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Hey students, utilize this page to explore your interests in science, health, and well-being. You can also find links to science audio books, voice recorders, and speech to text :)

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Hey students, utilize this page to explore your interests in science, health, and well-being. You can also find links to science audio books, voice recorders, and speech to text :)

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Purple resources can be useful for ELL, SpEd, Auditory, Kinesthetic learners

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Journal of Occupational and Environmental Medicine 

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Journal of Occupational and Environmental Medicine 

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Occupational and Environmental Medicine (OEM)

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Occupational and Environmental Medicine (OEM)

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OEM publishes research and comment on workplace chemical, physical, ergonomic, biological and psychosocial hazards, and health effects of environmental contaminants.

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Journal of Epidemiology and Community Health

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Journal of Epidemiology and Community Health

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Journal of Epidemiology and Community Health (JECH)

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Journal of Epidemiology and Community Health (JECH)

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A global journal focusing on socioeconomic determinants of health and population-level interventions. Epidemiology, public health research, reviews & analysis.

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Journal of Sexually Transmitted Infections

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Journal of Sexually Transmitted Infections

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Sexually Transmitted Infections releases regular podcasts which aims to keep practitioners, trainees and researchers up to date in the prevention, diagnosis and treatment of all STIs and HIV.

They are free to access and available on all major podcast platforms including Apple Podcasts, Google Podcasts, Stitcher and Spotify.

Listen now on Soundcloud

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Sexually Transmitted Infections releases regular podcasts which aims to keep practitioners, trainees and researchers up to date in the prevention, diagnosis and treatment of all STIs and HIV. They are free to access and available on all major podcast platforms including Apple Podcasts, Google Podcasts, Stitcher and Spotify.

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Center for Disease Control and Prevention

# data[].attributes.subject
Center for Disease Control and Prevention

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Centers for Disease Control and Prevention

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CDC is the nation's leading science-based, data-driven, service organization that protects the public's health. For more than 70 years, we've put science into action to help children stay healthy so they can grow and learn; to help families, businesses, and communities fight disease and stay strong; and to protect the public's health.

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The United Nations agency working to promote health, keep the world safe and serve the vulnerable.

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Food Database

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Learn more about food nutrition with CalorieKing's comprehensive nutritional database. Work out how many calories, fat and carbohydrates are in your diet.

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CNA Course at Sanger Adult School. As a CNA you will provide basic care to patients, as well as assist them in daily activities they might have trouble with on their own, such as bathing. Because of the personal nature of the job, CNAs must be compassionate and enjoy helping others. In a nursing or long term care facility, a CNA is often the patient's main caregiver.

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As a CNA you will provide basic care to patients, as well as assist them in daily activities they might have trouble with on their own, such as bathing. Because of the personal nature of the job, CNAs must be compassionate and enjoy helping others. In a nursing or long term care facility, a CNA is often the patient's main caregiver.

Requirements:

Call for registration information and attend an orientation.

Read, write and speak English.

Pass the entrance exam with a 70% or better, given at orientation.

By first day of class:

1. Show proof of a negative TB test

2. Show proof of physical exam

3. Proof of Fingerprint clearance

$550.00 due at registration.

State Certification: Students will be responsible for $110.00 Red Cross exam fee.

Must provide a valid CA Photo ID and Original Security Card at Orientation.

# data[].attributes.attachment_link.description
As a CNA you will provide basic care to patients, as well as assist them in daily activities they might have trouble with on their own, such as bathing. Because of the personal nature of the job, CNAs must be compassionate and enjoy helping others.

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EMT Course at Sanger Adult School VROP. The Emergency Medical Technician (EMT) Course prepares the EMT student to provide pre-hospital assessment and care for patients of all ages with a variety of medical conditions and injuries.

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Prepare yourself to become a "First Responder"

The Emergency Medical Technician (EMT) Course prepares the EMT student to provide pre-hospital assessment and care for patients of all ages with a variety of medical conditions and injuries.

The course will also prepare students for the National Registry EMT Certification Exam (Students are responsible for the cost of the test - $70).

Course Requirements & Expectations: Classroom Time:

230 hours

Emergency Care

Vital Sign

Immobilization

Bandaging

Stabilization and Transportation

The course is very hands-on:
Students are expected to be 100% involved and interactive with the Instructors and other students during the lecture.

Field Experience:
10 Patient Contacts practicum required during Ride Along with Dinuba FD

EMT Polo is included in the cost of the course

# data[].attributes.attachment_link.description
Prepare yourself to become a "First Responder" The Emergency Medical Technician (EMT) Course prepares the EMT student to provide pre-hospital assessment and care for patients of all ages with a variety of medical conditions and injuries. The course will also prepare students for the National Registry EMT Certification Exam (Students are responsible for the cost of the test - $70).

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Workers in these occupations help clients maintain and improve wellbeing.

Overall employment in healthcare occupations is projected to grow 13 percent from 2021 to 2031, much faster than the average for all occupations; this increase is expected to result in about 2 million new jobs over the decade. In addition to new jobs from growth, opportunities arise from the need to replace workers who leave their occupations permanently. About 1.9 million openings each year, on average, are projected to come from growth and replacement needs.

The median annual wage for healthcare practitioners and technical occupations (such as registered nurses, physicians and surgeons, and dental hygienists) was $75,040 in May 2021, which was higher than the median annual wage for all occupations of $45,760; healthcare support occupations (such as home health and personal care aides, occupational therapy assistants, and medical transcriptionists) had a median annual wage of $29,880 in May 2021, which was lower than the median annual wage for all occupations.

BLS employment projections, wage, and other data for related occupations not shown in the following table are available on the Data for Occupations Not Covered in Detail page. Information highlighting physical demands, cognitive and mental requirements, and other qualifications for workers in the healthcare practitioners and technical and healthcare support groups are available in BLS Occupational Requirements Survey (ORS) profiles.

# data[].attributes.attachment_link.description
Workers in these occupations help clients maintain and improve wellbeing. Overall employment in healthcare occupations is projected to grow 13 percent from 2021 to 2031, much faster than the average for all occupations; this increase is expected to result in about 2 million new jobs over the decade.

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American Foundation for Suicide Prevention

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24/7 Crisis Hotline: 988 Suicide & Crisis Lifeline
988lifeline.org
If you or someone you know is struggling or in crisis, help is available. Call or text 988 or chat 988lifeline.org. Veterans, press 1 when calling.
Vets4Warriors
Also visit your:

Primary care provider

Local psychiatric hospital

Local walk-in clinic

Local emergency department

Local urgent care center

# data[].attributes.attachment_link.description
24/7 Crisis Hotline: 988 Suicide & Crisis Lifeline 988lifeline.org If you or someone you know is struggling or in crisis, help is available. Call or text 988 or chat 988lifeline.org. Veterans, press 1 when calling.

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Lee Goldman MD, in Goldman-Cecil Medicine, 2020

Basal Metabolic Rate

The basal metabolic rate (BMR) is the energy expenditure of lying still at rest, awake, in the overnight postabsorptive state. The resting metabolic rate (RMR) is similarly defined but is not necessarily measured before arising from bed. For most sedentary adult Americans, the RMR represents the major portion of energy expended during the day and may range from less than 1200 to more than 3000 kcal/day. Most (~80%) of the variability in BMR can be explained by how much lean and fat tissue an individual has. In addition, BMR is slightly lower in women than men and older than younger adults even after accounting for the amount of lean and fat tissue. There is evidence for heritable or family factors that influence BMR, accounting for as much as 10% of the interindividual differences. There are both obligatory and facultative components to RMR. With an energy-restricted diet, significant reductions in BMR relative to the amount of fat-free mass occur. Reductions in the production of triiodothyronine from thyroxine and the sympathetic nervous system drive are thought to contribute to this phenomenon. Likewise, during brief periods of overfeeding, RMR increases slightly above that which would be expected for the amount of lean tissue present. There are a number of formulas that can be used to estimate BMR. The Harris-Benedict formula (available through numerous online calculators) predicts BMR on the basis of height, weight, age, and sex and is accurate to within 10% in approximately 90% of adults with BMIs of 18.5 to 45 kg/m ².

In contrast to what is typically thought, muscle accounts for only 25% of RMR, but during exercise muscle can account for 80 to 90% of energy expenditure. Adipose tissue is a minor contributor to daily energy expenditure, consuming only approximately 3 kcal/kg of body fat per day.

Brown fat is adipose tissue that expresses large amounts of uncoupling protein-1, a protein that allows a mitochondrial membrane proton leak,resulting in heat release as opposed to chemical work from adenosine triphosphate-"uncoupling" of substrate oxidation from chemical or mechanical work. This thermogenic tissue was thought to be present only in human infants but does exist in small amounts in adults. Because of the high metabolic activity of brown adipose tissue and its potential role in stimulating energy expenditure (i.e., resting energy expenditure and possibly thermogenesis) it is an attractive target for interventions to reduce adiposity. Methods used to detect brown fat largely rely on ¹⁸ F-fluorodeoxyglucose positron emission tomography scanning of humans exposed to cold.

Measurement of BMR is sometimes helpful in the evaluation of patients who insist that they are unable to lose weight while following diets containing less than 1000 kcal/day. Almost without fail, if BMR is measured with a reliable instrument, it is substantially greater than the reported food intake. This underscores the fact that most adults are unreliable in assessing their own food intake.

Glossary

BMR

Basal metabolic rate: The rate of oxygen uptake at rest in the fasting and thermo-neutral state.

MET

Metabolic equivalent is a unit of energy expenditure typically used by those concerned with sports where 1 MET is approximately 1 kcal min −1.

NEAT

Non-exercise activity thermogenesis. This refers to the cost of energy involved in spontaneous activity rather than deliberate exercise.

PAL

Physical activity level: The ratio of the total energy expenditure on a 24 h basis divided by the BMR expressed over the same time period.

PAR

Physical activity ratio: This is the total energy cost when active divided by the measured or predicted BMR.

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URL: https://www.sciencedirect.com/science/article/pii/B9780123750839000908

Shlomo Melmed MB ChB, MACP, in Williams Textbook of Endocrinology, 2020

Basal Metabolic Rate

Thyroid hormones increase energy expenditure and heat production, as manifested by weight loss, increased caloric requirement, and heat intolerance. Because it is impractical to measure heat production directly, the basal metabolic rate (BMR) measures oxygen consumption under specified conditions of fasting, rest, and tranquil surroundings. Under these conditions, the energy equivalent of 1 L of oxygen is 4.83 kcal.

Under basal conditions, approximately 25% of oxygen consumption is due to energy expenditure in visceral organs, including the liver, kidneys, and heart; 10% occurs in the brain, 10% in respiratory activity, and the remainder in skeletal muscle. Because energy expenditure is related to functioning tissue mass, oxygen consumption is related to some index thereof, most often body surface area. Calculated in this way, basal oxygen consumption (resting energy expenditure) is higher in men than in women and declines rapidly from infancy to the third decade and more slowly thereafter. Values in patients, calculated as a percentage of established normal means for sex and age, normally range from −15% to +5%. In severely hypothyroid patients, values may be as low as −40%, and in thyrotoxic patients, these values may reach +25% to +50%. Abnormal, usually elevated, values are seen during recovery in burn patients and in those with systemic disorders, such as febrile illnesses, pheochromocytoma, myeloproliferative disorders, anxiety, and disorders associated with involuntary muscular activity. Resting energy expenditure correlates very well with the free T ₄ and TSH in hypothyroid patients given varying doses of exogenous levothyroxine.

Basal Metabolic Rate

The basal metabolic rate (BMR) has a long history in the evaluation of thyroid function. It measures oxygen consumption under basal conditions of overnight fast and rest from mental and physical exertion. Because standard equipment for the measurement of BMR might not be readily available, the BMR can be estimated from the oxygen consumed over a timed interval by analysis of samples of expired air. The test indirectly measures metabolic energy expenditure or heat production.

Results are expressed as the percentage of deviation from normal after appropriate corrections have been made for age, gender, and body surface area. Low values are suggestive of hypothyroidism, and high values reflect thyrotoxicosis. Normal BMR ranges from negative 15% to positive 5%, most hyperthyroid patients having a BMR of positive 20% or better and hypothyroid patients commonly having a BMR of negative 20% or lower. Different clinical states are known to alter BMR. Fever, pregnancy, pheochromocytoma, adrenergic agonist drugs, cancer, congestive heart failure, acromegaly, polycythemia, and Paget's disease of the bone are known to increase BMR. Obesity, starvation or anorexia, hypogonadism, adrenal insufficiency, Cushing's syndrome, immobilization, and sedative drugs are known to decrease BMR.

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URL: https://www.sciencedirect.com/science/article/pii/B9780323189071000780

Richard J. Martin MBBS, FRACP, in Fanaroff and Martin's Neonatal-Perinatal Medicine, 2020

Basal Metabolic Rate

Thyroid hormone stimulates basal metabolic rate primarily by increasing ATP production for metabolic processes and by maintaining ion gradients (Na/K ⁺ and Ca ²⁺), which consume ATP. Thyroid hormone is a key driver of thermogenesis. It uncouples oxidative phosphorylation in mitochondria and reduces activity of shuttle molecules that transfer reducing equivalents into the mitochondria. Thyroid hormone also increases sensitivity to catecholamine effect, which is required for maintenance of core body temperature.

Clinically, the calorigenic action of thyroid hormone affects circulation by increasing heart rate, stroke volume, and cardiac output. The pulse pressure is widened mainly by a decrease in the diastolic pressure and by some elevation in the systolic pressure. Circulation time is also shortened.

Basal Metabolism Rate and Weight

The is the amount of energy that is expended at rest in a neutral environment after the digestive system has been inactive for about 12 hours. It is the rate of one's metabolism when waking in the morning after "fasting" during sleep.

The BMR is enough energy for the brain and central nervous system, heart, kidneys, liver, lungs, muscles, sex organs, and skin to function properly. People who are overweight or obese do not necessarily have a slow BMR. In fact, their BMR is usually faster to accommodate for extra fat and for their body to work harder to perform normal body functions. Building lean muscle mass can increase BMR, but there is a limit for both men and women as to how much lean muscle mass can be built. Some supplements may increase BMR, but also only to a limit, and they may have serious side effects (see "Diet aids").

Expending extra calories through increased physical activity is the most sensible way to increase metabolism. When a person diets, BMR slows down to conserve energy and protect vital organs. A regimen of reasonable dieting with increased exercise maintains or increases BMR and promotes weight loss and weight maintenance. It all depends on calories and caloric balance.

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URL: https://www.sciencedirect.com/science/article/pii/B9780123918826000108

Basal Metabolic Rate

The basal metabolic rate (BMR) is the rate of energy expenditure of a person at rest; it eliminates the variable effect of physical activity. The BMR accounts for approximately 60% of the daily energy expenditure. Thus it includes energy used for normal body cellular homeostasis, cardiac function, brain and other nerve function, and so on. It is related to body weight by the calculation:

A passive increase in energy expenditure occurs during digestion of food. This is referred to as the thermic effect or, in the older literature, specific dynamic action of food; it accounts for about 10% of the daily energy expenditure.

The total daily energy expenditure is calculated from knowledge of the BMR and a physical activity factor. The physical activity factor is a function of the type of activity for an individual (e.g., 1.3 for sedentary, 1.5 for moderately active, and 1.7 for extremely active). When multiplied by the BMR, an estimate of the daily energy expenditure is obtained.

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URL: https://www.sciencedirect.com/science/article/pii/B9780323074469000192

Energy Expenditure Consists of Basal Metabolism Plus Activity Increment

The basal metabolic rate, BMR, is defined as the metabolic rate during rest but while the person is awake. The person should be in a postabsorptive state, not having eaten within the last 12 hours. The person should also not have strenuously exercised within the previous 12 hours. The air in the room should be comfortable with all sources of excitement removed. The BMR is usually determined by indirect calorimetry by measuring , the rate of oxygen consumption. The resting energy expenditure (REE) differs from the BMR in that the determination of the REE does not require fasting for 12 hours.

Body size, composition, age, and gender have marked effects on the BMR. The overall volume of the body increases approximately according to the cube of the linear dimensions, whereas the surface area increases according to the square. Thus larger people have a smaller surface area to volume ratio. Since body heat must be shed on the surface, this means that larger people must produce less heat per unit body dimension, or they will get too hot too easily. Max Rubner (1854-1932) showed in 1883 that mouse, dog, man, and horse had greatly different BMR when expressed per unit body weight, but they were all very similar when compared per unit surface area. Based on the geometric argument above, Rubner proposed that BMR= KM 2/3, where M is the mass and K is a constant. The exponent of 0.67 in Rubner's equation is the subject of some debate. Max Kleiber reevaluated the effect of body size on metabolism and found an exponent of 3/4 (actually 0.754). Although the absolute differences in these exponents (0.67 vs 0.75) does not seem large, much has been made of a 2/3 or 3/4 power law because it was thought to be one of the few unifying principles of biology that applied equally well to microorganisms as to elephants. It is likely that no single process determines either the preexponential or exponential factor in the allometric formula:

It is likely that herbivores have a different relationship between BMR and M because of their extensive microbial activity and their nearly continuous state of feeding. Inclusion of herbivores in regressions of BMR against M skews the curve.

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URL: https://www.sciencedirect.com/science/article/pii/B9780128008836000823

Basal Metabolic Rate

Basal metabolic rate is the energy expended by an individual at rest (when fasted and at thermoneutral temperature), as a result of normal cell and organ function within the body, and accounts for approximately 60-75% of total daily energy expenditure in individuals with a sedentary occupation. Sustained increases in basal metabolic rate are observed in several conditions associated with serious weight loss including cancer, sepsis, chronic pulmonary disease, burns, and HIV/AIDS, although whether there is an increase in total energy expenditure in these conditions is less clear [23]. To date only a few studies have measured basal metabolic rate directly in AD patients, and findings are inconsistent. One study has reported that basal metabolic rate is higher in AD patients when compared to cognitively normal age-matched controls [16]. However, several other studies have reported conflicting data and have shown no change [24-27] or even a decrease in basal metabolic rate in AD patients [25,28]. However, some of these studies used small sample sizes and heterogeneous patient populations that were at various stages and severity of disease. Furthermore, data from AD patients in some reports were compared to predicted calculations of energy expenditure (e.g., using the Harris-Benedict equation) rather than to age-matched controls [24,28]. It is also possible that many of these patients were not in an active phase of weight loss, because in some studies no change in body weight was observed at the time of testing [24,26,27] (Table 43.1). Thus, body weight may have been stable or between episodes of weight loss at the time of measurement. Weight loss is not observed in all AD patients [2], so it will be important to examine energy expenditure in a homogenous population of AD patients who are at stable weight, are in a dynamic phase of weight loss, or have lost weight previously. While the majority of these studies in AD patients measured basal metabolic rate, it is ultimately total daily energy expenditure that determines energy balance and hence body weight. However, reported daily energy expenditure over a 10-day period, when assessed using the double labeled water method, was lower in a group of AD patients whose body weight was stable, and also in a subgroup of patients who had lost weight within the previous year [25]. When the data in this latter study were normalized for differences in body composition, no differences in daily energy expenditure were observed. Although these data in the latter study do not support the hypothesis that elevated total energy expenditure is responsible for the weight loss observed in AD, it is not clear whether the AD patients who had lost weight were continuing to do so. Thus, further studies are therefore required to assess both total energy expenditure and basal metabolic rate over a long period of time in a group of patients who are in a dynamic phase of weight loss.

Patients

MMSE Score

Sex

Controls

N Number

Previous Loss of Body Weight

Reported Loss of Body Weight at Testing

AD Patients Weighed Less than Controls

Measurement

Notes

↔ In Energy Expenditure

Niskanen et al. [27]

AD

80%&lt;11
20% 11-20

Female

Age-matched

10 AD
10 control

N/D

No

No

REE

Donaldson et al. [26]

AD

17±8

Male/female

Age-matched

25 AD
73 control

Yes
In past year

No

No

REE

Wang et al. [24]

AD

&lt;10

Male/female

REE data-compared to predicted values

40 AD

N/D

No

Yes

REE

Poehlman et al. [25]

AD

16±8

Male/female

Age-matched

30 AD
103 control

No
Yes for n=11 in past year

No

No

REE
TEE

A decrease in REE/TEE observed when based on absolute body weight

↑ In Energy Expenditure

Wolf-Klein et al. [16]

AD

10-19

Male/female

Age-matched

5 AD
7 control

N/D

No

No

REE

↓ In Energy Expenditure

Prentice et al. [28]

Mixture of AD and depressives

N/D

Female

No controls-compared to predicted values

14 patients
5 with probable AD

N/D

Yes 25%

N/A

REE
TEE

Abbreviations: AD, Alzheimer's disease; N/A, not applicable; N/D, not done or not reported; MMSE, Mini-Mental State Examination; REE, resting energy expenditure; TEE, total energy expenditure.

While it remains to be determined if a change in basal metabolic rate in AD patients is responsible for the weight loss observed in these patients, the existence of a hypermetabolic state has been reported recently in mouse models of AD. Indirect evidence for raised energy expenditure in experimental models of AD is based on the observation that energy intake is increased but body weight is lower in mouse models of AD that develop amyloid deposition [18,19]. However, a 2012 study that measured energy expenditure directly showed that metabolic rate is increased in the triple-transgenic mouse model of AD (3xTgAD) that develops progressive amyloid beta (Aβ) plaque pathology and neurofibrillary tangles (NFT) [20]. This increase in metabolism, indicated by greater oxygen consumption and carbon dioxide production, is age-dependent because no difference in metabolic rate is observed in 2-month-old male 3xTgAD mice when compared to controls. At 2 months of age, male 3xTgAD mice weigh significantly more than control mice; however, by 12 months of age, male 3xTgAD mice weigh less and have higher metabolic rates. At all ages, male 3xTgAD mice display increased food intake. This increase in metabolic rate in AD mice is observed before significant AD-related pathology (Aβ plaques and NFT) is detected in the brain [20]. The hypermetabolic state persists with increasing disease severity as an increase in metabolic rate, accompanied by an increase in food intake and a reduction in body weight, is also observed in 18-month-old male 3xTgAD mice (Figure 43.2). These measurements of metabolism in the 3xTgAD mouse were performed continuously over a 4-day period and are therefore representative of total energy expenditure. It is difficult to measure basal metabolic rate in experimental animals and therefore it is not known if the hypermetabolism in the 3xTgAD mouse is due to increases in basal metabolic rate rather than an increase in adaptive thermogenesis or physical activity. A raised metabolic rate has also been measured directly in other mouse models of AD that present with Aβ pathology only (unpublished). These experimental studies therefore suggest that the hypermetabolism observed in the mouse models of AD may be related to abnormal expression of amyloid and not tau. However, it still remains to be determined that the changes in metabolism are due to an effect of AD per se rather than an effect of the human transgenes in these AD mice. Thus, there is experimental evidence to support that an increase in metabolic rate is associated with a reduced body weight in experimental mouse models of AD, but this has not been confirmed conclusively in AD patients.

The mechanisms underlying a potential change in energy expenditure/metabolic rate in AD are currently not known. Several factors could increase basal metabolic rate, such as increased whole-body protein turnover, and as AD patients show changes in urine protein concentration, this could suggest an increase in protein use [29]. Basal metabolic rate can also be raised by changes in thyroid function and increases in basal sympathetic nervous system activity, both of which are seen in AD patients [30,31]. Proton leakage within mitochondrion could also explain increased basal metabolic rate, as mitochondrial damage is observed in AD patients [32]. Furthermore, Aβ can make membrane pores within mitochondria [33] and has been found localized within these organelles [34].

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URL: https://www.sciencedirect.com/science/article/pii/B9780124078246000434

Metabolism

The basal metabolic rate (BMR) is the quantity of calories burned by the whole body per unit time at rest. It increases by some 30% over the course of pregnancy from about 1300 kcal/day to 1700 k/day (Butte et al., 2004). However, the relative and absolute change in BMR depends strongly on the pre-pregnancy body mass index (BMI = body weight/height ²) and weight gain over gestation. This is shown in Fig. 2 (Butte et al., 2004). BMR was found to correlate with body weight, fat free mass, fat mass, cardiac output, maternal plasma insulin-like growth factor-1 concentration and thyroid hormone (T ₃) concentration as well as fetal body mass. As individual organs adapt to their new role in supporting the pregnancy, their oxygen consumption rises. Thus, basal oxygen consumption increases most in the uterus to support the fetus but oxygen utilization rates are also increased in breast, kidney, heart, and respiratory muscles. As expected, total oxygen consumption in pregnancy increases in parallel to BMR and by some 50 mL O ₂/min by term. Much of the energy cost is expended for augmenting ATP production. Extra energy is also required for generating heat, cellular processes, and to support added organ activity in kidney, heart, and breast.

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URL: https://www.sciencedirect.com/science/article/pii/B9780128012383646895

# data[].attributes.attachment_link.description
Lee Goldman MD, in Goldman-Cecil Medicine, 2020 The basal metabolic rate (BMR) is the energy expenditure of lying still at rest, awake, in the overnight postabsorptive state. The resting metabolic rate (RMR) is similarly defined but is not necessarily measured before arising from bed.

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Healthy eating learning opportunities includes nutrition education and other activities integrated into the school day that can give children knowledge and skills to help choose and consume healthy foods and beverages. ¹ Nutrition education is a vital part of a comprehensive health education program and empowers children with knowledge and skills to make healthy food and beverage choices. 2-8

US students receive less than 8 hours of required nutrition education each school year, ⁹ far below the 40 to 50 hours that are needed to affect behavior change. 10,11 Additionally, the percentage of schools providing required instruction on nutrition and dietary behaviors decreased from 84.6% to 74.1% between 2000 and 2014. ⁹

Given the important role that diet plays in preventing chronic diseases and supporting good health, schools would ideally provide students with more hours of nutrition education instruction and engage teachers and parents in nutrition education activities. 5, 12 Research shows that nutrition education can teach students to recognize how healthy diet influences emotional well-being and how emotions may influence eating habits. However, because schools face many demands, school staff can consider ways to add nutrition education into the existing schedule. ¹¹

Nutrition education can be incorporated throughout the school day and in various locations within a school. This provides flexibility allowing schools to use strategies that work with their settings, daily schedule, and resources.

In the Classroom
Nutrition education can take place in the classroom, either through a stand-alone health education class or combined into other subjects including 2,5:

Counting with pictures of fruits and vegetables.

Learning fractions by measuring ingredients for a recipe.

Examining how plants grow.

Learning about cultural food traditions.

Nutrition education should align with the National Health Education Standards and incorporate the characteristics of an effective health education curriculum.

Farm to School
Farm-to-school programs vary in each school or district, but often include one or more of the following strategies:

Purchasing and serving local or regionally produced foods in the school meal programs.

Educating students about agriculture, food, health, and nutrition.

Engaging students in hands-on learning opportunities through gardening, cooking lessons, or farm field trips.

Students who participate in farm-to-school activities have increased knowledge about nutrition and agriculture, are more willing to try new foods, and consume more fruits and vegetables. ¹⁴⁻¹⁷

School Gardens
School garden programs can increase students' nutrition knowledge, willingness to try fruit and vegetables, and positive attitudes about fruits and vegetables. ¹⁸⁻²² School gardens vary in size and purpose. Schools may have window sill gardens, raised beds, greenhouses, or planted fields.

Students can prepare the soil for the garden, plant seeds, harvest the fruits and vegetables, and taste the food from the garden. Produce from school gardens can be incorporated into school meals or taste tests. Classroom teachers can teach lessons in math, science, history, and language arts using the school garden.

In the Cafeteria
Cafeterias are learning labs where students are exposed to new foods through the school meal program, see what balanced meals look like, and may be encouraged to try new foods through verbal prompts from school nutrition staff, ²³ or taste tests. 24-25 Cafeterias may also be decorated with nutrition promotion posters or student artwork promoting healthy eating. ²⁴

Other Opportunities
Schools can add messages about nutrition and healthy eating into the following:

Morning announcements.

School assemblies.

Materials sent home to parents and guardians.²⁴

Staff meetings.

Parent-teacher group meetings.

These strategies can help reinforce messages about good nutrition and help ensure that students see and hear consistent information about healthy eating across the school campus and at home. 2

Shared use agreements can extend healthy eating learning opportunities. As an example, an after-school STEM club could gain access to school gardens as learning labs.

1. Centers for Disease Control and Prevention. School health guidelines to promote healthy eating and physical activity. MMWR Morb Mortal Wkly Rep. 2011;60(RR-5):1-76.

2. Joint Committee on National Health Education Standards. National Health Education Standards: Achieving Excellence. 2nd ed. Atlanta, GA: American Cancer Society; 2007.

3. Centers for Disease Control and Prevention. Health Education Curriculum Analysis Tool, 2012, Atlanta, GA: Centers for Disease Control and Prevention, US Department of Health and Human Services; 2012. Available at http://www.cdc.gov/healthyyouth/hecat/index.htm. Accessed April 9, 2019.

4. Price C, Cohen D, Pribis P, Cerami J. Nutrition education and body mass index in grades K-12: a systematic review. J Sch Health. 2017;87:715-720.

5. Meiklejohn S, Ryan L, Palermo C. A systematic review of the impact of multi-strategy nutrition education programs on health and nutrition of adolescents. J Nutr Educ Behav. 2016;48:631-646.

6. Silveira JA, Taddei JA, Guerra PH, Nobre MR. The effect of participation in school-based nutrition education interventions on body mass index: A meta-analysis of randomized controlled community trials. Prev Med. 2013;56:237-243.

7. County Health Rankings and Roadmaps. School-based Nutrition Education Programs website. http://www.countyhealthrankings.org/take-action-to-improve-health/what-works-for-health/policies/school-based-nutrition-education-programs. Accessed on April 9, 2019.

8. Results from the School Health Policies and Practices Study 2014. Atlanta, GA: Centers for Disease Control and Prevention; 2014.

9. Connell DB, Turner RR, Mason EF. Results of the school health education evaluation: health promotion effectiveness, implementation, and costs. J Sch Health. 1985;55(8):316-321.

10. Institute of Medicine. Nutrition Education in the K-12 Curriculum: The Role of National Standards: Workshop Summary. Washington, DC: The National Academies Press; 2014.

11. Murimi MW, Moyeda-Carabaza AF, Nguyen B, Saha S, Amin R, Njike V. Factors that contribute to effective nutrition education interventions in children: a systematic review. Nutr Rev. 2018;76(8):553-580.

12. Hayes D, Contento IR, Weekly C. Position of the American Dietetic Association, School Nutrition Association, and Society for Nutrition Education: comprehensive school nutrition services. J Acad Nutr Diet. 2018; 118:913-919.

13. Joshi A, Misako Azuma A, Feenstra G. Do farm-to-school programs make a difference? Findings and future research needs. J Hunger Environ Nutr. 2008;3:229-246.

14. Moss A, Smith S, Null D, Long Roth S, Tragoudas U. Farm to school and nutrition education: Positively affecting elementary school-aged children's nutrition knowledge and consumption behavior. Child Obes. 2013;9(1):51-6.

15. Bontrager Yoder AB, Liebhart JL, McCarty DJ, Meinen A, Schoeller D, Vargas C, LaRowe T. Farm to elementary school programming increases access to fruits and vegetables and increases their consumption among those with low intake. J Nutr Educ Behav. 2014;46(5):341-9.

16. The National Farm to School Network. The Benefits of Farm to School website. http://www.farmtoschool.org/Resources/BenefitsFactSheet.pdf. Accessed on June 14, 2019.

17. Berezowitz CK, Bontrager Yoder AB, Schoeller DA. School gardens enhance academic performance and dietary outcomes in children. J Sch Health. 2015;85:508-518.

18. Davis JN, Spaniol MR, Somerset S. Sustenance and sustainability: maximizing the impact of school gardens on health outcomes. Public Health Nutr. 2014;18(13):2358-2367.

19. Langellotto GA, Gupta A. Gardening increases vegetable consumption in school-aged children: A meta-analytical synthesis. Horttechnology. 2012;22(4):430-445.

20. Community Preventative Services Task Force. Nutrition: Gardening Interventions to Increase Fruit and Vegetable Consumption Among Children. Finding and Rationale Statement.. https://www.thecommunityguide.org/sites/default/files/assets/Nutrition-Gardening-Fruit-Vegetable-Consumption-Children-508.pdf. Accessed on May 16, 2019.

21. Savoie-Roskos MR, Wengreen H, Durward C. Increasing Fruit and Vegetable Intake among Children and Youth through Gardening-Based Interventions: A Systematic Review. Journal of the Academy of Nutrition and Dietetics 2017;11(2):240-50.

22. Schwartz M. The influence of a verbal prompt on school lunch fruit consumption: a pilot study. Int J Behav Nutr Phys Act. 2007;4:6.

23. Fulkerson JA, French SA, Story M, Nelson H, Hannan PJ. Promotions to increase lower-fat food choices among students in secondary schools: description and outcomes of TACOS (Trying Alternative Cafeteria Options in Schools). Public Health Nutr. 2003;7(5):665-674.

24. Action for Healthy Kids. Tips for Hosting a Successful Taste Test website. http://www.actionforhealthykids.org/tools-for-schools/find-challenges/classroom-challenges/701-tips-for-hosting-a-successful-taste-test. Accessed on May 19, 2019.

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Healthy Eating Learning Opportunities and Nutrition Education

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Nutrition education teaches students to make healthy food and beverage choices. Learn ways schools can provide these skills throughout the day.

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ELL-English/Spanish Science Glossary

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Unicellular vs Multicellular | Cells | Biology | FuseSchool

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© 2021 American Association for the Advancement of Science. All rights reserved. AAAS is a partner of HINARI, AGORA, OARE, CHORUS, CLOCKSS, CrossRef and COUNTER.

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IXL brings learning to life with over 200 different word study skills. Engaging questions and fun visuals motivate students to master new concepts.

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ELL/ELA

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Duolingo is the world's most popular way to learn a language. It's 100% free, fun and science-based. Practice online on duolingo.com or on the apps!

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For ELL, SpEd, Auditory learners - Free Science Audio Books

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The LearnOutLoud.com Free Science Audiobooks Downloads section features the Best Free Science Audiobooks available to download online on MP3 audio.

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Interactive STEM Simulations & Virtual Labs | Gizmos

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Unlock STEM potential with our 550+ virtual labs and interactive math and science simulations. Discover engaging activities and STEM lessons with Gizmos!

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Site Map

Biochemistry basic chemistry, metabolism, enzymes, energy, & catalysis, large molecules, photosynthesis, pH & pKa, clinical correlates of pH, vitamins B12 and Folate, and regulation of carbohydrate metabolism.(en español - no português)

Chemicals & Human Health basic toxicology, lung toxicology, environmental tobacco smoke & lung development, kidneys & metals

Developmental Biology developmental mechanisms

Human Biology DNA forensics, karyotyping, genetics, blood types, reproduction, sexually transmitted diseases (en español)

Immunology, HIV, the ELISA assay, Western blotting analysis and case studies designed for advanced students.

Mendelian Genetics monohybrid cross, dihybrid cross, sex-linked inheritance (en español - in italiano)

Molecular Biology nucleic acids, genetics of prokaryotes, genetics of eukaryotes, recombinant DNA. (en español -in italiano)

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Site Map Biochemistry basic chemistry, metabolism, enzymes, energy, & catalysis, large molecules, photosynthesis, pH & pKa, clinical correlates of pH, vitamins B12 and Folate, and regulation of carbohydrate metabolism.(en español - no português ) Chemicals & Human Health basic toxicology, lung toxicology, environmental tobacco smoke & lung development, kidneys & metals Developmental Biology developmental mechanisms Human Biology DNA forensics, karyotyping, genetics, blood types, reproduction, sexually transmitted diseases (en español ) Immunology , HIV, the ELISA assay, Western blotting analysis and case studies designed for advanced students.

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Organization of multicellular organisms | High school biology | Khan Academy

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Check out this cool animation of covid19

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Coronavirus outbreak (covid 19) explained through 3D Medical Animation

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Information | DirtLand | Animal Pavilion | Snack Bar
Space Adventure | WaterWorld

Welcome to the Microbe Zoo!

To discover the many worlds of hidden microbes,
touch an environment in the map above! Go to the Outline of the Microbe Zoo
shows textual outline of sections and specimens zoo Information Booth to find out how to use this zoo.

The Microbe Zoo is available on CD-ROM.

The major attractions of this Microbe Zoo include:

DirtLand
Microbes inhabit almost every niche you can think of, from 20 miles beneath the Earth's surface to 20 miles overhead. They live at temperatures less than -20 degrees Celsius to temperatures hotter than the boiling point. Microbes thrive on a huge range of foods including oil and toxic wastes.

Animal Pavilion
Most animals interact with microbes in important ways, and all animals, as well as all plants and fungi, depend on microbes for their survival.

Snack Bar
Without microbes, eating would be a boring pastime. Many foods, including cheese, chocolate, tea, bread, root beer, and many others are processed by microbes. Explore this environment to find out what microbes you have been eating!

Space Adventure
The Space Adventure pavilion has three main themes: speculation about extraterrestrial life and the forms that it might take, attempts to use microbes in creating closed-cycle ecosystems to support future space stations and lunar bases, and microbes in the atmosphere. Microbes relevant to these three themes will be featured in the Space Adventure pavilion.

Water World
Most of Earth's biomass lives in the oceans, and most of this biomass is microbes. Microbes are found in abundance in many aquatic environments, such as streams, puddles, ponds, lakes, rivers, swamps, oceans and seas.

The Microbe Zoo is part of the DLC-ME project which was developed by the Comm Tech Lab and the Center for Microbial Ecology at Michigan State University.

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The Microbe Zoo is an educational resource about ecology and microbiology. The Microbe Zoo includes information about microbes and the habitats they dwell in as well as dozens of images of microbes. Visit the Microbe Zoo and sample microbial foods at the Snack Bar, learn about microbes and composting, and check out the speculation about microbes on Mars !

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ELL, SpEd - Speech to Text

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Automated voice to text with summary keywords, highlights, and full audio transcripts. 600 mins free every month.

© 2021 Otter.ai All rights reserved

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Automated voice to text with summary keywords, highlights, and full audio transcripts. 600 mins free every month. © 2021 Otter.ai All rights reserved Convert hours of audio and video to text in minutes, not days. Generates a time-stamped transcript for a fraction of the cost of traditional services.

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International Center for Wellbeing

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Since 1994, CELLS alive! has provided students with a learning resource for cell biology, microbiology, immunology, and microscopy through the use of mobile-friendly interactive animations, video, puzzles, quizzes and study aids.

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Biology Teaching Resources

Support Biology Corner

All student resources are available for free.

To support this site, purchase answer keys at TpT or DONATE via PayPal

I have taught biology for 30+ years and have uploaded and shared resources throughout my career. You are free to use and edit any of the documents. Tests and answer keys can be purchased from TpT.

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The Biology Corner - Resources for Teachers

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Resources for biology students that include worksheets, labs, and student activities. Find everything you need for your biology lessons here!!

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This collection of lessons and web resources is aimed at classroom teachers, their students, and students' families.

Biology Research Overview
Resource: All Audiences
https://www.nsf.gov/news/overviews/biology/index.jsp
A bat, a mushroom, a long blade of prairie grass. They're easy to identify as "life." what about a cold virus? Mold growing on a slice of bread? Or seeds encased in hard protective "shells" that can lie dormant for centuries? What, in essence, is this thing we call life? This Web page on the National Science Foundations's Web site gives us answers to many biological questions. Beautiful images can ignite the interest of all ages.
Videos Naked & Amazing: Mole rats in the city How research on bacterial immune systems led to CRISPR Profiles of Scientists and Engineers: Biochemist Tomato: Decoded -- Science Behind the News Material mimics real bone to repair injuries faster--Biotech's Future See more videos related to Biology in the NSF Multimedia Gallery

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This collection of lessons and web resources is aimed at classroom teachers, their students, and students' families. Biology Research Overview Resource: All Audiences https://www.nsf.gov/news/overviews/biology/index.jsp A bat, a mushroom, a long blade of prairie grass. They're easy to identify as "life." what about a cold virus? Mold growing on a slice of bread?

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ELL, SpEd, Kinesthetic - Word Games :O)

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Science Games

Children are inherently curious about science. As they get older, children tend to gravitate towards all things that encompass the unknown. In school, science classes begin teaching children different science vocabulary terms. One way to learn all these new terms is through studying. However, constant studying through lists and books can be boring. Another way to learn science vocabulary is through great online games. The games here will not only keep the attention of your curious student, but will also keep them learning! Many teachers have even started using online games to assist in their classroom teachings. Online science games can be a great tool for the classroom while teaching science lessons.

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Children are inherently curious about science. As they get older, children tend to gravitate towards all things that encompass the unknown. In school, science classes begin teaching children different science vocabulary terms. One way to learn all these new terms is through studying. However, constant studying through lists and books can be boring.

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Biology Lessons

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ELL - Biology Dictionary

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Multicellular Definition

A tissue, organ or organism that is made up of many cells is said to be multicellular. Animals, plants, and fungi are multicellular organisms and often, there is specialization of different cells for various functions. In contrast, unicellular, or single-celled organisms are much smaller in size and less complex as they are composed of just one cell that senses its environment, gathers nutrients and reproduces asexually.

Examples of Multicellular Organisms

Organs and Tissues

Multicellular organisms delegate biological responsibilities such as barrier function, circulation, digestion, respiration and sexual reproduction to specific organ systems such as the skin, heart, stomach, lungs, and sex organs. These organs are comprised of many different cells and cell types that work together to perform specific tasks. For example, cardiac muscle cells have more mitochondria and produce adenosine triphosphate to beat together and power the movement of blood through the circulatory system. In contrast, while skin cells have less mitochondria and do have contractile function, they have tight barrier junction proteins and produce keratin that creates a barrier protecting the soft inner tissues of the body.

Organisms

Organisms made up of more than one cell are categorized as multicellular organisms. However, multicellular organisms haven't always existed. Following the formation of the Earth, it took one billion years for a unicellular organism to appear on the planet. In fact, unicellular organisms existed alone on the Earth for approximately two billion years before the manifestation of multicellular organisms, which occurred approximately 600 million years ago. While many unicellular organisms choose to reproduce asexually, many multicellular organisms prefer sexual reproduction. Humans, for example, are multicellular organisms created by the fusion of two single cells specialized for sexual reproduction, commonly referred to as the egg and the sperm. The fusion of a single egg gamete with a single sperm gamete leads to the formation of a zygote, or fertilized egg cell. The zygote contains the genetic material of both the sperm and the egg. Mitotic division by the zygote then leads to all the cells of that organism. During development, cell proliferation and division are followed by specialization with each cell following a pathway towards differentiation. Differentiation allows cells to perform widely different functions in spite of being genetically identical to one another.

Thus, all the specialized cells of a multicellular organism, its organs, tissues and that form nerves, skin cells, respiratory epithelium, and cardiac cells, all originated from the zygote formed by the merging of two single cell gametes.

The diagram below summaries the evolutionary history of multicellular organisms on the Earth:

Tissue - Groups of similar cells with a common origin that are clustered together to perform a specialized function.

Gamete - Haploid cells specialized for reproduction that merge with another from the opposite sex at conception to form a diploid zygote.

Unicellular - An organism comprised of a single cell.

Zygote - A diploid cell formed by the fusion of two haploid gametes from opposite sexes.

Quiz

2. Which of the following organisms are considered multicellular organisms?
A. Humans, animals, plants, fungi and prokaryotes.
B. Fungi
C. Humans, animals, plants
D. Both B and C

3. Which of the following statements is true?
A. Organs and tissues are unicellular; they share the same functional responsibilities.
B. Unicellular organisms evolved 2 billion years after multicellular organisms.
C. Multicellular organisms form from a single eukaryotic cell, the zygote.
D. Unicellular organisms always reproduce sexually.

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Multicellular - Definition & Examples of Multicellular Organisms

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A tissue, organ or organism that is made up of many cells is said to be multicellular. Animals, plants, and fungi are multicellular organisms and often, there is specialization of different cells for various functions.

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National Institute of Health - Info on Development of Multicellular Organisms

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An animal or plant starts its life as a single cell-a fertilized egg. During development, this cell divides repeatedly to produce many different cells in a final pattern of spectacular complexity and precision. Ultimately, the genome determines the pattern, and the puzzle of developmental biology is to understand how it does so.

The genome is normally identical in every cell; the cells differ not because they contain different genetic information, but because they express different sets of genes. This selective gene expression controls the four essential processes by which the embryo is constructed: (1) cell proliferation, producing many cells from one, (2) cell specialization, creating cells with different characteristics at different positions, (3) cell interactions, coordinating the behavior of one cell with that of its neighbors, and (4) cell movement, rearranging the cells to form structured tissues and organs ( Figure 21-1).

In a developing embryo, all these processes are happening at once, in a kaleidoscopic variety of different ways in different parts of the organism. To understand the basic strategies of development, we have to narrow our focus. In particular, we must understand the course of events from the standpoint of the individual cell and the way the genome acts within it. There is no commanding officer standing above the fray to direct the troops; each of the millions of cells in the embryo has to make its own decisions, according to its own copy of the genetic instructions and its own particular circumstances.

The complexity of animals and plants depends on a remarkable feature of the genetic control system. Cells have a memory: the genes a cell expresses and the way it behaves depend on the cell's past as well as its present environment. The cells of your body-the muscle cells, the neurons, the skin cells, the gut cells, and so on-maintain their specialized characters not because they continually receive the same instructions from their surroundings, but because they retain a record of signals their ancestors received in early embryonic development. The molecular mechanisms of cell memory have been introduced in Chapter 7. In this chapter we shall encounter its consequences.

Universal Mechanisms of Animal Development

Caenorhabditis Elegans: Development from the Perspective of the Individual Cell

Drosophila and the Molecular Genetics of Pattern Formation: Genesis of the Body Plan

Homeotic Selector Genes and the Patterning of the Anteroposterior Axis

Organogenesis and the Patterning of Appendages

Cell Movements and the Shaping of the Vertebrate Body

The Mouse

Neural Development

Plant Development

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An animal or plant starts its life as a single cell-a fertilized egg. During development, this cell divides repeatedly to produce many different cells in a final pattern of spectacular complexity and precision. Ultimately, the genome determines the pattern, and the puzzle of developmental biology is to understand how it does so.

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National Geographic

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Cells function differently in unicellular and multicellular organisms, but in every organism, each cell has specialized cell structures, or organelles, of which there are many. These organelles are responsible for a variety of cellular functions, such as obtaining nutrients, producing energy, and making proteins. Unicellular organisms are made up of only one cell that carries out all of the functions needed by the organism, while multicellular organisms use many different cells to function.

Unicellular organisms include bacteria, protists, and yeast. For example, a paramecium is a slipper-shaped, unicellular organism found in pond water. It takes in food from the water and digests it in organelles known as food vacuoles. Nutrients from the food travel through the cytoplasm to the surrounding organelles, helping to keep the cell, and thus the organism, functioning.

Multicellular organisms are composed of more than one cell, with groups of cells differentiating to take on specialized functions. In humans, cells differentiate early in development to become nerve cells, skin cells, muscle cells, blood cells, and other types of cells. One can easily observe the differences in these cells under a microscope. Their structure is related to their function, meaning each type of cell takes on a particular form in order to best serve its purpose. Nerve cells have appendages called dendrites and axons that connect with other nerve cells to move muscles, send signals to glands, or register sensory stimuli. Outer skin cells form flattened stacks that protect the body from the environment. Muscle cells are slender fibers that bundle together for muscle contraction.

The cells of multicellular organisms may also look different according to the organelles needed inside of the cell. For example, muscle cells have more mitochondria than most other cells so that they can readily produce energy for movement; cells of the pancreas need to produce many proteins and have more ribosomes and rough endoplasmic reticula to meet this demand. Although all cells have organelles in common, the number and types of organelles present reveal how the cell functions.

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Unicellular vs. Multicellular | National Geographic Society

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Cells function differently in unicellular and multicellular organisms, but in every organism, each cell has specialized cell structures, or organelles, of which there are many. These organelles are responsible for a variety of cellular functions, such as obtaining nutrients, producing energy, and making proteins.

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ELL, SpEd, Auditory - Voice Recorder

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Vocaroo is a quick and easy way to share voice messages over the interwebs.

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Online Learning and Resources

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