproduction. Lacking vascular tissue, these plants can draw up water by osmosis only a few centimeters above the ground.
2. List the three groups of bryophytes. In what type of habitat do they live?
Bryophytes include mosses, liverworts, and hornwarts. Live in rocks by waterfalls.
3.What is the relationship between the gametophyte and the sporophyte in mosses and other bryophytes?
In Bryophytes, the gameophyte is the dominant, recognizable stage of life cycle and is the stage that carries out most of the plant's photosynthesis.
1.What are the two types of vascular tissue? Describe the function of each.
Both forms of vascular tissue - xylem and phloemcan move fluids through the plant body, even against the force of gravity.
2.What are the three phyla of seedless vascular plants? Give an example of each.
Seedless vascular plants include club mosses, horsetails, and ferns. Lycopedium (club moss), Equisetum (horsetail).
3.What is the dominant stage of the fern life cycle? What is the relationship of the fern gametophyte and sporophyte?
Ferns and other vascular plants have a life cycle in which the diploid sporophyte is the dominant stage.
Chapter 22-4 Gymnosperms, Lifecycle Diagram & #1-3
1.Identify the main characteristics of seed plants.
Adaptations that allow seed plants to reproduce without water include flowers or cones, the transfer of sperm by pollination, and the protection of embryos in seeds.
2.What are the different groups of gymnosperms
Gymnosperms include gnetophytes, cycads, ginkgoes, and conifers.
3.What major change in Earth's climate favored the evolution of seed plants?
The drying up of all the water.
Chapter 22-5 Angiosperms, Lifecycle Diagrams, Figure 22-25 & #1-3
1.What reproductive structures are unique to angiosperms? Briefly describe the function of each.
Angiosperms develop unique reproductive organs known as flowers. Flowers contain ovaries, which surround and protect the seeds.
2.What are monocots and dicots?
Monocots and dicots are named for the number of seed leaves, or cotyledons, in the plant embryo. Monocots have one seed leaf, and dicots have two.
3.How do annuals, biennials, and perennials differ?
Annuals - one growing season
Biennials - two year life cycle
perennials - more than two year life cycle
Prentice Hall Textbook Assignment
Chapter 8 - Photosynthesis
Kingdom Plantae
Life Science Microscope Drawing Lab
Life Science Drawing Rules
Kingdom Plantae
Division Anthophyta
Learning Objectives
Process Objectives
Materials
Part I
Introduction
Pre-Lab Preparation
Procedure
Part I
A. Obtain a flower blossom from your teacher. Observe it
Strategy for inferring
Part II
Examine the selection of fruits your teacher has prepared for you.
F. Station 1 will have an apple, orange, and kiwi for your observation.
G. Station 2 will have a tomato, peppers, avocado, broccoli, plum and green peas for your observation.
Post-Lab Analysis
Further Investigations
Content: Perfect circles are to be to represent your field of view. Use a compass or smooth round surface. 4. Field of view circle should be large and side centered to the left. ( located to the left halfway down the page)
5. There must be a printed title. It is to be level and centered at the top of the page. 6. Your name is to be printed in the top right corner of the page. Below that, put the date. | http://danielt666.blogspot.com/p/plantae.html |
msmarco_v2.1_doc_00_1296782447#18_2311942792 | Title: Daniel T Bio 20 Blog: Plantae
Headings: Daniel T Bio 20 Blog
Daniel T Bio 20 Blog
Plantae
Chapter 22-1 Intro to Plants, Figure 22-6, Figure 22-7 & #1-3
1.Identify the characteristics of the plant kingdom.
Plants are multicellular eukaryotes that have cell walls made of cellulose. They develop from multicellular embryos and carry out photosynthesis using the green pigments chlorophyll a and b.
2.To live successfully on land, what substances must plants obtain from their environment?
The lives of plants center on the need for sunlight, water and minerals, gas exchange, and the transport of water and nutrients throughout the plant body.
3.From which group of protists did the first plants evolve? How are plants similar to these protists?
The first plants evolved from an organism much like the multicellular green algae living today.
Chapter 22-2 Bryophytes, Lifecycle Diagram & #1-3
1.How is water essential in the life cycle of a bryophyte?
Bryophytes have life cycles that depend on water for reproduction. Lacking vascular tissue, these plants can draw up water by osmosis only a few centimeters above the ground.
2. List the three groups of bryophytes. In what type of habitat do they live?
Bryophytes include mosses, liverworts, and hornwarts. Live in rocks by waterfalls.
3.What is the relationship between the gametophyte and the sporophyte in mosses and other bryophytes?
In Bryophytes, the gameophyte is the dominant, recognizable stage of life cycle and is the stage that carries out most of the plant's photosynthesis.
1.What are the two types of vascular tissue? Describe the function of each.
Both forms of vascular tissue - xylem and phloemcan move fluids through the plant body, even against the force of gravity.
2.What are the three phyla of seedless vascular plants? Give an example of each.
Seedless vascular plants include club mosses, horsetails, and ferns. Lycopedium (club moss), Equisetum (horsetail).
3.What is the dominant stage of the fern life cycle? What is the relationship of the fern gametophyte and sporophyte?
Ferns and other vascular plants have a life cycle in which the diploid sporophyte is the dominant stage.
Chapter 22-4 Gymnosperms, Lifecycle Diagram & #1-3
1.Identify the main characteristics of seed plants.
Adaptations that allow seed plants to reproduce without water include flowers or cones, the transfer of sperm by pollination, and the protection of embryos in seeds.
2.What are the different groups of gymnosperms
Gymnosperms include gnetophytes, cycads, ginkgoes, and conifers.
3.What major change in Earth's climate favored the evolution of seed plants?
The drying up of all the water.
Chapter 22-5 Angiosperms, Lifecycle Diagrams, Figure 22-25 & #1-3
1.What reproductive structures are unique to angiosperms? Briefly describe the function of each.
Angiosperms develop unique reproductive organs known as flowers. Flowers contain ovaries, which surround and protect the seeds.
2.What are monocots and dicots?
Monocots and dicots are named for the number of seed leaves, or cotyledons, in the plant embryo. Monocots have one seed leaf, and dicots have two.
3.How do annuals, biennials, and perennials differ?
Annuals - one growing season
Biennials - two year life cycle
perennials - more than two year life cycle
Prentice Hall Textbook Assignment
Chapter 8 - Photosynthesis
Kingdom Plantae
Life Science Microscope Drawing Lab
Life Science Drawing Rules
Kingdom Plantae
Division Anthophyta
Learning Objectives
Process Objectives
Materials
Part I
Introduction
Pre-Lab Preparation
Procedure
Part I
A. Obtain a flower blossom from your teacher. Observe it
Strategy for inferring
Part II
Examine the selection of fruits your teacher has prepared for you.
F. Station 1 will have an apple, orange, and kiwi for your observation.
G. Station 2 will have a tomato, peppers, avocado, broccoli, plum and green peas for your observation.
Post-Lab Analysis
Further Investigations
Content: There must be a printed title. It is to be level and centered at the top of the page. 6. Your name is to be printed in the top right corner of the page. Below that, put the date. 7. Total magnification is to be printed below the field of view circle. 8. All labels must be printed to the right of the field of view, level, and spelled correctly. 9. | http://danielt666.blogspot.com/p/plantae.html |
msmarco_v2.1_doc_00_1296782447#19_2311947320 | Title: Daniel T Bio 20 Blog: Plantae
Headings: Daniel T Bio 20 Blog
Daniel T Bio 20 Blog
Plantae
Chapter 22-1 Intro to Plants, Figure 22-6, Figure 22-7 & #1-3
1.Identify the characteristics of the plant kingdom.
Plants are multicellular eukaryotes that have cell walls made of cellulose. They develop from multicellular embryos and carry out photosynthesis using the green pigments chlorophyll a and b.
2.To live successfully on land, what substances must plants obtain from their environment?
The lives of plants center on the need for sunlight, water and minerals, gas exchange, and the transport of water and nutrients throughout the plant body.
3.From which group of protists did the first plants evolve? How are plants similar to these protists?
The first plants evolved from an organism much like the multicellular green algae living today.
Chapter 22-2 Bryophytes, Lifecycle Diagram & #1-3
1.How is water essential in the life cycle of a bryophyte?
Bryophytes have life cycles that depend on water for reproduction. Lacking vascular tissue, these plants can draw up water by osmosis only a few centimeters above the ground.
2. List the three groups of bryophytes. In what type of habitat do they live?
Bryophytes include mosses, liverworts, and hornwarts. Live in rocks by waterfalls.
3.What is the relationship between the gametophyte and the sporophyte in mosses and other bryophytes?
In Bryophytes, the gameophyte is the dominant, recognizable stage of life cycle and is the stage that carries out most of the plant's photosynthesis.
1.What are the two types of vascular tissue? Describe the function of each.
Both forms of vascular tissue - xylem and phloemcan move fluids through the plant body, even against the force of gravity.
2.What are the three phyla of seedless vascular plants? Give an example of each.
Seedless vascular plants include club mosses, horsetails, and ferns. Lycopedium (club moss), Equisetum (horsetail).
3.What is the dominant stage of the fern life cycle? What is the relationship of the fern gametophyte and sporophyte?
Ferns and other vascular plants have a life cycle in which the diploid sporophyte is the dominant stage.
Chapter 22-4 Gymnosperms, Lifecycle Diagram & #1-3
1.Identify the main characteristics of seed plants.
Adaptations that allow seed plants to reproduce without water include flowers or cones, the transfer of sperm by pollination, and the protection of embryos in seeds.
2.What are the different groups of gymnosperms
Gymnosperms include gnetophytes, cycads, ginkgoes, and conifers.
3.What major change in Earth's climate favored the evolution of seed plants?
The drying up of all the water.
Chapter 22-5 Angiosperms, Lifecycle Diagrams, Figure 22-25 & #1-3
1.What reproductive structures are unique to angiosperms? Briefly describe the function of each.
Angiosperms develop unique reproductive organs known as flowers. Flowers contain ovaries, which surround and protect the seeds.
2.What are monocots and dicots?
Monocots and dicots are named for the number of seed leaves, or cotyledons, in the plant embryo. Monocots have one seed leaf, and dicots have two.
3.How do annuals, biennials, and perennials differ?
Annuals - one growing season
Biennials - two year life cycle
perennials - more than two year life cycle
Prentice Hall Textbook Assignment
Chapter 8 - Photosynthesis
Kingdom Plantae
Life Science Microscope Drawing Lab
Life Science Drawing Rules
Kingdom Plantae
Division Anthophyta
Learning Objectives
Process Objectives
Materials
Part I
Introduction
Pre-Lab Preparation
Procedure
Part I
A. Obtain a flower blossom from your teacher. Observe it
Strategy for inferring
Part II
Examine the selection of fruits your teacher has prepared for you.
F. Station 1 will have an apple, orange, and kiwi for your observation.
G. Station 2 will have a tomato, peppers, avocado, broccoli, plum and green peas for your observation.
Post-Lab Analysis
Further Investigations
Content: 7. Total magnification is to be printed below the field of view circle. 8. All labels must be printed to the right of the field of view, level, and spelled correctly. 9. No labels are used more than once. 10. All lines must be level and drawn with rulers. 11. Never use an arrowhead on the ends of you label lines. | http://danielt666.blogspot.com/p/plantae.html |
msmarco_v2.1_doc_00_1296782447#20_2311951814 | Title: Daniel T Bio 20 Blog: Plantae
Headings: Daniel T Bio 20 Blog
Daniel T Bio 20 Blog
Plantae
Chapter 22-1 Intro to Plants, Figure 22-6, Figure 22-7 & #1-3
1.Identify the characteristics of the plant kingdom.
Plants are multicellular eukaryotes that have cell walls made of cellulose. They develop from multicellular embryos and carry out photosynthesis using the green pigments chlorophyll a and b.
2.To live successfully on land, what substances must plants obtain from their environment?
The lives of plants center on the need for sunlight, water and minerals, gas exchange, and the transport of water and nutrients throughout the plant body.
3.From which group of protists did the first plants evolve? How are plants similar to these protists?
The first plants evolved from an organism much like the multicellular green algae living today.
Chapter 22-2 Bryophytes, Lifecycle Diagram & #1-3
1.How is water essential in the life cycle of a bryophyte?
Bryophytes have life cycles that depend on water for reproduction. Lacking vascular tissue, these plants can draw up water by osmosis only a few centimeters above the ground.
2. List the three groups of bryophytes. In what type of habitat do they live?
Bryophytes include mosses, liverworts, and hornwarts. Live in rocks by waterfalls.
3.What is the relationship between the gametophyte and the sporophyte in mosses and other bryophytes?
In Bryophytes, the gameophyte is the dominant, recognizable stage of life cycle and is the stage that carries out most of the plant's photosynthesis.
1.What are the two types of vascular tissue? Describe the function of each.
Both forms of vascular tissue - xylem and phloemcan move fluids through the plant body, even against the force of gravity.
2.What are the three phyla of seedless vascular plants? Give an example of each.
Seedless vascular plants include club mosses, horsetails, and ferns. Lycopedium (club moss), Equisetum (horsetail).
3.What is the dominant stage of the fern life cycle? What is the relationship of the fern gametophyte and sporophyte?
Ferns and other vascular plants have a life cycle in which the diploid sporophyte is the dominant stage.
Chapter 22-4 Gymnosperms, Lifecycle Diagram & #1-3
1.Identify the main characteristics of seed plants.
Adaptations that allow seed plants to reproduce without water include flowers or cones, the transfer of sperm by pollination, and the protection of embryos in seeds.
2.What are the different groups of gymnosperms
Gymnosperms include gnetophytes, cycads, ginkgoes, and conifers.
3.What major change in Earth's climate favored the evolution of seed plants?
The drying up of all the water.
Chapter 22-5 Angiosperms, Lifecycle Diagrams, Figure 22-25 & #1-3
1.What reproductive structures are unique to angiosperms? Briefly describe the function of each.
Angiosperms develop unique reproductive organs known as flowers. Flowers contain ovaries, which surround and protect the seeds.
2.What are monocots and dicots?
Monocots and dicots are named for the number of seed leaves, or cotyledons, in the plant embryo. Monocots have one seed leaf, and dicots have two.
3.How do annuals, biennials, and perennials differ?
Annuals - one growing season
Biennials - two year life cycle
perennials - more than two year life cycle
Prentice Hall Textbook Assignment
Chapter 8 - Photosynthesis
Kingdom Plantae
Life Science Microscope Drawing Lab
Life Science Drawing Rules
Kingdom Plantae
Division Anthophyta
Learning Objectives
Process Objectives
Materials
Part I
Introduction
Pre-Lab Preparation
Procedure
Part I
A. Obtain a flower blossom from your teacher. Observe it
Strategy for inferring
Part II
Examine the selection of fruits your teacher has prepared for you.
F. Station 1 will have an apple, orange, and kiwi for your observation.
G. Station 2 will have a tomato, peppers, avocado, broccoli, plum and green peas for your observation.
Post-Lab Analysis
Further Investigations
Content: No labels are used more than once. 10. All lines must be level and drawn with rulers. 11. Never use an arrowhead on the ends of you label lines. 12. Do not draw in air bubbles or the pointer. Center all drawings within your field of view. Make your drawing in proportion to the size of your field of view and your microscope’s field of view. PART 1
Locate, view, draw and label one prepared slide from the plant ancestor
Kingdom Protista - Green Algae
PART 2
Locate, view, draw and label the preserved specimen from the Division Bryophyta (mosses)
Mnium affine moss preserved specimen
PART 3
Locate, view, draw and label one prepared slide of a CONE, STEM or ROOT or PRESERVED specimen from one of the major groups: | http://danielt666.blogspot.com/p/plantae.html |
msmarco_v2.1_doc_00_1296782447#21_2311956721 | Title: Daniel T Bio 20 Blog: Plantae
Headings: Daniel T Bio 20 Blog
Daniel T Bio 20 Blog
Plantae
Chapter 22-1 Intro to Plants, Figure 22-6, Figure 22-7 & #1-3
1.Identify the characteristics of the plant kingdom.
Plants are multicellular eukaryotes that have cell walls made of cellulose. They develop from multicellular embryos and carry out photosynthesis using the green pigments chlorophyll a and b.
2.To live successfully on land, what substances must plants obtain from their environment?
The lives of plants center on the need for sunlight, water and minerals, gas exchange, and the transport of water and nutrients throughout the plant body.
3.From which group of protists did the first plants evolve? How are plants similar to these protists?
The first plants evolved from an organism much like the multicellular green algae living today.
Chapter 22-2 Bryophytes, Lifecycle Diagram & #1-3
1.How is water essential in the life cycle of a bryophyte?
Bryophytes have life cycles that depend on water for reproduction. Lacking vascular tissue, these plants can draw up water by osmosis only a few centimeters above the ground.
2. List the three groups of bryophytes. In what type of habitat do they live?
Bryophytes include mosses, liverworts, and hornwarts. Live in rocks by waterfalls.
3.What is the relationship between the gametophyte and the sporophyte in mosses and other bryophytes?
In Bryophytes, the gameophyte is the dominant, recognizable stage of life cycle and is the stage that carries out most of the plant's photosynthesis.
1.What are the two types of vascular tissue? Describe the function of each.
Both forms of vascular tissue - xylem and phloemcan move fluids through the plant body, even against the force of gravity.
2.What are the three phyla of seedless vascular plants? Give an example of each.
Seedless vascular plants include club mosses, horsetails, and ferns. Lycopedium (club moss), Equisetum (horsetail).
3.What is the dominant stage of the fern life cycle? What is the relationship of the fern gametophyte and sporophyte?
Ferns and other vascular plants have a life cycle in which the diploid sporophyte is the dominant stage.
Chapter 22-4 Gymnosperms, Lifecycle Diagram & #1-3
1.Identify the main characteristics of seed plants.
Adaptations that allow seed plants to reproduce without water include flowers or cones, the transfer of sperm by pollination, and the protection of embryos in seeds.
2.What are the different groups of gymnosperms
Gymnosperms include gnetophytes, cycads, ginkgoes, and conifers.
3.What major change in Earth's climate favored the evolution of seed plants?
The drying up of all the water.
Chapter 22-5 Angiosperms, Lifecycle Diagrams, Figure 22-25 & #1-3
1.What reproductive structures are unique to angiosperms? Briefly describe the function of each.
Angiosperms develop unique reproductive organs known as flowers. Flowers contain ovaries, which surround and protect the seeds.
2.What are monocots and dicots?
Monocots and dicots are named for the number of seed leaves, or cotyledons, in the plant embryo. Monocots have one seed leaf, and dicots have two.
3.How do annuals, biennials, and perennials differ?
Annuals - one growing season
Biennials - two year life cycle
perennials - more than two year life cycle
Prentice Hall Textbook Assignment
Chapter 8 - Photosynthesis
Kingdom Plantae
Life Science Microscope Drawing Lab
Life Science Drawing Rules
Kingdom Plantae
Division Anthophyta
Learning Objectives
Process Objectives
Materials
Part I
Introduction
Pre-Lab Preparation
Procedure
Part I
A. Obtain a flower blossom from your teacher. Observe it
Strategy for inferring
Part II
Examine the selection of fruits your teacher has prepared for you.
F. Station 1 will have an apple, orange, and kiwi for your observation.
G. Station 2 will have a tomato, peppers, avocado, broccoli, plum and green peas for your observation.
Post-Lab Analysis
Further Investigations
Content: 12. Do not draw in air bubbles or the pointer. Center all drawings within your field of view. Make your drawing in proportion to the size of your field of view and your microscope’s field of view. PART 1
Locate, view, draw and label one prepared slide from the plant ancestor
Kingdom Protista - Green Algae
PART 2
Locate, view, draw and label the preserved specimen from the Division Bryophyta (mosses)
Mnium affine moss preserved specimen
PART 3
Locate, view, draw and label one prepared slide of a CONE, STEM or ROOT or PRESERVED specimen from one of the major groups: 2. Ferns (Division Pteridophyta) – Psilotum preserved specimen
3. Cone-bearing Plants (Division Coniferophyta) – Pinus cone l.s., Pinus stem c.s. 4. | http://danielt666.blogspot.com/p/plantae.html |
msmarco_v2.1_doc_00_1296782447#22_2311961643 | Title: Daniel T Bio 20 Blog: Plantae
Headings: Daniel T Bio 20 Blog
Daniel T Bio 20 Blog
Plantae
Chapter 22-1 Intro to Plants, Figure 22-6, Figure 22-7 & #1-3
1.Identify the characteristics of the plant kingdom.
Plants are multicellular eukaryotes that have cell walls made of cellulose. They develop from multicellular embryos and carry out photosynthesis using the green pigments chlorophyll a and b.
2.To live successfully on land, what substances must plants obtain from their environment?
The lives of plants center on the need for sunlight, water and minerals, gas exchange, and the transport of water and nutrients throughout the plant body.
3.From which group of protists did the first plants evolve? How are plants similar to these protists?
The first plants evolved from an organism much like the multicellular green algae living today.
Chapter 22-2 Bryophytes, Lifecycle Diagram & #1-3
1.How is water essential in the life cycle of a bryophyte?
Bryophytes have life cycles that depend on water for reproduction. Lacking vascular tissue, these plants can draw up water by osmosis only a few centimeters above the ground.
2. List the three groups of bryophytes. In what type of habitat do they live?
Bryophytes include mosses, liverworts, and hornwarts. Live in rocks by waterfalls.
3.What is the relationship between the gametophyte and the sporophyte in mosses and other bryophytes?
In Bryophytes, the gameophyte is the dominant, recognizable stage of life cycle and is the stage that carries out most of the plant's photosynthesis.
1.What are the two types of vascular tissue? Describe the function of each.
Both forms of vascular tissue - xylem and phloemcan move fluids through the plant body, even against the force of gravity.
2.What are the three phyla of seedless vascular plants? Give an example of each.
Seedless vascular plants include club mosses, horsetails, and ferns. Lycopedium (club moss), Equisetum (horsetail).
3.What is the dominant stage of the fern life cycle? What is the relationship of the fern gametophyte and sporophyte?
Ferns and other vascular plants have a life cycle in which the diploid sporophyte is the dominant stage.
Chapter 22-4 Gymnosperms, Lifecycle Diagram & #1-3
1.Identify the main characteristics of seed plants.
Adaptations that allow seed plants to reproduce without water include flowers or cones, the transfer of sperm by pollination, and the protection of embryos in seeds.
2.What are the different groups of gymnosperms
Gymnosperms include gnetophytes, cycads, ginkgoes, and conifers.
3.What major change in Earth's climate favored the evolution of seed plants?
The drying up of all the water.
Chapter 22-5 Angiosperms, Lifecycle Diagrams, Figure 22-25 & #1-3
1.What reproductive structures are unique to angiosperms? Briefly describe the function of each.
Angiosperms develop unique reproductive organs known as flowers. Flowers contain ovaries, which surround and protect the seeds.
2.What are monocots and dicots?
Monocots and dicots are named for the number of seed leaves, or cotyledons, in the plant embryo. Monocots have one seed leaf, and dicots have two.
3.How do annuals, biennials, and perennials differ?
Annuals - one growing season
Biennials - two year life cycle
perennials - more than two year life cycle
Prentice Hall Textbook Assignment
Chapter 8 - Photosynthesis
Kingdom Plantae
Life Science Microscope Drawing Lab
Life Science Drawing Rules
Kingdom Plantae
Division Anthophyta
Learning Objectives
Process Objectives
Materials
Part I
Introduction
Pre-Lab Preparation
Procedure
Part I
A. Obtain a flower blossom from your teacher. Observe it
Strategy for inferring
Part II
Examine the selection of fruits your teacher has prepared for you.
F. Station 1 will have an apple, orange, and kiwi for your observation.
G. Station 2 will have a tomato, peppers, avocado, broccoli, plum and green peas for your observation.
Post-Lab Analysis
Further Investigations
Content: 2. Ferns (Division Pteridophyta) – Psilotum preserved specimen
3. Cone-bearing Plants (Division Coniferophyta) – Pinus cone l.s., Pinus stem c.s. 4. Flowering Plants (Division Anthophyta) – Medicago stem c.s., PART 4
Read pages 595-598 about Leaves and Photosynthesis
Answer the following questions: Name the types of cells found in a typical leaf and describe their role in photosynthesis: A.) Epidermal cells -form a waterproof barrier that protects tissues and limits the loss of water through evaporation
-the outer layer of tissue in a plant
B.)Mesophyll the inner tissue (parenchyma) of a leaf, containing many chloroplasts
C.)Xylem the vascular tissue in plants that conducts water and dissolved nutrients upward from the root and also helps to form the woody element in the stem
D.)Phloem the vascular tissue in plants that conducts sugars and other metabolic products downward from the leaves
E).Guard cells (make a stoma) - allow moisture and O2 and CO2 opens at night, on the underside of leaves
-Stomata are produced by the guard cell mother cells, that again are laid out within the epidermis in regular intervals. Describe how gas exchange takes place in a leaf. | http://danielt666.blogspot.com/p/plantae.html |
msmarco_v2.1_doc_00_1296782447#23_2311967023 | Title: Daniel T Bio 20 Blog: Plantae
Headings: Daniel T Bio 20 Blog
Daniel T Bio 20 Blog
Plantae
Chapter 22-1 Intro to Plants, Figure 22-6, Figure 22-7 & #1-3
1.Identify the characteristics of the plant kingdom.
Plants are multicellular eukaryotes that have cell walls made of cellulose. They develop from multicellular embryos and carry out photosynthesis using the green pigments chlorophyll a and b.
2.To live successfully on land, what substances must plants obtain from their environment?
The lives of plants center on the need for sunlight, water and minerals, gas exchange, and the transport of water and nutrients throughout the plant body.
3.From which group of protists did the first plants evolve? How are plants similar to these protists?
The first plants evolved from an organism much like the multicellular green algae living today.
Chapter 22-2 Bryophytes, Lifecycle Diagram & #1-3
1.How is water essential in the life cycle of a bryophyte?
Bryophytes have life cycles that depend on water for reproduction. Lacking vascular tissue, these plants can draw up water by osmosis only a few centimeters above the ground.
2. List the three groups of bryophytes. In what type of habitat do they live?
Bryophytes include mosses, liverworts, and hornwarts. Live in rocks by waterfalls.
3.What is the relationship between the gametophyte and the sporophyte in mosses and other bryophytes?
In Bryophytes, the gameophyte is the dominant, recognizable stage of life cycle and is the stage that carries out most of the plant's photosynthesis.
1.What are the two types of vascular tissue? Describe the function of each.
Both forms of vascular tissue - xylem and phloemcan move fluids through the plant body, even against the force of gravity.
2.What are the three phyla of seedless vascular plants? Give an example of each.
Seedless vascular plants include club mosses, horsetails, and ferns. Lycopedium (club moss), Equisetum (horsetail).
3.What is the dominant stage of the fern life cycle? What is the relationship of the fern gametophyte and sporophyte?
Ferns and other vascular plants have a life cycle in which the diploid sporophyte is the dominant stage.
Chapter 22-4 Gymnosperms, Lifecycle Diagram & #1-3
1.Identify the main characteristics of seed plants.
Adaptations that allow seed plants to reproduce without water include flowers or cones, the transfer of sperm by pollination, and the protection of embryos in seeds.
2.What are the different groups of gymnosperms
Gymnosperms include gnetophytes, cycads, ginkgoes, and conifers.
3.What major change in Earth's climate favored the evolution of seed plants?
The drying up of all the water.
Chapter 22-5 Angiosperms, Lifecycle Diagrams, Figure 22-25 & #1-3
1.What reproductive structures are unique to angiosperms? Briefly describe the function of each.
Angiosperms develop unique reproductive organs known as flowers. Flowers contain ovaries, which surround and protect the seeds.
2.What are monocots and dicots?
Monocots and dicots are named for the number of seed leaves, or cotyledons, in the plant embryo. Monocots have one seed leaf, and dicots have two.
3.How do annuals, biennials, and perennials differ?
Annuals - one growing season
Biennials - two year life cycle
perennials - more than two year life cycle
Prentice Hall Textbook Assignment
Chapter 8 - Photosynthesis
Kingdom Plantae
Life Science Microscope Drawing Lab
Life Science Drawing Rules
Kingdom Plantae
Division Anthophyta
Learning Objectives
Process Objectives
Materials
Part I
Introduction
Pre-Lab Preparation
Procedure
Part I
A. Obtain a flower blossom from your teacher. Observe it
Strategy for inferring
Part II
Examine the selection of fruits your teacher has prepared for you.
F. Station 1 will have an apple, orange, and kiwi for your observation.
G. Station 2 will have a tomato, peppers, avocado, broccoli, plum and green peas for your observation.
Post-Lab Analysis
Further Investigations
Content: Flowering Plants (Division Anthophyta) – Medicago stem c.s., PART 4
Read pages 595-598 about Leaves and Photosynthesis
Answer the following questions: Name the types of cells found in a typical leaf and describe their role in photosynthesis: A.) Epidermal cells -form a waterproof barrier that protects tissues and limits the loss of water through evaporation
-the outer layer of tissue in a plant
B.)Mesophyll the inner tissue (parenchyma) of a leaf, containing many chloroplasts
C.)Xylem the vascular tissue in plants that conducts water and dissolved nutrients upward from the root and also helps to form the woody element in the stem
D.)Phloem the vascular tissue in plants that conducts sugars and other metabolic products downward from the leaves
E).Guard cells (make a stoma) - allow moisture and O2 and CO2 opens at night, on the underside of leaves
-Stomata are produced by the guard cell mother cells, that again are laid out within the epidermis in regular intervals. Describe how gas exchange takes place in a leaf. In the sunlight H2O is absorbed into the cells and O2 is released. At night, the guard cells open and initiate the Calvin cycle which takes in CO2 and makes sugar (C6H12O6)
What factors regulate the opening and closing of guard cells? PART 5
Locate, view, draw and label one prepared slide of a LEAF CROSS SECTION from ONE of the major groups. 2. Ferns (Division Pteridophyta) – Pteris fern leaflet with sporangia c.s. | http://danielt666.blogspot.com/p/plantae.html |
msmarco_v2.1_doc_00_1296782447#24_2311972669 | Title: Daniel T Bio 20 Blog: Plantae
Headings: Daniel T Bio 20 Blog
Daniel T Bio 20 Blog
Plantae
Chapter 22-1 Intro to Plants, Figure 22-6, Figure 22-7 & #1-3
1.Identify the characteristics of the plant kingdom.
Plants are multicellular eukaryotes that have cell walls made of cellulose. They develop from multicellular embryos and carry out photosynthesis using the green pigments chlorophyll a and b.
2.To live successfully on land, what substances must plants obtain from their environment?
The lives of plants center on the need for sunlight, water and minerals, gas exchange, and the transport of water and nutrients throughout the plant body.
3.From which group of protists did the first plants evolve? How are plants similar to these protists?
The first plants evolved from an organism much like the multicellular green algae living today.
Chapter 22-2 Bryophytes, Lifecycle Diagram & #1-3
1.How is water essential in the life cycle of a bryophyte?
Bryophytes have life cycles that depend on water for reproduction. Lacking vascular tissue, these plants can draw up water by osmosis only a few centimeters above the ground.
2. List the three groups of bryophytes. In what type of habitat do they live?
Bryophytes include mosses, liverworts, and hornwarts. Live in rocks by waterfalls.
3.What is the relationship between the gametophyte and the sporophyte in mosses and other bryophytes?
In Bryophytes, the gameophyte is the dominant, recognizable stage of life cycle and is the stage that carries out most of the plant's photosynthesis.
1.What are the two types of vascular tissue? Describe the function of each.
Both forms of vascular tissue - xylem and phloemcan move fluids through the plant body, even against the force of gravity.
2.What are the three phyla of seedless vascular plants? Give an example of each.
Seedless vascular plants include club mosses, horsetails, and ferns. Lycopedium (club moss), Equisetum (horsetail).
3.What is the dominant stage of the fern life cycle? What is the relationship of the fern gametophyte and sporophyte?
Ferns and other vascular plants have a life cycle in which the diploid sporophyte is the dominant stage.
Chapter 22-4 Gymnosperms, Lifecycle Diagram & #1-3
1.Identify the main characteristics of seed plants.
Adaptations that allow seed plants to reproduce without water include flowers or cones, the transfer of sperm by pollination, and the protection of embryos in seeds.
2.What are the different groups of gymnosperms
Gymnosperms include gnetophytes, cycads, ginkgoes, and conifers.
3.What major change in Earth's climate favored the evolution of seed plants?
The drying up of all the water.
Chapter 22-5 Angiosperms, Lifecycle Diagrams, Figure 22-25 & #1-3
1.What reproductive structures are unique to angiosperms? Briefly describe the function of each.
Angiosperms develop unique reproductive organs known as flowers. Flowers contain ovaries, which surround and protect the seeds.
2.What are monocots and dicots?
Monocots and dicots are named for the number of seed leaves, or cotyledons, in the plant embryo. Monocots have one seed leaf, and dicots have two.
3.How do annuals, biennials, and perennials differ?
Annuals - one growing season
Biennials - two year life cycle
perennials - more than two year life cycle
Prentice Hall Textbook Assignment
Chapter 8 - Photosynthesis
Kingdom Plantae
Life Science Microscope Drawing Lab
Life Science Drawing Rules
Kingdom Plantae
Division Anthophyta
Learning Objectives
Process Objectives
Materials
Part I
Introduction
Pre-Lab Preparation
Procedure
Part I
A. Obtain a flower blossom from your teacher. Observe it
Strategy for inferring
Part II
Examine the selection of fruits your teacher has prepared for you.
F. Station 1 will have an apple, orange, and kiwi for your observation.
G. Station 2 will have a tomato, peppers, avocado, broccoli, plum and green peas for your observation.
Post-Lab Analysis
Further Investigations
Content: In the sunlight H2O is absorbed into the cells and O2 is released. At night, the guard cells open and initiate the Calvin cycle which takes in CO2 and makes sugar (C6H12O6)
What factors regulate the opening and closing of guard cells? PART 5
Locate, view, draw and label one prepared slide of a LEAF CROSS SECTION from ONE of the major groups. 2. Ferns (Division Pteridophyta) – Pteris fern leaflet with sporangia c.s. 3. Cone-bearing Plants (Division Coniferophyta) –
4. Flo | http://danielt666.blogspot.com/p/plantae.html |
msmarco_v2.1_doc_00_1297112896#1_2312492664 | Title: Kingdom Animalia
Headings:
Content: Phylum nematoda consists of only roundworms, some that are parasitic. Roundworms and their parasitic freinds are psuedococelomates, which means they have a psuedocelum, a space between the internal digestive organs and the outer dermis of the worm. They have a complete, one-way digestive tract. Major Classes: Hookworms: Burrow into your skin, travel through your bloodstream to your lungs, then are coughed back up and swallowed into your digestive system. Pinworms: Live in your lower intestine and lay their eggs in your rectum. Trichinella: Flu like worm. | http://danmarkltd.tripod.com/taxonomy/id2.html |
msmarco_v2.1_doc_00_1312261308#11_2332894843 | Title: Rhizomatic Learning – Why we teach? – Dave’s Educational Blog
Headings: Rhizomatic Learning – Why we teach?
Rhizomatic Learning – Why we teach?
What does successful learning look like?
Author: dave
Content: How do we structure successful learning? Establish a context
As we approach any new endeavour, we need to understand how we can speak about it. We need to learn the language, our timetables… the shortcuts that allow us to be part of a conversation. This goes into our memory. This is good. It helps us see the local context. It is not what i think of as learning… it is one of the building blocks of learning. I think of this as an open syllabus. Community Curriculum
Gone are the days where we need to painstakingly collect information, package it up in time to send it to the printers and await the return. A curriculum for a course is something that can be created in time, while a course is happening. | http://davecormier.com/edblog/2011/11/05/rhizomatic-learning-why-learn/ |
msmarco_v2.1_doc_00_1312261308#12_2332895998 | Title: Rhizomatic Learning – Why we teach? – Dave’s Educational Blog
Headings: Rhizomatic Learning – Why we teach?
Rhizomatic Learning – Why we teach?
What does successful learning look like?
Author: dave
Content: It helps us see the local context. It is not what i think of as learning… it is one of the building blocks of learning. I think of this as an open syllabus. Community Curriculum
Gone are the days where we need to painstakingly collect information, package it up in time to send it to the printers and await the return. A curriculum for a course is something that can be created in time, while a course is happening. The syllabus becomes a garden space, a context setting within which learning can happen and the curriculum is the things that grows there. The tidiest example of this I’ve done are live slides which attempt to give room for the learners to create slides for a presentation. Activity. As an activity for this week I’d like you to take a piece of your own practice and think on it rhizomatically. Does it mesh with what I’ve described here? | http://davecormier.com/edblog/2011/11/05/rhizomatic-learning-why-learn/ |
msmarco_v2.1_doc_00_1312261308#13_2332897311 | Title: Rhizomatic Learning – Why we teach? – Dave’s Educational Blog
Headings: Rhizomatic Learning – Why we teach?
Rhizomatic Learning – Why we teach?
What does successful learning look like?
Author: dave
Content: The syllabus becomes a garden space, a context setting within which learning can happen and the curriculum is the things that grows there. The tidiest example of this I’ve done are live slides which attempt to give room for the learners to create slides for a presentation. Activity. As an activity for this week I’d like you to take a piece of your own practice and think on it rhizomatically. Does it mesh with what I’ve described here? Are there goals that you want to accomplish that would not be served by a rhizomatic approach? Is there a way to change what you are doing to make it more rhizomatic? What impact would that have? Good? Bad? | http://davecormier.com/edblog/2011/11/05/rhizomatic-learning-why-learn/ |
msmarco_v2.1_doc_00_1317980269#2_2342500278 | Title: 8 Reasons Why People Don’t Get Treatment for Mental Illness | Advocating for Better Mental Health
Headings: 8 Reasons Why People Don’t Get Treatment for Mental Illness
8 Reasons Why People Don’t Get Treatment for Mental Illness
1) Fear and shame
2) Lack of insight
3) Limited awareness
4) Feelings of inadequacy
5) Distrust
6) Hopelessness
7) Unavailability
8) Practical barriers
Addressing the problem
For more on this topic, please see my recent post on overcoming these 8 barriers to treatment.
Like this:
Also on David Susman PhD
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Content: Then the question that begs to be answered is “Why don’t people get help?” Let’s take a look at eight of the most common reasons that prevent people from obtaining needed mental health services: 1) Fear and shame
One of the most common reasons for not seeking help is fear and shame. People recognize the negative stigma and discrimination associated with having a mental illness and don’t want to be labeled “mentally ill” or “crazy.” They may also have concerns about how such a label could negatively impact their career, education, or other life goals. 2) Lack of insight
If someone has clear signs of a mental illness but says “there’s nothing wrong with me,” “I’m not sick,” or “I don’t need any help,” this signals a severe lack of insight. This is also known as anosognosia (uh-no-sog-NOH-zee-uh), seen in 50% or more of persons with schizophrenia or other severe mental illnesses. If someone truly believes they aren’t sick, they feel no need to seek or accept treatment. 3) Limited awareness
A person may acknowledge some mental health concerns but can lack full awareness of their significance or really don’t understand they have an actual illness. They may dismiss or minimize their issues and say “everyone gets stressed out” or “my problems aren’t that bad” or “you’re making more out of this than you need to.” | http://davidsusman.com/2015/06/11/8-reasons-why-people-dont-get-mental-health-treatment/ |
msmarco_v2.1_doc_00_1317980269#3_2342502866 | Title: 8 Reasons Why People Don’t Get Treatment for Mental Illness | Advocating for Better Mental Health
Headings: 8 Reasons Why People Don’t Get Treatment for Mental Illness
8 Reasons Why People Don’t Get Treatment for Mental Illness
1) Fear and shame
2) Lack of insight
3) Limited awareness
4) Feelings of inadequacy
5) Distrust
6) Hopelessness
7) Unavailability
8) Practical barriers
Addressing the problem
For more on this topic, please see my recent post on overcoming these 8 barriers to treatment.
Like this:
Also on David Susman PhD
Helpful Mental Health Resources for …
Healing from Postpartum Bipolar …
My 24 Years in a Psychiatric Hospital …
Focusing on Minority Mental Health Issues
How to Prevent Mental Health Relapses
We Cannot Grieve Alone
10 Ways to Help Your Therapist Help You …
10 Things To Consider When Selecting …
Content: 2) Lack of insight
If someone has clear signs of a mental illness but says “there’s nothing wrong with me,” “I’m not sick,” or “I don’t need any help,” this signals a severe lack of insight. This is also known as anosognosia (uh-no-sog-NOH-zee-uh), seen in 50% or more of persons with schizophrenia or other severe mental illnesses. If someone truly believes they aren’t sick, they feel no need to seek or accept treatment. 3) Limited awareness
A person may acknowledge some mental health concerns but can lack full awareness of their significance or really don’t understand they have an actual illness. They may dismiss or minimize their issues and say “everyone gets stressed out” or “my problems aren’t that bad” or “you’re making more out of this than you need to.” 4) Feelings of inadequacy
Many people believe they are inadequate or a failure if they have to admit something is “wrong” with their mental health. Further, they believe they “should be able to handle things” on their own without assistance and that they must be weak or inferior to have to ask for help. 5) Distrust
It’s difficult to consider revealing personal details to a doctor or counselor. Many express concern about “telling a stranger” about their problems. Additionally, they worry that their personal information won’t be kept confidential. | http://davidsusman.com/2015/06/11/8-reasons-why-people-dont-get-mental-health-treatment/ |
msmarco_v2.1_doc_00_1317980269#4_2342505445 | Title: 8 Reasons Why People Don’t Get Treatment for Mental Illness | Advocating for Better Mental Health
Headings: 8 Reasons Why People Don’t Get Treatment for Mental Illness
8 Reasons Why People Don’t Get Treatment for Mental Illness
1) Fear and shame
2) Lack of insight
3) Limited awareness
4) Feelings of inadequacy
5) Distrust
6) Hopelessness
7) Unavailability
8) Practical barriers
Addressing the problem
For more on this topic, please see my recent post on overcoming these 8 barriers to treatment.
Like this:
Also on David Susman PhD
Helpful Mental Health Resources for …
Healing from Postpartum Bipolar …
My 24 Years in a Psychiatric Hospital …
Focusing on Minority Mental Health Issues
How to Prevent Mental Health Relapses
We Cannot Grieve Alone
10 Ways to Help Your Therapist Help You …
10 Things To Consider When Selecting …
Content: 4) Feelings of inadequacy
Many people believe they are inadequate or a failure if they have to admit something is “wrong” with their mental health. Further, they believe they “should be able to handle things” on their own without assistance and that they must be weak or inferior to have to ask for help. 5) Distrust
It’s difficult to consider revealing personal details to a doctor or counselor. Many express concern about “telling a stranger” about their problems. Additionally, they worry that their personal information won’t be kept confidential. 6) Hopelessness
Some people have become demoralized by their mental health issues and believe “nothing will help me” or “I’ll never get better.” These beliefs can be due to depression or hopelessness, and can be substantial roadblocks to seeking help. 7) Unavailability
Even if someone is interested in getting mental health treatment, they may not know how to find appropriate professional care. In some underserved areas, there may be few or no mental health professionals, particularly those who provide treatment for more complex issues. 8) Practical barriers
Another common barrier to mental health care is inability to pay for treatment due to financial hardship or lack of health insurance. | http://davidsusman.com/2015/06/11/8-reasons-why-people-dont-get-mental-health-treatment/ |
msmarco_v2.1_doc_00_1317980269#5_2342507883 | Title: 8 Reasons Why People Don’t Get Treatment for Mental Illness | Advocating for Better Mental Health
Headings: 8 Reasons Why People Don’t Get Treatment for Mental Illness
8 Reasons Why People Don’t Get Treatment for Mental Illness
1) Fear and shame
2) Lack of insight
3) Limited awareness
4) Feelings of inadequacy
5) Distrust
6) Hopelessness
7) Unavailability
8) Practical barriers
Addressing the problem
For more on this topic, please see my recent post on overcoming these 8 barriers to treatment.
Like this:
Also on David Susman PhD
Helpful Mental Health Resources for …
Healing from Postpartum Bipolar …
My 24 Years in a Psychiatric Hospital …
Focusing on Minority Mental Health Issues
How to Prevent Mental Health Relapses
We Cannot Grieve Alone
10 Ways to Help Your Therapist Help You …
10 Things To Consider When Selecting …
Content: 6) Hopelessness
Some people have become demoralized by their mental health issues and believe “nothing will help me” or “I’ll never get better.” These beliefs can be due to depression or hopelessness, and can be substantial roadblocks to seeking help. 7) Unavailability
Even if someone is interested in getting mental health treatment, they may not know how to find appropriate professional care. In some underserved areas, there may be few or no mental health professionals, particularly those who provide treatment for more complex issues. 8) Practical barriers
Another common barrier to mental health care is inability to pay for treatment due to financial hardship or lack of health insurance. Not having reliable transportation, child care issues and appointments for treatment that conflict with work or school schedules can also prevent someone from engaging in treatment. Addressing the problem
Any one of these factors which delay or prevent appropriate care can be very difficult to overcome. To further complicate matters, several of these issues can often be in play simultaneously. These barriers are often even more pronounced among ethnic minority groups, older adults and individuals with less money or education. Just as the issues are complex, solutions aren’t easy to find. | http://davidsusman.com/2015/06/11/8-reasons-why-people-dont-get-mental-health-treatment/ |
msmarco_v2.1_doc_00_1317980269#6_2342510328 | Title: 8 Reasons Why People Don’t Get Treatment for Mental Illness | Advocating for Better Mental Health
Headings: 8 Reasons Why People Don’t Get Treatment for Mental Illness
8 Reasons Why People Don’t Get Treatment for Mental Illness
1) Fear and shame
2) Lack of insight
3) Limited awareness
4) Feelings of inadequacy
5) Distrust
6) Hopelessness
7) Unavailability
8) Practical barriers
Addressing the problem
For more on this topic, please see my recent post on overcoming these 8 barriers to treatment.
Like this:
Also on David Susman PhD
Helpful Mental Health Resources for …
Healing from Postpartum Bipolar …
My 24 Years in a Psychiatric Hospital …
Focusing on Minority Mental Health Issues
How to Prevent Mental Health Relapses
We Cannot Grieve Alone
10 Ways to Help Your Therapist Help You …
10 Things To Consider When Selecting …
Content: Not having reliable transportation, child care issues and appointments for treatment that conflict with work or school schedules can also prevent someone from engaging in treatment. Addressing the problem
Any one of these factors which delay or prevent appropriate care can be very difficult to overcome. To further complicate matters, several of these issues can often be in play simultaneously. These barriers are often even more pronounced among ethnic minority groups, older adults and individuals with less money or education. Just as the issues are complex, solutions aren’t easy to find. Addressing practical barriers may be possible, by helping to arrange transportation, assisting with child care, or negotiating with employers to allow time away from work for mental health appointments. The recent expansion in the US of mental health insurance benefits has opened up new care options for many people who were previously uninsured and who couldn’t afford to pay out of pocket for their treatment. Availability of services can be a difficult issue to address, particularly in rural areas with few mental health clinicians. The increase of nurse practitioners as prescribers and programs which pay off clinicians’ student loans in exchange for their work in underserved areas have increased the number of trained providers in some regions. The pronounced lack of insight seen in more severe mental illnesses is extremely difficult to change. | http://davidsusman.com/2015/06/11/8-reasons-why-people-dont-get-mental-health-treatment/ |
msmarco_v2.1_doc_00_1317980269#14_2342530190 | Title: 8 Reasons Why People Don’t Get Treatment for Mental Illness | Advocating for Better Mental Health
Headings: 8 Reasons Why People Don’t Get Treatment for Mental Illness
8 Reasons Why People Don’t Get Treatment for Mental Illness
1) Fear and shame
2) Lack of insight
3) Limited awareness
4) Feelings of inadequacy
5) Distrust
6) Hopelessness
7) Unavailability
8) Practical barriers
Addressing the problem
For more on this topic, please see my recent post on overcoming these 8 barriers to treatment.
Like this:
Also on David Susman PhD
Helpful Mental Health Resources for …
Healing from Postpartum Bipolar …
My 24 Years in a Psychiatric Hospital …
Focusing on Minority Mental Health Issues
How to Prevent Mental Health Relapses
We Cannot Grieve Alone
10 Ways to Help Your Therapist Help You …
10 Things To Consider When Selecting …
Content: Could be a clue there as to why people can't get help. Couldn't possibly be the medical professionals fault
see more
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David Susman Mod Mick Stot • 4 years ago
Mick, we mental health providers certainly are sometimes part of the issue too about why people don't stay in treatment. I'm not looking to assign fault to any particular party. I think the whole system has room for improvement. Thanks for your comment. see more
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Faylinn Byrne • 5 years ago
Growing up, I never allowed my parents to seek mental health help for me. I grew up in the foster system and learned to never trust adults, especially those who had any type of authority. After I was adopted, however, my parents tried to take me to different types of therapists and I would refuse to talk. Now that I am an adult, I have grown to trust more and have even allowed myself to see a psychiatrist when I have felt like discussing the past. It has been very | http://davidsusman.com/2015/06/11/8-reasons-why-people-dont-get-mental-health-treatment/ |
msmarco_v2.1_doc_00_1318106352#1_2342721758 | Title: The Four Modes of Marriage
Headings:
Content: The key value in the Institutional Marriage was responsibility. Marriage existed for the welfare of children and families, not primarily for the personal happiness of the spouses. Psychological Marriage
The social changes of the twentieth century brought on the "Psychological Marriage." Here the emphasis was on the emotional satisfactions of marriage based on friendship, intimacy, sexual satisfaction, and gender equality. For the first time in history, families existed for individuals rather than vice versa. The key value of the Psychological Marriage was personal satisfaction. Commitment in marriage was a "given," as seen by the low divorce rates at the high-water mark of the Psychological Marriage during the post-World War II era. Consumer Marriage
The social revolutions of the 1960s and 1970s changed the face of marriage again by bringing in a powerful form of me-first individualism combined with a call for far more gender equality than the Psychological Family had delivered. Expectations for marital closeness and happiness skyrocketed along with the divorce rate. For the first time, the "soft" reasons for getting divorced became both acceptable and common, supported by legal changes to "no-fault" divorce. | http://davidvanalstyne.com/pg-fourmodes.html |
msmarco_v2.1_doc_00_1318939144#1_2344217434 | Title: Indiana Licensing Standards for Day Care Centers - Daycare.com
Headings:
Content: 28.4. " Child care center", for purposes of IC 12-17.2, means a nonresidential building where at least one (1) child receives child care from a provider: (1) while unattended by a parent, legal guardian, or custodian; (2) for regular compensation; and
(3) for more than four (4) hours but less than twenty-four (24) hours in each of ten (10) consecutive days per year, excluding intervening Saturdays, Sundays, and holidays. Licensed Child Care Home
Child care home
Sec. 28.6. ( a) "Child care home", for purposes of IC 12-17.2, means a residential structure in which at least six (6) children (not including the children for whom the provider is a parent, stepparent, guardian, custodian, or other relative or any child who is at least fourteen (14) years of age and does not require child care) at any time receive child care from a provider: (1) while unattended by a parent, legal guardian, or custodian; (2) for regular compensation; | http://daycare.com/indiana/ |
msmarco_v2.1_doc_00_1318939144#2_2344218619 | Title: Indiana Licensing Standards for Day Care Centers - Daycare.com
Headings:
Content: Licensed Child Care Home
Child care home
Sec. 28.6. ( a) "Child care home", for purposes of IC 12-17.2, means a residential structure in which at least six (6) children (not including the children for whom the provider is a parent, stepparent, guardian, custodian, or other relative or any child who is at least fourteen (14) years of age and does not require child care) at any time receive child care from a provider: (1) while unattended by a parent, legal guardian, or custodian; (2) for regular compensation; and
(3) for more than four (4) hours but less than twenty-four (24) hours in each of ten (10) consecutive days per year, excluding intervening Saturdays, Sundays, and holidays. (b) The term includes: (1) a class I child care home; and
(2) a class
Unlicensed Registered Child Care Ministry
Child care ministry
Sec. 28.8. " | http://daycare.com/indiana/ |
msmarco_v2.1_doc_00_1327677686#6_2357057675 | Title: Black Football Players and White Women: Albert Haynesworth’s Defense | DCentric
Headings: Black Football Players and White Women: Albert Haynesworth’s Defense
Don't miss
Black Football Players and White Women: Albert Haynesworth’s Defense
MORE POSTS ABOUT
Yes,We're Together • 9 years ago
FreeNewYork P. • 9 years ago
Brandon Robinson • 9 years ago
black raspberry • 9 years ago
Content: interracial dating and black athletes dating white women. This really came to the fore nationally at the height of the Kardashians’ fame, when two of famous sisters were dating black athletes. The women, who although aren’t technically white, were still viewed by many as fitting the stereotype of black athletes preferring white women to black women, spurring plenty of nasty comments. But these are high-profile individuals. If you look at the country as a whole, interracial dating and marriage is becoming more acceptable: a record 14.6 percent of new marriages in 2008 were interracial. But, 22 percent of black men married someone outside of their race, compared to 9 percent of black women who did so. And white-black pairings overall only made up 11 percent of those 2008 interracial marriages. Attitudes of people are changing, though. The Pew Center found that almost all millennials — 18 to 29-year-olds — are accepting of interracial dating and marriage, and this trend holds true of almost every racial group with no significant difference between them. | http://dcentric.wamu.org/2011/04/black-football-players-and-white-women-albert-haynesworths-defense/index.html |
msmarco_v2.1_doc_00_1327677686#7_2357059432 | Title: Black Football Players and White Women: Albert Haynesworth’s Defense | DCentric
Headings: Black Football Players and White Women: Albert Haynesworth’s Defense
Don't miss
Black Football Players and White Women: Albert Haynesworth’s Defense
MORE POSTS ABOUT
Yes,We're Together • 9 years ago
FreeNewYork P. • 9 years ago
Brandon Robinson • 9 years ago
black raspberry • 9 years ago
Content: a record 14.6 percent of new marriages in 2008 were interracial. But, 22 percent of black men married someone outside of their race, compared to 9 percent of black women who did so. And white-black pairings overall only made up 11 percent of those 2008 interracial marriages. Attitudes of people are changing, though. The Pew Center found that almost all millennials — 18 to 29-year-olds — are accepting of interracial dating and marriage, and this trend holds true of almost every racial group with no significant difference between them. Analyzing individual relationships to make a broader political point can be tricky, as Ta-Nehisi Coates notes. He wrote last year that one big problem when talking about black men dating white women is the “kind of collectivist approach toward something as individual and private as marriage.” He continues: I’m a black dude hooked up with a black woman–but I don’t sleep with ‘black people.’ ‘ Black people’ don’t pay half of my rent. ‘ | http://dcentric.wamu.org/2011/04/black-football-players-and-white-women-albert-haynesworths-defense/index.html |
msmarco_v2.1_doc_00_1336792003#3_2371274635 | Title: How To Cook Lobster Tails: A Guide For People Who Don't Have Butlers To Do All The Work
Headings: How To Cook Lobster Tails: A Guide For People Who Don't Have Butlers To Do All The Work
How To Cook Lobster Tails: A Guide For People Who Don't Have Butlers To Do All The Work
The Foodspin archives: Chicken thighs | Popeye's biscuits | Salad | Candy corn Oreos | Chili | Red Bull Total Zero | French toast | Sriracha | Halloween candy | Emergency food | Nachos | Meatloaf | Thanksgiving side dishes | MacGyver Thanksgiving | Eating strategies | Leftovers | Mac and cheese | Weird Santa candies | Pot roast | Bean dip | Shrimp linguine | Go-Gurt | Chicken soup
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Content: The primary selling point of the lobster—and one hell of a selling point it must be, since it sells so many lobsters at such high prices—is that its meat comes in larger, more easily extracted hunks than can be found in, for example, Chesapeake blue crabs, which, factually, are the most delicious things the world has produced or will ever produce, but which are approximately as onerous to consume as a large box full of live ferrets. G/O Media may get a commission
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The Foodspin archives: Chicken thighs | Popeye's biscuits | Salad | Candy corn Oreos | Chili | Red Bull Total Zero | French toast | Sriracha | Halloween candy | Emergency food | Nachos | Meatloaf | Thanksgiving side dishes | MacGyver Thanksgiving | Eating strategies | Leftovers | Mac and cheese | Weird Santa candies | Pot roast | Bean dip | Shrimp linguine | Go-Gurt | Chicken soup
And of these assorted enormous hunks of lobster meat, none is larger or more pleasant to eat than the tail, which is why it is far and away the most popular portion of the lobster, and why a split, frozen, and packaged lobster tail can sometimes be more expensive than multiple whole, living lobsters. The problem is that, although the tail is tastier than the lobster's claws or any of the frightening viscera to be found inside its thorax, getting it right in your own kitchen is still a dodgy proposition. There's a vanishingly small window between the states of disgustingly raw and absolutely indistinguishable from a bicycle tire, except for its coloration through which the lobster tail must pass in order to taste pleasant enough to not make you feel awful about how much money you spent on it. Advertisement
Inexplicably, the standard method for cooking lobster tails is to steam them, which yields a boring, flabby, bland result that tastes like nothing so much as nothing. Grilling tails has become a common preparation for people who don't like seafood but do like the idea of eating something as symbolic of extravagance as lobster; grilled lobster is wonderful if you enjoy chicken, but enjoy chicken even more when you've traded your child's college education for it. These are the most popular methods for cooking lobster not because they yield the best results, but because they are simple and involve no technique more complicated than putting the lobster tail in a hot place, setting a timer, and then not being abducted by aliens in the interval before it beeps; this way, when the lobster turns out disappointing, you can easily shift the blame to your clock, and bash it to atoms with a sledgehammer. | http://deadspin.com/how-to-cook-lobster-tails-a-guide-for-people-who-dont-5979160 |
msmarco_v2.1_doc_00_1336792003#8_2371286435 | Title: How To Cook Lobster Tails: A Guide For People Who Don't Have Butlers To Do All The Work
Headings: How To Cook Lobster Tails: A Guide For People Who Don't Have Butlers To Do All The Work
How To Cook Lobster Tails: A Guide For People Who Don't Have Butlers To Do All The Work
The Foodspin archives: Chicken thighs | Popeye's biscuits | Salad | Candy corn Oreos | Chili | Red Bull Total Zero | French toast | Sriracha | Halloween candy | Emergency food | Nachos | Meatloaf | Thanksgiving side dishes | MacGyver Thanksgiving | Eating strategies | Leftovers | Mac and cheese | Weird Santa candies | Pot roast | Bean dip | Shrimp linguine | Go-Gurt | Chicken soup
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Content: Let's get started. * * *
Long before you do anything else, you'll need to thaw your pair of lobster tails to room temperature (assuming you bought frozen lobster tails, which you likely did unless you live in Maine or foolishly bought entire live lobsters, instructions for the dispatching of which I will not be providing). There are a couple of acceptable ways to do this; a good rule of thumb is that the more slowly they thaw, the fresher they'll seem when thawed. The best way to do it is to put your tails in a covered bowl or pan and sock this vessel into your refrigerator early a whole day before you plan to cook. If this isn't an option, wrap the tails tightly in plastic wrap, put them in a bowl, and stick the bowl under a cold tap. This is still going to take an hour or more, depending on how big the tails are, and it might yield slightly tougher, more rubbery meat, but it'll bail you out if you forgot to thaw them in the fridge overnight. Advertisement
So your lobster tails are thawed, which is to say that they're no longer frozen. You still have to get them all the way to room temperature. That's easy: | http://deadspin.com/how-to-cook-lobster-tails-a-guide-for-people-who-dont-5979160 |
msmarco_v2.1_doc_00_1336792003#9_2371288463 | Title: How To Cook Lobster Tails: A Guide For People Who Don't Have Butlers To Do All The Work
Headings: How To Cook Lobster Tails: A Guide For People Who Don't Have Butlers To Do All The Work
How To Cook Lobster Tails: A Guide For People Who Don't Have Butlers To Do All The Work
The Foodspin archives: Chicken thighs | Popeye's biscuits | Salad | Candy corn Oreos | Chili | Red Bull Total Zero | French toast | Sriracha | Halloween candy | Emergency food | Nachos | Meatloaf | Thanksgiving side dishes | MacGyver Thanksgiving | Eating strategies | Leftovers | Mac and cheese | Weird Santa candies | Pot roast | Bean dip | Shrimp linguine | Go-Gurt | Chicken soup
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Content: If this isn't an option, wrap the tails tightly in plastic wrap, put them in a bowl, and stick the bowl under a cold tap. This is still going to take an hour or more, depending on how big the tails are, and it might yield slightly tougher, more rubbery meat, but it'll bail you out if you forgot to thaw them in the fridge overnight. Advertisement
So your lobster tails are thawed, which is to say that they're no longer frozen. You still have to get them all the way to room temperature. That's easy: put them on the countertop for, oh, I dunno, a while, and be patient. You don't want to cook them while they're still cold, and you definitely don't want to try to speed up the process by holding them in the warm fumes wafting from your car's exhaust, even if that seems like a good idea, you very dumb person. Now your lobster tails have made their slow way to room temperature (don't go stabbing them with digital thermometers or anything to be sure—if their meat is soft and not cold to the touch anywhere along their length, they're likely fine); the next step is to extract the gelatinous blobs of semi-translucent horror from their shells. This will be much easier (although still a little bit of an annoying chore) if you had the wisdom to buy the kinds of frozen lobster tails that have already had their shells split lengthwise prior to freezing. | http://deadspin.com/how-to-cook-lobster-tails-a-guide-for-people-who-dont-5979160 |
msmarco_v2.1_doc_00_1337855995#16_2373499782 | Title: Amazon Quietly Killed a Popular Prime Shipping Perk
Headings: Amazon Quietly Killed a Popular Prime Shipping Perk
Amazon Quietly Killed a Popular Prime Shipping Perk
If your package doesn't arrive on time, you might get your shipping fees refunded — or a few bucks in promotional credit.
BY:
JULIE RAMHOLD
No More Free Amazon Prime?
If your Amazon order arrives late, you could receive between $5 and $10 in promotional credit.
How Do You Get a Shipping Refund From Amazon?
How Did the Old Amazon Prime Policy Die?
In 2018, shoppers began receiving Amazon credit for late packages, instead of extended Prime subscriptions.
Always Be Polite
Julie Ramhold
denisetb2
lili2
dustibus
stant
Mikefin70
SkipperTW
jim-1
Psyco420
Old Man 7727
CinciShopper
cgalny
tahu300
Tony Balogna
vannyc
snaimpally
capnsmell
rodririe
moab cat
slappymartin
slappymartin
notcuban
DrManhattan
Boots215
Sammy Squirrel
Evil Tom
joe1512
vannyc
MWFplus3
jb_mn
jonathan_gleich
MidwestUS
Ottoman
AuntBubba
CinciShopper
Content: '
There are allot of other features on prime but if it goes up another $20 next year, I don't think it's worth it. August 30, 2019
stant
Roughly 25% of my Prime "guaranteed delivery by" deliveries show up late or are lost along the way. Amazon's own shipping company, Amazon Logistics, is the worst for reliably getting my deliveries. I no longer go to Amazon by default for things I need quickly, which is what I used to do. I'd rather just go out of my way to drive to a store rather than gamble with Amazon. Every time it happens I ask a customer support person why I'm paying for Prime when they so often miss their guaranteed delivery dates, and they apologize but have never once offered me a credit or anything like that. Often on the Amazon app I can watch the driver on the map, where it says my delivery is up next, and then watch the driver continue on to make every other delivery for the day, until eventually I can track them driving back to the distribution center (while it still says my delivery is next). I've bought so many things online over the years and the last 6 months with Amazon have been the absolute worst. April 28, 2019
Mikefin70
I recently ordered some equipment blades for a job this weekend. They were guaranteed to be delivered by Friday (3 days after I ordered them with Prine 2 day shipping) the blades did not come in and were postponed until the following week. | http://dealnews.com/features/How-to-Get-1-Month-of-Amazon-Prime-for-Free/938946.html |
msmarco_v2.1_doc_00_1337855995#19_2373507123 | Title: Amazon Quietly Killed a Popular Prime Shipping Perk
Headings: Amazon Quietly Killed a Popular Prime Shipping Perk
Amazon Quietly Killed a Popular Prime Shipping Perk
If your package doesn't arrive on time, you might get your shipping fees refunded — or a few bucks in promotional credit.
BY:
JULIE RAMHOLD
No More Free Amazon Prime?
If your Amazon order arrives late, you could receive between $5 and $10 in promotional credit.
How Do You Get a Shipping Refund From Amazon?
How Did the Old Amazon Prime Policy Die?
In 2018, shoppers began receiving Amazon credit for late packages, instead of extended Prime subscriptions.
Always Be Polite
Julie Ramhold
denisetb2
lili2
dustibus
stant
Mikefin70
SkipperTW
jim-1
Psyco420
Old Man 7727
CinciShopper
cgalny
tahu300
Tony Balogna
vannyc
snaimpally
capnsmell
rodririe
moab cat
slappymartin
slappymartin
notcuban
DrManhattan
Boots215
Sammy Squirrel
Evil Tom
joe1512
vannyc
MWFplus3
jb_mn
jonathan_gleich
MidwestUS
Ottoman
AuntBubba
CinciShopper
Content: April 6, 2019
SkipperTW
I am shocked this is still up. amazon seems to squash the bad press pretty quick. I had to leave amazon prime last month due to their inability to deliver packages within even 3 or 4 days (often the packages never showed but were marked as delivered). This all started in my area after Amazon logistics began the local deliveries. I attempted to ask for help changing carriers and got nothing from amazon. A rare $5 credit but it just wasn't worth the increased $119.00. Funny thing is when I shut Prime off last month it came back on in 3 days on a month to month. I've been inquiring about a refund for that (which I didn't authorize) and am still getting the run around. Amazon has lost its awesome I'm sorry to say. March 31, 2019
jim-1
The latest news in Amazon's deteriorating customer service is that they will no longer work with customers through email or chat. | http://dealnews.com/features/How-to-Get-1-Month-of-Amazon-Prime-for-Free/938946.html |
msmarco_v2.1_doc_00_1340924563#2_2377823299 | Title: Can Terrorism Ever Be Justified - DebateWise
Headings: Can Terrorism Ever Be Justified
Can Terrorism Ever Be Justified
All the Yes points:
All the No points:
In extreme cases, in which peaceful and democratic methods have been exhausted, it is legitimate and…
Terrorism works. In many countries terrorists have succeeded in bringing governments to negotiate wi…
Terrorism can raise the profile of a neglected cause. The hi-jackings of the 1970s and 1980s brough…
Ideals like “freedom” and “liberty” are more important than a single human life; they are what gives…
Actions should be judged by their consequences. In bringing hope, popular recognition, and ultimatel…
The definition of terrorism depends very much upon your point of view – the proposition does not nee…
Content: Peaceful and democratic means must always be used. Even when democratic rights are denied, non-violent protest is the only moral action. And in the most extreme cases, in which subject populations are weak and vulnerable to reprisals from the attacked state, it is especially important for groups not to resort to terror. Terrorism merely exacerbates a situation, and creates a cycle of violence and suffering. Terrorism works. In many countries terrorists have succeeded in bringing governments to negotiate wi…
Yes because…
Terrorism works. In many countries terrorists have succeeded in bringing governments to negotiate with them and make concessions to them. Where governments have not been willing to concede to rational argument and peaceful protest, terrorism can compel recognition of a cause. Nelson Mandela moved from terrorist to President. In many other countries we see this trend too – in Israel, Northern Ireland, recently in Sri Lanka, and in the Oslo peace process that led to the creation of the Palestinian Authority. | http://debatewise.org/debates/2779-terrorism-justification-for/ |
msmarco_v2.1_doc_00_1340924563#11_2377842622 | Title: Can Terrorism Ever Be Justified - DebateWise
Headings: Can Terrorism Ever Be Justified
Can Terrorism Ever Be Justified
All the Yes points:
All the No points:
In extreme cases, in which peaceful and democratic methods have been exhausted, it is legitimate and…
Terrorism works. In many countries terrorists have succeeded in bringing governments to negotiate wi…
Terrorism can raise the profile of a neglected cause. The hi-jackings of the 1970s and 1980s brough…
Ideals like “freedom” and “liberty” are more important than a single human life; they are what gives…
Actions should be judged by their consequences. In bringing hope, popular recognition, and ultimatel…
The definition of terrorism depends very much upon your point of view – the proposition does not nee…
Content: Not just the victims are affected, with their families and fellow citizens, but also people in many different countries who are put at risk because terrorists from other countries are inspired by these atrocious acts. The definition of terrorism depends very much upon your point of view – the proposition does not nee…
Yes because…
The definition of terrorism depends very much upon your point of view – the proposition does not need to defend every atrocity against innocent civilians to argue that terrorism is sometimes justified. A broad definition would say terrorism was the use of violence for political ends by any group which breaks the Geneva Conventions (which govern actions between armies in wartime) or ignores generally accepted concepts of human rights. Under such a broad definition, states and their armed forces could be accused of terrorism. So could many resistance groups in wartime or freedom fighters struggling against dictatorships, as well as participants in civil wars – all irregular groups outside the scope of the Geneva Conventions. Effectively, such a definition says that the armies of sovereign states should have a monopoly on violence, and that they can only act in certain ways. Some exceptions to this are surely easy to justify – e.g. the actions of the French resistance to German occupation in World War II, or of American patriots against the British in the 1770s. A narrower definition would say that terrorism was the use of violence against innocent civilians to achieve a political end. Such a definition would allow freedom fighters and resistance groups with a legitimate grievance to use force against dictatorship and occupation, providing they only targeted the troops and other agents of oppression. Yet even this tight definition has grey areas – what if the soldiers being targeted are reluctant conscripts? | http://debatewise.org/debates/2779-terrorism-justification-for/ |
msmarco_v2.1_doc_00_1341147067#4_2378181720 | Title: Overview of Human Geography: Gender and Sexuality
Headings: Gender and Sexuality
Gender and Sexuality
Content: But in fact gender roles are extremely variable between societies. For example, in contemporary US culture, giving great attention to one's appearance is considered a female trait. A truly feminine woman is considered to be one who uses makeup and carefully selects the most attractive clothes, and men who do this may be denigrated as effeminate or "metrosexual." However, in many other cultures, attention to appearance, makeup, and clothes are male practices ( Graeber 2001 ). There remains much debate about where to draw the line between what aspects of people's gender are the result of biology (physical sex) and which aspects are cultural (gender expression), but in general research has tended to expand the realm of culture. For example, it is widely believed that girls are not as good at math as boys, and that this difference is rooted in some biological difference between male and female brains. But in fact studies have shown that if girls are given the same amount of attention as boys, and are exposed to positive messages about their abilities rather than stereotypes that tell them they are bound to do poorly, girls' math achievement is equal to boys' ( Else-Quest et al. 2010 ). Mainstream US culture recognizes only two genders, male and female. However, many other cultures have additional gender categories, collectively referred to as third genders. | http://debitage.net/humangeography/gender.html |
msmarco_v2.1_doc_00_1341147067#5_2378183384 | Title: Overview of Human Geography: Gender and Sexuality
Headings: Gender and Sexuality
Gender and Sexuality
Content: For example, it is widely believed that girls are not as good at math as boys, and that this difference is rooted in some biological difference between male and female brains. But in fact studies have shown that if girls are given the same amount of attention as boys, and are exposed to positive messages about their abilities rather than stereotypes that tell them they are bound to do poorly, girls' math achievement is equal to boys' ( Else-Quest et al. 2010 ). Mainstream US culture recognizes only two genders, male and female. However, many other cultures have additional gender categories, collectively referred to as third genders. The specific social role of third gender people varies greatly from society to society. For example, bissu is one of the five genders recognized by the Bugis people of Indonesia. Bissu have their own distinctive type of clothing and act as religious specialists with roles in ritual that cannot be perfomed by men or women ( Peletz 2006 ). In the US, terms such as "genderqueer," "genderfluid," "androgyne," and "boi" are coming into use to describe third genders, though the definitions of these terms are not standardized. Gender identity is a person's internal sense of themselves as a man or woman or another gender. | http://debitage.net/humangeography/gender.html |
msmarco_v2.1_doc_00_1345199854#11_2386586701 | Title: Forensic Evidence - Criminal Defense Wiki
Headings: Forensic Evidence
Forensic Evidence
Contents
Background
Basic Principles of Forensics
Law of Exchange
Transfer/ Trace Evidence
Primary (Original) Transfer
Secondary Transfer
Examples of Primary vs. Secondary Transfers
Chain of Evidence/ Custody
Contamination
Investigation and Evaluation Procedures
Scene of Crime
The Collection of Evidence
The Autopsy
Specific Physical Evidence to Consider in Homicide Cases
Bruising
Cuts
Internal Wounds
Establishing Identity
Testing Physical Evidence
Homicide Tools
Blunt and Sharp Edged Objects
Weapons of Strangulation
Cars as Weapons
Challenging the Prosecution’s Case
Evaluating the Presence or Absence of Physical and Forensic Evidence
Source v. Identity
The Absence of Evidence
Missing evidence due to failures to properly collect relevant evidence or do necessary testing
Lack of expected evidence, given the circumstances alleged by the prosecution and witness testimony
The Critical Importance of Discovering and Utilizing Material Evidence in Defense of a Criminal Case
Conclusion
Content: In beating a woman, a criminal has her blood on his hands from the assault (primary). After the assault, our client approaches the victim in an attempt to help her; he touches her body and as a result has the victim’s blood on his hands (secondary). Chain of Evidence/ Custody
Chain of custody refers to the sequence of events of a piece of evidence as it goes from the place where it is initially found (scene of the crime) up until the time it appears in court. Think of this as an actual chain, with pieces that are connected. Every part of the chain should be documented - from discovery at the crime scene, through evidence gathering, storage, lab analysis, return to storage, transfer to court, etc. The purpose of such documentation is to ensure that the evidence offered by the prosecution is the same thing the investigators seized, and that it has been in possession of, or secured by, a responsible person at all times. By thus evaluating the chain of custody, one can make certain of its integrity. Every link should be documented by date, time, person handling the evidence, what was done with the evidence by that individual, what tests were performed and where. In many cases there will be gaps in the chain of custody; | http://defensewiki.ibj.org/index.php/Forensic_Evidence |
msmarco_v2.1_doc_00_1345199854#12_2386589254 | Title: Forensic Evidence - Criminal Defense Wiki
Headings: Forensic Evidence
Forensic Evidence
Contents
Background
Basic Principles of Forensics
Law of Exchange
Transfer/ Trace Evidence
Primary (Original) Transfer
Secondary Transfer
Examples of Primary vs. Secondary Transfers
Chain of Evidence/ Custody
Contamination
Investigation and Evaluation Procedures
Scene of Crime
The Collection of Evidence
The Autopsy
Specific Physical Evidence to Consider in Homicide Cases
Bruising
Cuts
Internal Wounds
Establishing Identity
Testing Physical Evidence
Homicide Tools
Blunt and Sharp Edged Objects
Weapons of Strangulation
Cars as Weapons
Challenging the Prosecution’s Case
Evaluating the Presence or Absence of Physical and Forensic Evidence
Source v. Identity
The Absence of Evidence
Missing evidence due to failures to properly collect relevant evidence or do necessary testing
Lack of expected evidence, given the circumstances alleged by the prosecution and witness testimony
The Critical Importance of Discovering and Utilizing Material Evidence in Defense of a Criminal Case
Conclusion
Content: Every part of the chain should be documented - from discovery at the crime scene, through evidence gathering, storage, lab analysis, return to storage, transfer to court, etc. The purpose of such documentation is to ensure that the evidence offered by the prosecution is the same thing the investigators seized, and that it has been in possession of, or secured by, a responsible person at all times. By thus evaluating the chain of custody, one can make certain of its integrity. Every link should be documented by date, time, person handling the evidence, what was done with the evidence by that individual, what tests were performed and where. In many cases there will be gaps in the chain of custody; if the evidence cannot be accounted for and documented in any one step of its journey from crime scene to court room you should argue the evidence has been contaminated and should not be relied on by the court. In so arguing, defense counsel should cite the Criminal Procedure Law which states that evidence must be reliable and sufficient (art. 162 (1)) as well as relevant regulations that require chain of custody procedures to be followed in the collection and maintenance of evidence (see e.g., art. 1 of the Regulation of Forensic Science DNA Laboratory GA/T383-2002, “The object that will be tested [by the DNA laboratory] should be packaged separately, and there must be clear indication on the package of name, origin, amount, the date of collection, and the name of the people who collected it”)
Contamination
Contamination occurs whenever an outside force has an effect on a crime scene or the evidence found within it. When physical evid | http://defensewiki.ibj.org/index.php/Forensic_Evidence |
msmarco_v2.1_doc_00_1346482457#1_2388747013 | Title: Best Interest of the Child Law and Legal Definition | USLegal, Inc.
Headings: Best Interest of the Child Law and Legal Definition
Best Interest of the Child Law and Legal Definition
Legal Definition list
Content: the love, affection, and other emotional ties existing between the parents and the child; the capacity and disposition of the parents to provide the child with food, clothing, medical care, and other remedial care recognized and permitted under the laws of this state in lieu of medical care, and other material needs; the length of time the child has lived in a stable, satisfactory environment and the desirability of maintaining continuity; the permanence, as a family unit, of the existing or proposed custodial home; the moral fitness of the parents; the mental and physical health of the parents; the home, school, and community record of the child,
the reasonable preference of the child, if the court deems the child to be of sufficient intelligence, understanding, and experience to express a preference; the willingness and ability of each parent to facilitate and encourage a close and continuing parent-child relationship between the child and the other parent; any other fact considered by the court to be relevant." Legal Definition list
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"You have an excellent service and I will be sure to pass the word." | http://definitions.uslegal.com/b/best-interest-of-the-child/ |
msmarco_v2.1_doc_00_1359426745#0_2410231249 | Title: Great Depression in Washington State
Headings: Tour the project
Tour the project
A Concise History of the Decade
Poverty
Strikes and Unions
Radicalism
Civil Rights
Politics
Culture and the Arts
University of Washington
Theatre Arts
Visual Arts
Everyday Life
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Content: Great Depression in Washington State
VIDEO INTRODUCTION Four-minute film introduces themes and resources of the Great Depression in Washington State Project
The Great Depression first shattered and then rebuilt the economy of Washington State, leaving it with roads, bridges, dams, and a new electric grid that set the stage for rapid industrial growth. It rearranged the state's politics, ending decades of Republican rule, setting up a powerful labor movement, a new Democratic Party, and a new set of political priorities. It ended prohibition and launched new cultural institutions. It saw the creation of parks and trails and the realization of a long struggle to create the Olympic National Park. By the end of the 1930s, Washington was a different place, its future beginning to come clear even before World War II turned the state into an aerospace center and industrial powerhouse. The Great Depression in Washington State Project is a multimedia website that explores this important decade. Here you will find detailed accounts of issues, incidents, institutions, and people, along with hundreds of photographs, documents, and news articles from the period. This site is part of the Civil Rights and Labor History Consortium based at the University of Washington. Tour the project
A Concise History of the Decade
Start with a short historical narrative of the Great Depression in Washington State in ten brief illustrated chapters. Poverty
Economics and Poverty The crash of 1929 led to business failures, Hoovervilles, and the organizations of the unemployed. | http://depts.washington.edu/depress/ |
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