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Triglycerides

Triglycerides are fats and oils
Fatty acid and glycerol molecules are the components that make up triglycerides
Fats and oils have a number of important functions in organisms: energy storage, insulation, buoyancy, and protection

 
 






 
Energy storage

The long hydrocarbon chains in triglycerides contain many carbon-hydrogen bonds with little oxygen (triglycerides are highly reduced)

So when triglycerides are oxidised during cellular respiration this causes these bonds to break releasing energy used to produce ATP

 

Triglycerides, therefore, store more energy per gram than carbohydrates and proteins (37kJ compared to 17kJ)
As triglycerides are hydrophobic they do not cause osmotic water uptake in cells so more can be stored

Plants store triglycerides, in the form of oils, in their seeds and fruits. If extracted from seeds and fruits these are generally liquid at room temperature due to the presence of double bonds which add kinks to the fatty acid chains altering their properties
Mammals store triglycerides as oil droplets in adipose tissue to help them survive when food is scarce (e.g. hibernating bears)

 

The oxidation of the carbon-hydrogen bonds releases large numbers of water molecules (metabolic water) during cellular respiration

Desert animals retain this water if there is no liquid water to drink
Bird and reptile embryos in their shells also use this water

Compressive and tensile strengths

Results of compressive strength, relative compressive strength, and splitting tensile strength are presented in Fig. 2, Fig. 3, Fig. 4 , respectively. The tests were performed on three samples for each mixture design. Regarding the results, the compressive strength of specimens containing Trass is 35% lower than that of the plain concrete at early ages which could be due to the low pozzolanic activity. At early ages, low pozzolanic activity reduces the participation of cement materials in hydration. However, gradually, at the late age of 90 days, the compressive strength of T-32 is relatively improved and is 14% lower than that of R-32. This indicates the fact that Trass has compensated its lag in production of C–S–H gel. According to Fig. 3, until the age of 7 days, the percentage of compressive strength improvement for the specimens which contain natural pozzolan is 17% lower than that of the plain concrete; however, the percentage is relatively stable from 28 days to 90 days. Moreover, due to the fact that tensile strength has a direct relationship with compressive strength, the same trend can be seen from the results. Tensile strength values signify that, the tensile strength of T-32 is 12% lower than that of R-32. The 0.06% air-entraining agent is an important factor in the decrease of compressive and tensile strengths. According to the results, the compressive and tensile strengths for T-A-32 is 7% and 5% lower than that of T-32 at the age of 90 days, which is probably related to a higher void content due to the air-entraining agent. Furthermore, T-A-32 compared with R-A-32 has 11% and 10% higher compressive and tensile strengths, respectively, at the late age of 90 days; this could be due to the

CNN is a multi-layered neural network with a unique architecture designed to extract increasingly complex features of the data at each layer to determine the output. CNN's are well suited for perceptual tasks.

CNN is mostly used when there is an unstructured data set (e.g., images) and the practitioners need to extract information from it
For instance, if the task is to predict an image caption:

The CNN receives an image of let's say a cat, this image, in computer term, is a collection of the pixel. Generally, one layer for the greyscale picture and three layers for a color picture.
During the feature learning (i.e., hidden layers), the network will identify unique features, for instance, the tail of the cat, the ear, etc.
When the network thoroughly learned how to recognize a picture, it can provide a probability for each image it knows. The label with the highest probability will become the prediction of the network.

Primer text from the College of William & Mary.https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf
Many students with ADHD have significant difficulties with organization. They are more likely to respond positively when teachers establish class routines and set procedures and maintain a well-organized learning environment. 
Clear rules and advanced planning are keys to success for teachers of students with ADHD.The following organizational supports are particularly useful. Students should be taught to use these tools through teacher modeling and guided practice with feedback before being expected to use them more independently.Assignment Notebook: Provide the student with an assignment notebook to help organize homework and seatwork. Color-Coded Folders: Provide the student with color-coded fold

 Teaching Commons: “an emergent conceptual space for exchange and community among faculty, students, and all others committed to learning as an essential activity of life in contemporary democratic society” (Huber and Hutchings, 2005, p.1) What Is the #iteachmsu Commons?    You teach MSU. We, the Academic Advancement Network, The Graduate School, and The Hub for Innovation in Learning and Technology, believe that a wide educator community (faculty, TAs, ULAs, instructional designers, academic advisors, et al.) makes learning happen across MSU. But, on such a large campus, it can be difficult to fully recognize and leverage this community’s teaching and learning innovations. To address this challenge, the #iteachmsu Commons provides an educator-driven space for sharing teaching resources, connecting across educator networks, and growing teaching practice. #iteachmsu Commons content may be discipline-specific or transdisciplinary, but will always be anchored in teaching competency areas. You will find blog posts, curated playlists, educator learning module pathways, and a campus-wide teaching and learning events calendar. We cultivate this commons across spaces. And through your engagement, we will continue to nurture a culture of teaching and learning across MSU and beyond. How Do I Contribute to the #iteachmsu Commons? Content is organized by posts, playlists and pathways.

Posts: Posts are shorter or longer-form blog postings about teaching practice(s), questions for the educator community, and/or upcoming teaching and learning events. With an MSU email address and free account signup, educators can immediately contribute blog posts and connected media (e.g. handouts, slide decks, class activity prompts, promotional materials). All educators at MSU are welcome to use and contribute to #iteachmsu. And there are no traditional editorial calendars. Suggested models of posts can be found here.
Playlists: Playlists are groupings of posts curated by individual educators and the #iteachmsu community. Playlists allow individual educators to tailor their development and community experiences based on teaching competency area, interest, and/or discipline.
Pathways: Pathways are groupings of educator learning modules curated by academic and support units for badges and other credentialing.

There are two ways to add your contribution to the space:

Contribute existing local resources for posts and pathways: Your unit, college, and/or department might already have educator development resources that could be of use to the wider MSU teaching and learning community. These could be existing blog posts on teaching practice, teaching webinars, and/or open educational resources (e.g classroom assessments, activities). This content will make up part of the posts, playlists, and pathways on this site. Educators can then curate these posts into playlists based on their individual interests. Please make sure to have permission to share this content on a central MSU web space.
Contribute new content for posts: A strength of the #iteachmsu Commons is that it immediately allows educators to share teaching resources, questions and events through posts to the entire community. Posts can take a variety of forms and are organized by teaching competency area categories, content tags, date, and popularity. Posts can be submitted by both individual educators and central units for immediate posting but must adhere to #iteachmsu Commons community guidelines. Posts could be:




About your teaching practice(s): You discuss and/or reflect on the practices you’re using in your teaching. In addition to talking about your ideas, successes, and challenges, we hope you also provide the teaching materials you used (sharing the assignment, slidedeck, rubric, etc.)
Responses to teaching ideas across the web or social media: You share your thoughts about teaching ideas they engage with from other media across the web (e.g. blog posts, social media posts, etc.).
Cross-posts from other teaching-related blogs that might be useful for the #iteachmsu community: You cross-post content from other teaching-related blogs they feel might be useful to the #iteachmsu community.
About teaching-related events: You share upcoming teaching related events as well as their thoughts about ideas they engage with events at MSU and beyond (e.g. workshops, conferences, etc.). If these events help you think in new ways about your practice, share them with the #iteachmsu community.
Questions for our community: You pose questions via posts to the larger community to get ideas for their practice and connect with others considering similar questions.



What Are the #iteachmsu Commons Policies?Part of the mission of the #iteachmsu Commons is to provide space for sharing, reflecting, and learning for all educators on our campus wherever they are in their teaching development. The commons is designed to encourage these types of interactions and reflect policies outlined by the MSU Faculty Senate.  We maintain the right to remove any post that violates guidelines as outlined here and by MSU. To maintain a useful and safer commons, we ask that you:

Follow the MSU Guidelines for Social Media.
Engage across the #iteachmsu commons in a civil and respectful manner. Content may be moderated in accordance with the MSU Guidelines for Social Media.
Do not share private or confidential information via shared content on the #iteachmsu Commons.

Content posted on the #iteachmsu Commons is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International license. Learn more about this licensing here. Posted comments, images, etc. on the #iteachmsu Commons do not necessarily represent the views of Michigan State University or the #iteachmsu Commons Team. Links to external, non-#iteachmsu Commons content do not constitute official endorsement by, or necessarily represent the views of, the #iteachmsu Commons or Michigan State University. What if I Have #iteachmsu Commons Questions and/or Feedback?If you have any concerns about #iteachmsu Commons content, please email us at iteach@msu.edu. We welcome all feedback and thank you for your help in promoting a safer, vibrant and respectful community.  

Higher education is third level education after you leave school. It takes places at universities and Further Education colleges and normally includes undergraduate and postgraduate study. Higher education gives you the chance to study a subject you are interested in and can boost your career prospects and earning potential.
Higher education qualifications
The Framework for Higher Education Qualifications (FHEQ) contains descriptions of all the main higher education qualifications.  Higher education qualifications mainly relate to levels 4 - 8 of the FHEQ. 
Choosing higher education
Your choice of career might be a key reason in deciding whether to go into higher education and what course to take. Some careers, including medicine, dentistry, chartered engineering and architecture require you to have a degree.
Other professions, like law or speech therapy, require you to have an additional postgraduate qualification on top of your degree before you can practice.
You may just want to study in a subject that really interests you or to broaden your knowledge in a certain area. However, studying a higher education qualification can also help you to develop skills and qualities that employers value, such as problem-solving and communication skills. It can be helpful to have a career path in mind before choosing a course to study.
Life and work experience
You  may not need to have academic qualifications to go into higher education. Some universities are prepared to accept life and work experience as an alternative to formal qualifications.
Work experience may also be taken into account if you apply to do an Access course, a Foundation course or Foundation year.

Exercise Regularly and Be Physically Active At this time, at-home workouts may be a good idea. But you can also walk your dog or run outside. Be sure you know what’s going on in your area and if there are any restrictions or mandatory self-quarantines. For more information on how to stay physically active while at home, please check the ACSM website: www.acsm.org/ read-research/newsroom/news-releases/news-detail/2020/03/16/staying-physically-active-during-covid-19- pandemic. 6. Reduce Sitting and Screen Time Exercise can’t immunize you from your sedentary time. Even people who exercise regularly could be at increased risk for diabetes and heart disease and stroke if they spend lots of time sitting behind computers. Practically speaking, you could consider taking breaks from sedentary time, such as walking around the office/room a couple of times in a day. 7. Get Enough Good Sleep There is a very strong connection between sleep quality and quantity and your immune system. You can keep your immune system functioning properly by getting seven to eight hours of sleep each night. For more information, please check the CDC website: www.cdc.gov/sleep/index.html. 8. Go Easy on Alcohol and Stay Sober Drinking alcohol does not protect you from the coronavirus infection. Don’t forget that those alcohol calories can add up quickly. Alcohol should always be consumed in moderation. Please see the recommendations by the AHA: www.heart.org/en/healthy-living/healthy-eating/eat-smart/nutrition-basics/alcohol-and-heart-health. 9. Find Ways to Manage Your Emotions It is common for people to have feelings of fear, anxiety, sadness, and uncertainty during a pandemic. To minimize stress-related weight gain, you use this information about stress and coping provided by the CDC: www.cdc.gov/ coronavirus/2019-ncov/prepare/managing-stress-anxiety.html. 10. Use an App to Keep Track of Your Movement, Sleep, and Heart RateYT Video URL:YT embedded video URL: 

Dual crop farming or multiple cropping can be either mixed cropping or intercropping.

Mixed cropping refers to raising two or more types of crops in the same area at the same time. This increases the probability that at least one type of crop will survive even if the entire area experiences adverse conditions such as drought.
Intercropping is similar, but with the addition of planting seeds in a specific pattern or sequence in the field. This allows farmers to maximize yield or productivity and the space available.

Dual crop farming is very popular among farmers because it optimizes the use of equipment, soil, water, and farming supplies; it also maximizes the production of a small farm all year round.
Farmers like that it reduces the risk of total loss from calamities, drought, pests, and diseases. Some good examples of multiple cropping are growing strawberries and watermelons in Florida or wheat and soybeans in addition to corn and canola in the Carolinas.