Orden de 21 de febrero de 2011, por la que se desarrolla el currículo correspondiente al título de Técnico en Gestión Administrativa.
El Estatuto de Autonomía para Andalucía establece en su artículo 52.2 la competencia compartida de la Comunidad Autónoma en el establecimiento de planes de estudio y en la organización curricular de las enseñanzas que conforman el sistema educativo.
La Ley 17/2007, de 10 de diciembre, de Educación de Andalucía, establece mediante el Capítulo V “Formación profesional” del Título II “Las enseñanzas”, los aspectos propios de Andalucía relativos a la ordenación de las enseñanzas de formación profesional del sistema educativo.
Por otra parte, el Real Decreto 1538/2006, de 15 de diciembre, por el que se establece la ordenación general de la formación profesional del sistema educativo, fija la estructura de los nuevos títulos de formación profesional, que tendrán como base el Catálogo Nacional de las Cualificaciones Profesionales, las directrices fijadas por la Unión Europea y otros aspectos de interés social, dejando a la Administración educativa correspondiente el desarrollo de diversos aspectos contemplados en el mismo.
Como consecuencia de todo ello, el Decreto 436/2008, de 2 de septiembre, por el que se establece la ordenación y las enseñanzas de la Formación Profesional inicial que forma parte del sistema educativo, regula los aspectos generales de estas enseñanzas. Esta formación profesional está integrada por estudios conducentes a una amplia variedad de titulaciones, por lo que el citado Decreto determina en su artículo 13 que la Consejería competente en materia de educación regulará mediante Orden el currículo de cada una de ellas.
El Real Decreto 1631/2009, de 30 de octubre, por el que se establece el título de Técnico en Gestión Administrativa y se fijan sus enseñanzas mínimas, hace necesario que, al objeto de poner en marcha estas nuevas enseñanzas en la Comunidad Autónoma de Andalucía, se desarrolle el currículo correspondiente a las mismas. Las enseñanzas correspondientes al título de Técnico en Gestión Administrativa se organizan en forma de ciclo formativo de grado medio, de 2.000 horas de duración, y están constituidas por los objetivos generales y los módulos profesionales del ciclo formativo.
De conformidad con lo establecido en el artículo 13 del Decreto 436/2008, de 2 de septiembre, el currículo de los módulos profesionales está compuesto por los resultados de aprendizaje, los criterios de evaluación, los contenidos y duración de los mismos y las orientaciones pedagógicas. En la determinación del currículo establecido en la presente Orden se ha tenido en cuenta la realidad socioeconómica de Andalucía, así como las necesidades de desarrollo económico y social de su estructura productiva. En este sentido, ya nadie duda de la importancia de la formación de los recursos humanos y de la necesidad de su adaptación a un mercado laboral en continua evolución.
Por otro lado, en el desarrollo curricular de estas enseñanzas se pretende promover la autonomía pedagógica y organizativa de los centros docentes, de forma que puedan adaptar los contenidos de las mismas a las características de su entorno productivo y al propio proyecto de centro. Con este fin, se establecen dentro del currículo horas de libre configuración, dentro del marco y de las orientaciones recogidas en la presente Orden.
La presente Orden determina, asimismo, el horario lectivo semanal de cada módulo profesional y la organización de éstos en los dos cursos escolares necesarios para completar el ciclo formativo. Por otra parte, se hace necesario tener en cuenta las medidas conducentes a flexibilizar la oferta de formación profesional para facilitar la formación a las personas cuyas condiciones personales, laborales o geográficas no les permiten la asistencia diaria a tiempo completo a un centro docente. Para ello, se establecen orientaciones que indican los itinerarios más adecuados en el caso de que se cursen ciclos formativos de formación profesional de forma parcial, así como directrices para la posible impartición de los mismos en modalidad a distancia.
En su virtud, a propuesta de la Dirección General de Formación Profesional y Educación Permanente, y de acuerdo con las facultades que me confiere el artículo 44.2 de la Ley 6/2006, de 24 de octubre, del Gobierno de la Comunidad Autónoma de Andalucía y el artículo 13 del Decreto 436/2008, de 2 de septiembre.
Orden de 21 de febrero de 2011, por la que se desarrolla el currículo correspondiente al título de Técnico en Gestión Administrativa.
El Estatuto de Autonomía para Andalucía establece en su artículo 52.2 la competencia compartida de la Comunidad Autónoma en el establecimiento de planes de estudio y en la organización curricular de las enseñanzas que conforman el sistema educativo.
La Ley 17/2007, de 10 de diciembre, de Educación de Andalucía, establece mediante el Capítulo V «Formación profesional» del Título II «Las enseñanzas», los aspectos propios de Andalucía relativos a la ordenación de las enseñanzas de formación profesional del sistema educativo.
Por otra parte, el Real Decreto 1538/2006, de 15 de diciembre, por el que se establece la ordenación general de la formación profesional del sistema educativo, fija la estructura de los nuevos títulos de formación profesional, que tendrán como base el Catálogo Nacional de las Cualificaciones Profesionales, las directrices fijadas por la Unión Europea y otros aspectos de interés social, dejando a la Administración educativa correspondiente el desarrollo de diversos aspectos contemplados en el mismo.
Como consecuencia de todo ello, el Decreto 436/2008, de 2 de septiembre, por el que se establece la ordenación y las enseñanzas de la Formación Profesional inicial que forma parte del sistema educativo, regula los aspectos generales de estas enseñanzas. Esta formación profesional está integrada por estudios conducentes a una amplia variedad de titulaciones, por lo que el citado Decreto determina en su artículo 13 que la Consejería competente en materia de educación regulará mediante Orden el currículo de cada una de ellas.
El Real Decreto 1631/2009, de 30 de octubre, por el que se establece el título de Técnico en Gestión Administrativa y se fijan sus enseñanzas mínimas, hace necesario que, al objeto de poner en marcha estas nuevas enseñanzas en la Comunidad Autónoma de Andalucía, se desarrolle el currículo correspondiente a las mismas. Las enseñanzas correspondientes al título de Técnico en Gestión Administrativa se organizan en forma de ciclo formativo de grado medio, de 2.000 horas de duración, y están constituidas por los objetivos generales y los módulos profesionales del ciclo formativo.
De conformidad con lo establecido en el artículo 13 del Decreto 436/2008, de 2 de septiembre, el currículo de los módulos profesionales está compuesto por los resultados de aprendizaje, los criterios de evaluación, los contenidos y duración de los mismos y las orientaciones pedagógicas. En la determinación del currículo establecido en la presente Orden se ha tenido en cuenta la realidad socioeconómica de Andalucía, así como las necesidades de desarrollo económico y social de su estructura productiva. En este sentido, ya nadie duda de la importancia de la formación de los recursos humanos y de la necesidad de su adaptación a un mercado laboral en continua evolución.
Por otro lado, en el desarrollo curricular de estas enseñanzas se pretende promover la autonomía pedagógica y organizativa de los centros docentes, de forma que puedan adaptar los contenidos de las mismas a las características de su entorno productivo y al propio proyecto de centro. Con este fin, se establecen dentro del currículo horas de libre configuración, dentro del marco y de las orientaciones recogidas en la presente Orden.
La presente Orden determina, asimismo, el horario lectivo semanal de cada módulo profesional y la organización de éstos en los dos cursos escolares necesarios para completar el ciclo formativo. Por otra parte, se hace necesario tener en cuenta las medidas conducentes a flexibilizar la oferta de formación profesional para facilitar la formación a las personas cuyas condiciones personales, laborales o geográficas no les permiten la asistencia diaria a tiempo completo a un centro docente. Para ello, se establecen orientaciones que indican los itinerarios más adecuados en el caso de que se cursen ciclos formativos de formación profesional de forma parcial, así como directrices para la posible impartición de los mismos en modalidad a distancia.
En su virtud, a propuesta de la Dirección General de Formación Profesional y Educación Permanente, y de acuerdo con las facultades que me confiere el artículo 44.2 de la Ley 6/2006, de 24 de octubre, del Gobierno de la Comunidad Autónoma de Andalucía y el artículo 13 del Decreto 436/2008, de 2 de septiembre.
Orden de 21 de febrero de 2011, por la que se desarrolla el currículo correspondiente al título de Técnico en Gestión Administrativa.
El Estatuto de Autonomía para Andalucía establece en su artículo 52.2 la competencia compartida de la Comunidad Autónoma en el establecimiento de planes de estudio y en la organización curricular de las enseñanzas que conforman el sistema educativo.
La Ley 17/2007, de 10 de diciembre, de Educación de Andalucía, establece mediante el Capítulo V «Formación profesional» del Título II «Las enseñanzas», los aspectos propios de Andalucía relativos a la ordenación de las enseñanzas de formación profesional del sistema educativo.
Por otra parte, el Real Decreto 1538/2006, de 15 de diciembre, por el que se establece la ordenación general de la formación profesional del sistema educativo, fija la estructura de los nuevos títulos de formación profesional, que tendrán como base el Catálogo Nacional de las Cualificaciones Profesionales, las directrices fijadas por la Unión Europea y otros aspectos de interés social, dejando a la Administración educativa correspondiente el desarrollo de diversos aspectos contemplados en el mismo.
Como consecuencia de todo ello, el Decreto 436/2008, de 2 de septiembre, por el que se establece la ordenación y las enseñanzas de la Formación Profesional inicial que forma parte del sistema educativo, regula los aspectos generales de estas enseñanzas. Esta formación profesional está integrada por estudios conducentes a una amplia variedad de titulaciones, por lo que el citado Decreto determina en su artículo 13 que la Consejería competente en materia de educación regulará mediante Orden el currículo de cada una de ellas.
El Real Decreto 1631/2009, de 30 de octubre, por el que se establece el título de Técnico en Gestión Administrativa y se fijan sus enseñanzas mínimas, hace necesario que, al objeto de poner en marcha estas nuevas enseñanzas en la Comunidad Autónoma de Andalucía, se desarrolle el currículo correspondiente a las mismas. Las enseñanzas correspondientes al título de Técnico en Gestión Administrativa se organizan en forma de ciclo formativo de grado medio, de 2.000 horas de duración, y están constituidas por los objetivos generales y los módulos profesionales del ciclo formativo.
De conformidad con lo establecido en el artículo 13 del Decreto 436/2008, de 2 de septiembre, el currículo de los módulos profesionales está compuesto por los resultados de aprendizaje, los criterios de evaluación, los contenidos y duración de los mismos y las orientaciones pedagógicas. En la determinación del currículo establecido en la presente Orden se ha tenido en cuenta la realidad socioeconómica de Andalucía, así como las necesidades de desarrollo económico y social de su estructura productiva. En este sentido, ya nadie duda de la importancia de la formación de los recursos humanos y de la necesidad de su adaptación a un mercado laboral en continua evolución.
Por otro lado, en el desarrollo curricular de estas enseñanzas se pretende promover la autonomía pedagógica y organizativa de los centros docentes, de forma que puedan adaptar los contenidos de las mismas a las características de su entorno productivo y al propio proyecto de centro. Con este fin, se establecen dentro del currículo horas de libre configuración, dentro del marco y de las orientaciones recogidas en la presente Orden.
La presente Orden determina, asimismo, el horario lectivo semanal de cada módulo profesional y la organización de éstos en los dos cursos escolares necesarios para completar el ciclo formativo. Por otra parte, se hace necesario tener en cuenta las medidas conducentes a flexibilizar la oferta de formación profesional para facilitar la formación a las personas cuyas condiciones personales, laborales o geográficas no les permiten la asistencia diaria a tiempo completo a un centro docente. Para ello, se establecen orientaciones que indican los itinerarios más adecuados en el caso de que se cursen ciclos formativos de formación profesional de forma parcial, así como directrices para la posible impartición de los mismos en modalidad a distancia.
En su virtud, a propuesta de la Dirección General de Formación Profesional y Educación Permanente, y de acuerdo con las facultades que me confiere el artículo 44.2 de la Ley 6/2006, de 24 de octubre, del Gobierno de la Comunidad Autónoma de Andalucía y el artículo 13 del Decreto 436/2008, de 2 de septiembre.
Orden de 21 de febrero de 2011, por la que se desarrolla el currículo correspondiente al título de Técnico en Gestión Administrativa.
El Estatuto de Autonomía para Andalucía establece en su artículo 52.2 la competencia compartida de la Comunidad Autónoma en el establecimiento de planes de estudio y en la organización curricular de las enseñanzas que conforman el sistema educativo.
La Ley 17/2007, de 10 de diciembre, de Educación de Andalucía, establece mediante el Capítulo V “Formación profesional” del Título II “Las enseñanzas”, los aspectos propios de Andalucía relativos a la ordenación de las enseñanzas de formación profesional del sistema educativo.
Por otra parte, el Real Decreto 1538/2006, de 15 de diciembre, por el que se establece la ordenación general de la formación profesional del sistema educativo, fija la estructura de los nuevos títulos de formación profesional, que tendrán como base el Catálogo Nacional de las Cualificaciones Profesionales, las directrices fijadas por la Unión Europea y otros aspectos de interés social, dejando a la Administración educativa correspondiente el desarrollo de diversos aspectos contemplados en el mismo.
Como consecuencia de todo ello, el Decreto 436/2008, de 2 de septiembre, por el que se establece la ordenación y las enseñanzas de la Formación Profesional inicial que forma parte del sistema educativo, regula los aspectos generales de estas enseñanzas. Esta formación profesional está integrada por estudios conducentes a una amplia variedad de titulaciones, por lo que el citado Decreto determina en su artículo 13 que la Consejería competente en materia de educación regulará mediante Orden el currículo de cada una de ellas.
El Real Decreto 1631/2009, de 30 de octubre, por el que se establece el título de Técnico en Gestión Administrativa y se fijan sus enseñanzas mínimas, hace necesario que, al objeto de poner en marcha estas nuevas enseñanzas en la Comunidad Autónoma de Andalucía, se desarrolle el currículo correspondiente a las mismas. Las enseñanzas correspondientes al título de Técnico en Gestión Administrativa se organizan en forma de ciclo formativo de grado medio, de 2.000 horas de duración, y están constituidas por los objetivos generales y los módulos profesionales del ciclo formativo.
De conformidad con lo establecido en el artículo 13 del Decreto 436/2008, de 2 de septiembre, el currículo de los módulos profesionales está compuesto por los resultados de aprendizaje, los criterios de evaluación, los contenidos y duración de los mismos y las orientaciones pedagógicas. En la determinación del currículo establecido en la presente Orden se ha tenido en cuenta la realidad socioeconómica de Andalucía, así como las necesidades de desarrollo económico y social de su estructura productiva. En este sentido, ya nadie duda de la importancia de la formación de los recursos humanos y de la necesidad de su adaptación a un mercado laboral en continua evolución.
Por otro lado, en el desarrollo curricular de estas enseñanzas se pretende promover la autonomía pedagógica y organizativa de los centros docentes, de forma que puedan adaptar los contenidos de las mismas a las características de su entorno productivo y al propio proyecto de centro. Con este fin, se establecen dentro del currículo horas de libre configuración, dentro del marco y de las orientaciones recogidas en la presente Orden.
La presente Orden determina, asimismo, el horario lectivo semanal de cada módulo profesional y la organización de éstos en los dos cursos escolares necesarios para completar el ciclo formativo. Por otra parte, se hace necesario tener en cuenta las medidas conducentes a flexibilizar la oferta de formación profesional para facilitar la formación a las personas cuyas condiciones personales, laborales o geográficas no les permiten la asistencia diaria a tiempo completo a un centro docente. Para ello, se establecen orientaciones que indican los itinerarios más adecuados en el caso de que se cursen ciclos formativos de formación profesional de forma parcial, así como directrices para la posible impartición de los mismos en modalidad a distancia.
En su virtud, a propuesta de la Dirección General de Formación Profesional y Educación Permanente, y de acuerdo con las facultades que me confiere el artículo 44.2 de la Ley 6/2006, de 24 de octubre, del Gobierno de la Comunidad Autónoma de Andalucía y el artículo 13 del Decreto 436/2008, de 2 de septiembre.
Orden de 21 de febrero de 2011, por la que se desarrolla el currículo correspondiente al título de Técnico en Gestión Administrativa.
El Estatuto de Autonomía para Andalucía establece en su artículo 52.2 la competencia compartida de la Comunidad Autónoma en el establecimiento de planes de estudio y en la organización curricular de las enseñanzas que conforman el sistema educativo.
La Ley 17/2007, de 10 de diciembre, de Educación de Andalucía, establece mediante el Capítulo V «Formación profesional» del Título II «Las enseñanzas», los aspectos propios de Andalucía relativos a la ordenación de las enseñanzas de formación profesional del sistema educativo.
Por otra parte, el Real Decreto 1538/2006, de 15 de diciembre, por el que se establece la ordenación general de la formación profesional del sistema educativo, fija la estructura de los nuevos títulos de formación profesional, que tendrán como base el Catálogo Nacional de las Cualificaciones Profesionales, las directrices fijadas por la Unión Europea y otros aspectos de interés social, dejando a la Administración educativa correspondiente el desarrollo de diversos aspectos contemplados en el mismo.
Como consecuencia de todo ello, el Decreto 436/2008, de 2 de septiembre, por el que se establece la ordenación y las enseñanzas de la Formación Profesional inicial que forma parte del sistema educativo, regula los aspectos generales de estas enseñanzas. Esta formación profesional está integrada por estudios conducentes a una amplia variedad de titulaciones, por lo que el citado Decreto determina en su artículo 13 que la Consejería competente en materia de educación regulará mediante Orden el currículo de cada una de ellas.
El Real Decreto 1631/2009, de 30 de octubre, por el que se establece el título de Técnico en Gestión Administrativa y se fijan sus enseñanzas mínimas, hace necesario que, al objeto de poner en marcha estas nuevas enseñanzas en la Comunidad Autónoma de Andalucía, se desarrolle el currículo correspondiente a las mismas. Las enseñanzas correspondientes al título de Técnico en Gestión Administrativa se organizan en forma de ciclo formativo de grado medio, de 2.000 horas de duración, y están constituidas por los objetivos generales y los módulos profesionales del ciclo formativo.
De conformidad con lo establecido en el artículo 13 del Decreto 436/2008, de 2 de septiembre, el currículo de los módulos profesionales está compuesto por los resultados de aprendizaje, los criterios de evaluación, los contenidos y duración de los mismos y las orientaciones pedagógicas. En la determinación del currículo establecido en la presente Orden se ha tenido en cuenta la realidad socioeconómica de Andalucía, así como las necesidades de desarrollo económico y social de su estructura productiva. En este sentido, ya nadie duda de la importancia de la formación de los recursos humanos y de la necesidad de su adaptación a un mercado laboral en continua evolución.
Por otro lado, en el desarrollo curricular de estas enseñanzas se pretende promover la autonomía pedagógica y organizativa de los centros docentes, de forma que puedan adaptar los contenidos de las mismas a las características de su entorno productivo y al propio proyecto de centro. Con este fin, se establecen dentro del currículo horas de libre configuración, dentro del marco y de las orientaciones recogidas en la presente Orden.
La presente Orden determina, asimismo, el horario lectivo semanal de cada módulo profesional y la organización de éstos en los dos cursos escolares necesarios para completar el ciclo formativo. Por otra parte, se hace necesario tener en cuenta las medidas conducentes a flexibilizar la oferta de formación profesional para facilitar la formación a las personas cuyas condiciones personales, laborales o geográficas no les permiten la asistencia diaria a tiempo completo a un centro docente. Para ello, se establecen orientaciones que indican los itinerarios más adecuados en el caso de que se cursen ciclos formativos de formación profesional de forma parcial, así como directrices para la posible impartición de los mismos en modalidad a distancia.
En su virtud, a propuesta de la Dirección General de Formación Profesional y Educación Permanente, y de acuerdo con las facultades que me confiere el artículo 44.2 de la Ley 6/2006, de 24 de octubre, del Gobierno de la Comunidad Autónoma de Andalucía y el artículo 13 del Decreto 436/2008, de 2 de septiembre.
Orden de 21 de febrero de 2011, por la que se desarrolla el currículo correspondiente al título de Técnico en Gestión Administrativa.
El Estatuto de Autonomía para Andalucía establece en su artículo 52.2 la competencia compartida de la Comunidad Autónoma en el establecimiento de planes de estudio y en la organización curricular de las enseñanzas que conforman el sistema educativo.
La Ley 17/2007, de 10 de diciembre, de Educación de Andalucía, establece mediante el Capítulo V «Formación profesional» del Título II «Las enseñanzas», los aspectos propios de Andalucía relativos a la ordenación de las enseñanzas de formación profesional del sistema educativo.
Por otra parte, el Real Decreto 1538/2006, de 15 de diciembre, por el que se establece la ordenación general de la formación profesional del sistema educativo, fija la estructura de los nuevos títulos de formación profesional, que tendrán como base el Catálogo Nacional de las Cualificaciones Profesionales, las directrices fijadas por la Unión Europea y otros aspectos de interés social, dejando a la Administración educativa correspondiente el desarrollo de diversos aspectos contemplados en el mismo.
Como consecuencia de todo ello, el Decreto 436/2008, de 2 de septiembre, por el que se establece la ordenación y las enseñanzas de la Formación Profesional inicial que forma parte del sistema educativo, regula los aspectos generales de estas enseñanzas. Esta formación profesional está integrada por estudios conducentes a una amplia variedad de titulaciones, por lo que el citado Decreto determina en su artículo 13 que la Consejería competente en materia de educación regulará mediante Orden el currículo de cada una de ellas.
El Real Decreto 1631/2009, de 30 de octubre, por el que se establece el título de Técnico en Gestión Administrativa y se fijan sus enseñanzas mínimas, hace necesario que, al objeto de poner en marcha estas nuevas enseñanzas en la Comunidad Autónoma de Andalucía, se desarrolle el currículo correspondiente a las mismas. Las enseñanzas correspondientes al título de Técnico en Gestión Administrativa se organizan en forma de ciclo formativo de grado medio, de 2.000 horas de duración, y están constituidas por los objetivos generales y los módulos profesionales del ciclo formativo.
De conformidad con lo establecido en el artículo 13 del Decreto 436/2008, de 2 de septiembre, el currículo de los módulos profesionales está compuesto por los resultados de aprendizaje, los criterios de evaluación, los contenidos y duración de los mismos y las orientaciones pedagógicas. En la determinación del currículo establecido en la presente Orden se ha tenido en cuenta la realidad socioeconómica de Andalucía, así como las necesidades de desarrollo económico y social de su estructura productiva. En este sentido, ya nadie duda de la importancia de la formación de los recursos humanos y de la necesidad de su adaptación a un mercado laboral en continua evolución.
Por otro lado, en el desarrollo curricular de estas enseñanzas se pretende promover la autonomía pedagógica y organizativa de los centros docentes, de forma que puedan adaptar los contenidos de las mismas a las características de su entorno productivo y al propio proyecto de centro. Con este fin, se establecen dentro del currículo horas de libre configuración, dentro del marco y de las orientaciones recogidas en la presente Orden.
La presente Orden determina, asimismo, el horario lectivo semanal de cada módulo profesional y la organización de éstos en los dos cursos escolares necesarios para completar el ciclo formativo. Por otra parte, se hace necesario tener en cuenta las medidas conducentes a flexibilizar la oferta de formación profesional para facilitar la formación a las personas cuyas condiciones personales, laborales o geográficas no les permiten la asistencia diaria a tiempo completo a un centro docente. Para ello, se establecen orientaciones que indican los itinerarios más adecuados en el caso de que se cursen ciclos formativos de formación profesional de forma parcial, así como directrices para la posible impartición de los mismos en modalidad a distancia.
En su virtud, a propuesta de la Dirección General de Formación Profesional y Educación Permanente, y de acuerdo con las facultades que me confiere el artículo 44.2 de la Ley 6/2006, de 24 de octubre, del Gobierno de la Comunidad Autónoma de Andalucía y el artículo 13 del Decreto 436/2008, de 2 de septiembre.
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The Sunni Central Board of Waqfs U.P. Lucknow, Moti Lal Bose Road. P.S. Kaiserbagh, City Lucknow through Shah Ghyas Alam, Secretary.Molvi Mohammad Qasim, aged about 53 years, S/o Sheikh Abdul Razzaq, General Secretary, Jamiutul Ulami Hind,
U.P Bagh Gunge Nawab, P.S Kaiser Bagh, Lucknow 2/1. Mohd. Siddiq alias Hafiz Mohd. Siddiq. aged about 46 years S/O Late Haji Mohd. Ibrahim, R/o Lalbagh Moradabad, General Secretary, Jamuatul Ulemai Hind, U.P, Jamiat Building, B.N. Verma Raod ( KatchehryRoad) Lucknow. Haji Mohammad Ehtram Ali, aged about 70 years, S/o Munshi Mohammad Ehtisham Ali, R/o Khayaliganj. P.S Kaiserbag City Lucknow. ( Deceased)
4. Molvi Mohammad Faiq aged about 55 years, S/o Haji
Ramzan R/o Mohalla Tehri Bazar, Ayodhya, pargana
Haveli Avadh District Faizabad] (Deleted)
[5. Molvi Mohammd Naseer aged about 58 years, S/o Ashiq
Ali, R/o Village Ponthar Pargana Tanda Tahsil Tanda
Chapter 8 by russell2311
Circadian rhythms are self-generated daily cycles that regulate wakefulness, sleep, mood, temperature, and other biological functions, even in the absence of external cues.
Endogenous rhythms are rhythms that originate from within the body, such as circadian (daily) and circannual (yearly) cycles, and they persist even in constant environments without external stimuli.
Zeitgebers are external cues that reset the biological clock, the most powerful being light, although exercise, meals, temperature, and general activity also play smaller roles in adjusting the circadian rhythm.
Damage to the suprachiasmatic nucleus causes the body’s rhythms of sleep and temperature to become erratic and uncoordinated, showing that this structure is essential for maintaining consistent circadian rhythms.
Location of the suprachiasmatic nucleus is in the hypothalamus, directly above the optic chiasm, where it serves as the main control center for circadian rhythms.
Retinohypothalamic path refers to a small branch of the optic nerve that connects the retina to the SCN and resets the biological clock through light exposure detected by special melanopsin-containing ganglion cells, not by rods or cones.
Melatonin and pineal gland describe how the pineal gland, located just behind the thalamus, secretes melatonin mostly at night, which promotes sleepiness in diurnal animals and helps regulate circadian rhythms.
When are melatonin supplements most effective? Melatonin supplements are most effective when taken a few hours before the intended bedtime, since taking them earlier than the body’s natural release time helps shift the circadian rhythm to promote earlier sleep onset.
Know the sleep cycle and its characteristics (alpha, stage 1, 2, 3, 4, REM, NREM) means that alpha waves occur during relaxed wakefulness, stage 1 includes irregular, low-voltage waves, stage 2 features sleep spindles and K-complexes, stages 3 and 4 (slow-wave sleep) show large, synchronized delta waves, and REM sleep shows low-voltage, fast activity with rapid eye movements and muscle atonia. NREM refers to all non-REM stages.
REM as paradoxical sleep refers to the combination of active brain waves resembling wakefulness with deep muscle relaxation, making REM both a light and deep form of sleep at once.
Orexin is a neurotransmitter produced in the hypothalamus that maintains wakefulness and alertness throughout the day, and a lack of orexin causes narcolepsy.
Sleep apnea and people most likely to have it identifies sleep apnea as a disorder of interrupted breathing during sleep, most common in overweight middle-aged men, elderly people, or those with a genetic predisposition or weakened respiratory mechanisms.
Narcolepsy is a condition marked by sudden daytime sleepiness and REM-like episodes during wakefulness, caused by a loss of orexin-producing neurons, often leading to cataplexy, sleep paralysis, and hypnagogic hallucinations.
Activation-synthesis hypothesis and dreams reflect the theory that dreams are the brain’s attempt to make sense of random neural activity originating in the pons that stimulates parts of the cortex, leading the brain to create coherent stories from spontaneous signals.
Cataplexy involves sudden muscle weakness or paralysis while remaining conscious, often triggered by strong emotions such as laughter or anger, and is one of the symptoms of narcolepsy.
Evolutionary perspective of sleep proposes that sleep evolved to conserve energy and keep animals inactive during periods when they would be less efficient or more vulnerable, with differences across species reflecting their survival needs.
PER and TIM are proteins that regulate circadian rhythms in flies and mammals by building up at night to promote sleep and then declining during the day, forming a feedback loop that keeps the rhythm close to 24 hours.
Sleep spindles are short bursts of 12–14 Hz brain activity in stage 2 sleep that result from thalamocortical interactions and are associated with memory consolidation and intelligence.
K-complexes are single large waves that occur during stage 2 sleep and represent brief periods of cortical inhibition in response to internal or external stimuli.
Basal forebrain and acetylcholine describe how neurons in the basal forebrain release acetylcholine to promote cortical arousal and wakefulness, while other nearby neurons release GABA to induce sleep.
Allergy medication, sleepiness and histamine are related because histamine promotes wakefulness through hypothalamic pathways, and antihistamine drugs that cross the blood–brain barrier block histamine receptors, causing drowsiness as a side effect.
Chapter 7 by russell2311
Cardiac, Smooth, & Striated muscles Cardiac muscles are found in the heart and contract without conscious control, smooth muscles control movements of internal organs such as the stomach and intestines, and striated (skeletal) muscles control voluntary movements of the body.
The relationship between the motor neuron axons and muscle fibers and precision The axons of motor neurons innervate muscle fibers, and the number of fibers per neuron determines precision; movements that require fine control, such as those of the eyes or fingers, have fewer fibers per axon, while gross movements use many fibers per axon.
Neuromuscular junction The neuromuscular junction is the synapse between a motor neuron’s axon and a muscle fiber, where the neurotransmitter acetylcholine is released to cause the muscle to contract.
Antagonistic muscles Antagonistic muscles are pairs of muscles that work in opposition; when one contracts, the other relaxes—for example, the biceps and triceps that move the arm in opposite directions.
Slow-twitch muscles and Fast-twitch muscles Slow-twitch muscles produce less powerful but sustained contractions and do not fatigue quickly, while fast-twitch muscles produce quick, strong contractions but fatigue rapidly.
Proprioceptor and movement of a part of the body A proprioceptor is a receptor that detects the position or movement of a part of the body, allowing for coordinated control of posture and motion.
Golgi tendon organs Golgi tendon organs respond to increases in muscle tension and act as a safety mechanism by inhibiting overly forceful contractions that could damage the muscles.
Ballistic movement A ballistic movement is a rapid, preprogrammed action, such as a reflex, that once initiated cannot be altered by feedback.
Prefrontal cortex and signals for a movement The prefrontal cortex stores sensory information relevant to a movement and evaluates possible outcomes before sending signals to initiate a voluntary movement.
Cerebellum and precise timing The cerebellum is critical for coordinating movements and for the precise timing needed in tasks such as speech, music, and tracking moving objects.
Basal ganglia: caudate nucleus, putamen, and globus pallidus The basal ganglia include the caudate nucleus, putamen, and globus pallidus, which work together to regulate the vigor and initiation of movement through excitatory and inhibitory pathways.
Parkinson’s disease and the substantia nigra that releases dopamine Parkinson’s disease results from the gradual loss of dopamine-releasing neurons in the substantia nigra, which disrupts normal stimulation of the basal ganglia and leads to impaired voluntary movement.
Why a dopamine pill is ineffective for treating Parkinson’s disease A dopamine pill is ineffective because dopamine cannot cross the blood–brain barrier, so it cannot reach the brain areas where it is needed.
Main symptom of Parkinson’s disease The main symptoms of Parkinson’s disease include muscle rigidity, tremors, slow movements, and difficulty initiating voluntary actions.
Early symptoms of Huntington’s disease Early symptoms of Huntington’s disease include small involuntary jerks of the arms or face, as well as minor twitches that gradually worsen into larger writhing movements.
Psychological disorders that accompany Huntington's disease Psychological problems that accompany Huntington’s disease include apathy, depression, memory impairment, anxiety, hallucinations, poor judgment, and changes in sexual behavior.
The gene that controls Huntington’s disease and the normal and abnormal repetitions Huntington’s disease is caused by a dominant gene on chromosome 4 that contains repeated sequences of C-A-G bases; normal individuals have up to 35 repeats, while people with 36 or more repeats are likely to develop the disease, with earlier onset linked to more repetitions.
A readiness potential A readiness potential is a gradual buildup of electrical activity in the motor cortex that occurs before any voluntary movement begins, indicating the brain’s preparation for action.
Supplementary motor cortex The supplementary motor cortex is active before and during the planning of complex or habitual movement sequences and helps inhibit habitual actions when they are inappropriate.
Chapter 6 by russell2311
Amplitude: The intensity or height of a sound wave that determines how loud a sound is perceived; greater amplitude means louder sound.
Frequency: The number of vibrations or cycles per second, measured in hertz (Hz), which determines the pitch of a sound.
Eardrum vibration and frequency of a sound wave: The eardrum vibrates at the same frequency as the incoming sound waves, transmitting those vibrations to the inner ear.
Why are sound vibrations amplified as they pass through the ear?: The ossicles (malleus, incus, and stapes) amplify sound to overcome the resistance of fluid in the cochlea so sound energy is not lost.
Basilar membrane and auditory receptors: The basilar membrane in the cochlea vibrates in response to sound, and its hair cells act as auditory receptors that convert these vibrations into neural impulses.
Frequency theory: This theory states that the basilar membrane vibrates in synchrony with the sound wave, and auditory nerve axons produce action potentials at that same frequency, explaining low-pitched sounds.
Auditory information contralateral and ipsilateral side: Auditory signals travel to both sides of the brain; most cross to the contralateral side, while some stay ipsilateral, helping the brain localize sound direction.
Nerve deafness: Also called sensorineural hearing loss, it results from damage to the cochlea, hair cells, or auditory nerve, often due to loud noise, infection, or aging.
Why is it difficult to tickle oneself?: The brain predicts sensations caused by your own movements through the cerebellum, reducing sensitivity and making self-tickling less effective.
Sound shadow: The difference in intensity and timing of a sound between both ears, helping locate high-frequency sounds.
Sensory aspect of pain somatosensory cortex: The somatosensory cortex identifies where pain occurs and its intensity, processing the physical aspect of pain.
Emotional aspects of pain in the cingulate cortex: The cingulate cortex handles the emotional distress associated with pain, such as fear, anxiety, or suffering.
Morphine mimicking the effects of endorphins: Morphine binds to the same receptors as endorphins, the body’s natural painkillers, blocking pain signals and reducing discomfort.
Itches and histamine: Histamines released during tissue irritation or healing trigger itch receptors; antihistamines reduce this response by blocking those signals.
Taste and smell with the endopiriform cortex: Taste and smell signals converge in the endopiriform cortex, allowing integration of flavor and scent for unified perception.
Synesthesia: A cross-sensory condition where stimulation of one sense involuntarily triggers another, such as seeing sounds or tasting colors, due to cross-activation between brain regions.
Why can humans identify a wide variety of bitter substances: Humans have about 30–40 types of bitter receptors, each tuned to detect different toxic or bitter compounds, enhancing survival.
Taste receptor: Modified skin cells in taste buds on the tongue that respond to chemicals corresponding to sweet, sour, salty, bitter, umami, and possibly fat; they regenerate every 10–14 days.
Sodium channels opening in the sense of touch: When skin is pressed, sodium channels in sensory neurons open, causing depolarization and sending a nerve impulse to signal touch.
Pacinian corpuscles: Deep pressure and vibration receptors under the skin that open sodium channels when compressed, generating action potentials.
Meissner’s corpuscles: Light-touch receptors located near the surface of the skin, particularly in fingertips and lips, sensitive to fine texture and movement.
Somatosensory receptors: Specialized receptors that detect touch, pressure, pain, temperature, and body position, sending signals to the somatosensory cortex for processing.
Otolith organs and calcium carbonate particles: The utricle and saccule contain calcium carbonate particles (otoliths) that move with head position and detect linear acceleration and gravity.
Tonotopic map: The auditory cortex is organized so that different areas respond to specific sound frequencies; low and high pitches activate distinct regions in order of frequency.
Untitled by rey2020
Insightful
Properties of Solids by user116228
Metallic solids are made up of positive metal ions in a sea of delocalised electrons held together by strong non-directional metallic bonding. For a solid to be a conductor of electricity it must have free moving charged particles. As metallic solids have free moving charged particles in the form of delocalised electrons it is a good conductor of electricity. The MP/BP of a solid is determined by the strength of the forces holding its particles together (the stronger the force the more energy required to break it). Therefore, metallic solids have a high MP/BP due to the strong attraction between the positive metal ions and negative delocalised electrons requiring a lot of energy to break. For a substance to dissolve, the solute and solvent particles need to form sufficiently strong attractive forces to overcome the already existing forces of attraction. Therefore, metallic solids are generally insoluble as water and most common solvents cannot form strong enough attractions to overcome metallic bonding. Metallic solids are malleable and ductile, meaning they can be hammered into thin sheets. This is due to the non-directional nature of the metallic bonds, allowing particles to move past one another without disrupting the bonding.
Ionic solids are made up of positive cations and negative anions held in a lattice structure by strong ionic bonding (electrostatic forces). For a solid to be a conductor of electricity it must have free moving charged particles. Ionic solids cannot conduct electricity as their particles do not flow freely, they are tightly compounded in a solid lattice structure with strong ionic bonds. However, when melted or dissolved in water the bonds have been weakened or broken and the particles move more freely as they are no longer tightly compounded, thus they can conduct electricity. The MP/BP of a solid is determined by the strength of the forces holding its particles together (the stronger the force the more energy required to break it). Therefore, they have a high MP/BP because the strong ionic bonding between the opposite ions requires a large amount of energy to break. For a substance to dissolve, the solute and solvent particles need to form sufficiently strong attractive forces to overcome the already existing forces of attraction. Ionic solids are soluble in water because the polar water molecules can attract and surround the positive and negative ions strongly enough to overcome the ionic bonds holding the solid together. These solids are also brittle, meaning they tend to shatter when struck. This is because if pressure is applied to an ionic lattice, it forces ions with the same charge next to each other, they repel each other and break the structure.
Molecular solids are made up of molecules held in a lattice structure by weak intermolecular forces. For a solid to be a conductor of electricity is must have free moving charged particles. Molecular solids cannot conduct electricity as their particles are neutrally charged and do not have free electrons. The MP/BP of a solid is determined by the strength of the forces holding its particles together (the stronger the force the more energy required to break it). Therefore, molecular solids have low MP/BP because of their weak intermolecular forces require a relatively small amount of energy to break. For a substance to dissolve, the solute and solvent particles need to form sufficiently strong attractive forces to overcome the already existing forces of attraction. Molecular solids can be soluble, but only if the intermolecular forces between the solute and the solvent are strong enough (i.e. like dissolves like). They are also often soft and brittle since the molecule is made up of weak intermolecular forces, the molecules can be pushed apart easily and will break suddenly rather than stretch or bend.
Covalent network solids are made up of atoms held together by strong covalent bonds in a continuous 3-D network. For a solid to be a conductor of electricity is must have free moving charged particles. Covalent network solids are generally poor conductors of electricity as they lack free electrons and ions. The MP/BP of a solid is determined by the strength of the forces holding its particles together (the stronger the force the more energy required to break it). Covalent networks have a high MP/BP because of the strong covalent bonds throughout the structure require a lot of energy to break. For a substance to dissolve, the solute and solvent particles need to form sufficiently strong attractive forces to overcome the already existing forces of attraction. Covalent network solids are insoluble because separating their particles would require breaking strong covalent bonds, and no solvent can form attractions strong enough to do this. Covalent network solids are very hard and rigid since every atom is strongly bonded to it’s neighbour through strong covalent bonding. Covalent networks are hard and rigid because every atom is connected by strong covalent bonds in a continuous lattice. These bonds resist movement, meaning a lot of force is needed to break or deform the structure.
Graphite is a covalent network solid, but it has a 2-D layered structure. Each carbon is covalently bonded to 3 other in a flat hexagonal sheet with strong intramolecular forces and weak intermolecular forces. This allows the layers to slide over each other, making graphite soft and slippery. Graphite is a good conductor of electricity because each carbon has one delocalised electron that can move freely between layers. Like other covalent network solids graphite is insoluble in most solvents. Graphite has a high MP/BP due to its strong covalent bonds.
Untitled by rey2020
Undoubtedly
Untitled by rey2020
Accommodate
Untitled by rey2020
Accommodate
Untitled by rey2020
Opera refers to a dramatic art form, originating in Europe, in which the emotional content is conveyed to the audience as much through music, both vocal and instrumental, as it is through the lyrics. By contrast, in musical theater an actor's dramatic performance is primary, and the music plays a lesser role. The drama in opera is presented using the primary elements of theater such as scenery, costumes, and acting. However, the words of the opera, or libretto, are sung rather than spoken. The singers are accompanied by a musical ensemble ranging from a small instrumental ensemble to a full symphonic orchestra.
Copilot Chat by user114561
Have you ever had a copilot users and a thing you can't do to congratulations of all users? Well, I had a thing with a job, see if it's done. Here's the first paragraph.
That's the way of the first copilot and a round of all of the humans, are the best way to do. AI chat such as ChatGPT, or copilot, makes them really close. That's 38 days left premium for teams and copilot is a chat sharing for all of the children. Here, there is a way to do: Er. 1: How did you get there? This is called a critter. Er. 2: It's a way you can't say is nothing. It would be really amazing. Er. 3: That's a thank of you and you can take a copilot of it, it's a way of speaking with it. Here's a way of the chat copilot, footballs, basketballs, tennisballs, cricketballs, and etc.
The first paragraphs knowns as AI. Here's a buch of different ways you can't known as a second paragraph.
The spiclaze of the game known as the AI what, known as copilot, such as ChatGPT. Here's the AI chat: Say "Hello!" to get an AI and the AI say "How about you?" You say "What's your name?" AI say "My name is a [name] thingy to help you to keep understand for some reasons. Here's a talk about it: It's a first way, and a copilot chat give you some reasons, pictures, videos, and more things with the ends. Here, it's the end. Here's the second thing with the chat copilot, footballs, basketballs, tennisballs, cricketballs, and etc.
The second paragraph is also the AI, but, the third paragraph was not the AI thingy. The third paragraph is a buch of all different things that are known as a first paragraph.
Copilot chat is a way of speaking such as Microsoft 365 copilot and it's a way of it. The capilatzied of all the ways of speaking such as "Hey, nice to see you. What's new?" He says "I'm new to see that it's a great idea." So he says, it's a best thing to do with chat copilot. The layers of the things of here as such as "Say?" or the ways. Here, it's the end. Here's the second thing with the chat copilot, footballs, basketballs, tennisballs, cricketballs, and etc.
The fourth paragraph is NOT a chat Copilot. It's in the classroom!
Here in our classroom, WE SAY...
"How can I improve?"
"Let me try a different way."
"Mistakes are part of learning."
"Have I done my best work?"
"Learning takes time."
"How can we learn from one another?"
"I like a challenge."
"My effort and altitude are everything."
The fourth paragraph does not describe the AI. Here's the fifth paragraph.
You can create an image, simplify the topic, write a first draft, design a logo, predict a future, improve writing, improve communication and draft an email of all by copilot.
That's it. The end.
a You cant be reserved
In Flanders fields by user116231
In Flanders fields, the poppies blow
Between the crosses, row on row,
That mark our place; and in the sky
The larks, still bravely singing, fly
Scarce heard amid the guns below.
We are the Dead. Short days ago
We lived, felt dawn, saw sunset glow,
Loved and were loved, and now we lie,
In Flanders fields.
Take up our quarrel with the foe:
To you from failing hands we throw
The torch; be yours to hold it high.
If ye break faith with us who die
We shall not sleep, though poppies grow
In Flanders fields.
John McCrae
Untitled by monkey_86
I killed 1,000,000,000 people
Untitled by monkey_86
I killed 1,000,000,000 people
Quote By Leon Brown by thisisspammingg
Trust is Broken Quote
People will let you down in this life, promises will be broken, you should expect less of others and trust more in yourself
SBWD changing words by nptby
adrenocorticotropin
anthropomorphisation
antidisestablishmentarianism
antixerophthalmic
autothaumaturgist
acetylglucocoroglaucigenin
bourgeoisification
canaliculodacryocystorhinostomy
chargoggagoggmanchauggagoggchaubunagungamaugg
cholangiopancreatography
convolvulaceous
corticopontocerebellar
counterimmunoelectrophoresis
cholangiocholecystocholedochectomy
dehydrothiotoluidine
dextrodeorsumversion
dichlorodiphenyltrichloroethane
eellogofusciouhipoppokunurious
erythrocytapheresis
encephalocraniocutaneouslipomatosis
ferriprotoporphyrin
floccinaucinihilipilification
gastroenterologist
gegenstandstheorie
hexakosioihexekontahexaphobia
hippopotomonstrosesquippedaliophobia
honorificabilitudinity
hypothalamicpituitaryadrenocortical
hematospectrophotometrically
inositolphosphorylceramide
laryngotracheobronchitis
laparohysterosalpingooophorectomy
lymphangioleiomyomatosis
loncastuximabtesirine
nonanonacontanonactanonaliagon
nucleotidylexotransferase
otorhinolaryngological
photoplethysmography
pneumoencephalography
pneumonoultramicroscopicsilicovolcanoconiosis
polyphiloprogenitive
pseudopseudohypoparathyroidism
pseudorhombicuboctahedron
psychoneuroendocrinological
psychoneuroimmunology
psychophysicotherapeutics
pyrrolizidinealkaloidosis
sclerectoiridectomy
spectrophotofluorometry
sphenopalatineganglioneuralgia
sphygmomanometer
stereoelectroencephalography
supercalifragilisticexpialidocious
thyroparathyroidectomy
tonsillopharyngitis
ventriculocisternostomy
Metallic Solids by user116228
Metallic solids are made up of positive metal ions in a sea of delocalised electrons held together by strong non-directional metallic bonding. For a solid to be a conductor of electricity is must have free moving charged particles. As metallic solids have free moving charged particles in the form of delocalised electrons it is a good conductor of electricity. The MP/BP of a solid is determined by the strength of the forces holding its particles together (the stronger the force the more energy required to break it). Therefore, metallic solids have a high MP/BP due to the strong attraction between the positive metal ions and negative delocalised electrons requiring a lot of energy to break. For a substance to dissolve, the solute and solvent particles need to form sufficiently strong attractive forces to overcome the already existing forces of attraction. Therefore, metallic solids are generally insoluble as water and most common solvents cannot form strong enough attractions to overcome metallic bonding. Metallic solids are malleable and ductile, meaning they can be hammered into thin sheets. This is due to the non-directional nature of the metallic bonds, allowing particles to move past one another without disrupting the bonding.
A man shall not. by briiquach
A man shall not forget this! Definition of a Company. A company is an entity created by law — to trade goods, to sell services, to earn profit. That is all. When times are dark and layoffs sweep the land, a man who has sharpened his craft shall still stand. Remember: Company != Charity
Test #1 by user116226
Dulce et Decorum Est
By Wilfred Owen
Bent double, like old beggars under sacks,
Knock-kneed, coughing like hags, we cursed through sludge,
Till on the haunting flares we turned our backs,
And towards our distant rest began to trudge.
Men marched asleep. Many had lost their boots,
But limped on, blood-shod. All went lame; all blind;
Drunk with fatigue; deaf even to the hoots
Of gas-shells dropping softly behind.
Gas! GAS! Quick, boys!—An ecstasy of fumbling
Fitting the clumsy helmets just in time,
But someone still was yelling out and stumbling
And flound’ring like a man in fire or lime.—
Dim through the misty panes and thick green light,
As under a green sea, I saw him drowning.
In all my dreams before my helpless sight,
He plunges at me, guttering, choking, drowning.
If in some smothering dreams, you too could pace
Behind the wagon that we flung him in,
And watch the white eyes writhing in his face,
His hanging face, like a devil’s sick of sin;
If you could hear, at every jolt, the blood
Come gargling from the froth-corrupted lungs,
Obscene as cancer, bitter as the cud
Of vile, incurable sores on innocent tongues,—
My friend, you would not tell with such high zest
To children ardent for some desperate glory,
The old Lie: Dulce et decorum est
Pro patria mori.
My favorite subject by user116219
When I started secondary school two years ago, I didn't like mathematics at all. I thought it was too difficult and boring. However, everything changed when Mr. Johnson became our new teacher last year. He always explains the problems clearly and uses interesting examples from real life. For instance, when we were learning about percentages, he showed us how to calculate discounts when we go shopping.
Now I really enjoy math lessons because I understand them better. Mr. Johnson often gives us group projects where we have to work together and solve problems. Although some exercises are still challenging, I feel more confident than before. I've even started helping my younger brother with his homework! I've learned that if you have a good teacher and practice regularly, you can improve at any subject.
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The Sunni Central Board of Waqfs U.P. Lucknow, Moti Lal Bose Road. P.S. Kaiserbagh, City Lucknow through Shah Ghyas Alam, Secretary.Molvi Mohammad Qasim, aged about 53 years, S/o Sheikh Abdul Razzaq, General Secretary, Jamiutul Ulami Hind,
U.P Bagh Gunge Nawab, P.S Kaiser Bagh, Lucknow 2/1. Mohd. Siddiq alias Hafiz Mohd. Siddiq. aged about 46 years S/O Late Haji Mohd. Ibrahim, R/o Lalbagh Moradabad, General Secretary, Jamuatul Ulemai Hind, U.P, Jamiat Building, B.N. Verma Raod ( KatchehryRoad) Lucknow. Haji Mohammad Ehtram Ali, aged about 70 years, S/o Munshi Mohammad Ehtisham Ali, R/o Khayaliganj. P.S Kaiserbag City Lucknow. ( Deceased)
4. Molvi Mohammad Faiq aged about 55 years, S/o Haji
Ramzan R/o Mohalla Tehri Bazar, Ayodhya, pargana
Haveli Avadh District Faizabad] (Deleted)
[5. Molvi Mohammd Naseer aged about 58 years, S/o Ashiq
Ali, R/o Village Ponthar Pargana Tanda Tahsil Tanda
Circadian rhythms are self-generated daily cycles that regulate wakefulness, sleep, mood, temperature, and other biological functions, even in the absence of external cues.
Endogenous rhythms are rhythms that originate from within the body, such as circadian (daily) and circannual (yearly) cycles, and they persist even in constant environments without external stimuli.
Zeitgebers are external cues that reset the biological clock, the most powerful being light, although exercise, meals, temperature, and general activity also play smaller roles in adjusting the circadian rhythm.
Damage to the suprachiasmatic nucleus causes the body’s rhythms of sleep and temperature to become erratic and uncoordinated, showing that this structure is essential for maintaining consistent circadian rhythms.
Location of the suprachiasmatic nucleus is in the hypothalamus, directly above the optic chiasm, where it serves as the main control center for circadian rhythms.
Retinohypothalamic path refers to a small branch of the optic nerve that connects the retina to the SCN and resets the biological clock through light exposure detected by special melanopsin-containing ganglion cells, not by rods or cones.
Melatonin and pineal gland describe how the pineal gland, located just behind the thalamus, secretes melatonin mostly at night, which promotes sleepiness in diurnal animals and helps regulate circadian rhythms.
When are melatonin supplements most effective? Melatonin supplements are most effective when taken a few hours before the intended bedtime, since taking them earlier than the body’s natural release time helps shift the circadian rhythm to promote earlier sleep onset.
Know the sleep cycle and its characteristics (alpha, stage 1, 2, 3, 4, REM, NREM) means that alpha waves occur during relaxed wakefulness, stage 1 includes irregular, low-voltage waves, stage 2 features sleep spindles and K-complexes, stages 3 and 4 (slow-wave sleep) show large, synchronized delta waves, and REM sleep shows low-voltage, fast activity with rapid eye movements and muscle atonia. NREM refers to all non-REM stages.
REM as paradoxical sleep refers to the combination of active brain waves resembling wakefulness with deep muscle relaxation, making REM both a light and deep form of sleep at once.
Orexin is a neurotransmitter produced in the hypothalamus that maintains wakefulness and alertness throughout the day, and a lack of orexin causes narcolepsy.
Sleep apnea and people most likely to have it identifies sleep apnea as a disorder of interrupted breathing during sleep, most common in overweight middle-aged men, elderly people, or those with a genetic predisposition or weakened respiratory mechanisms.
Narcolepsy is a condition marked by sudden daytime sleepiness and REM-like episodes during wakefulness, caused by a loss of orexin-producing neurons, often leading to cataplexy, sleep paralysis, and hypnagogic hallucinations.
Activation-synthesis hypothesis and dreams reflect the theory that dreams are the brain’s attempt to make sense of random neural activity originating in the pons that stimulates parts of the cortex, leading the brain to create coherent stories from spontaneous signals.
Cataplexy involves sudden muscle weakness or paralysis while remaining conscious, often triggered by strong emotions such as laughter or anger, and is one of the symptoms of narcolepsy.
Evolutionary perspective of sleep proposes that sleep evolved to conserve energy and keep animals inactive during periods when they would be less efficient or more vulnerable, with differences across species reflecting their survival needs.
PER and TIM are proteins that regulate circadian rhythms in flies and mammals by building up at night to promote sleep and then declining during the day, forming a feedback loop that keeps the rhythm close to 24 hours.
Sleep spindles are short bursts of 12–14 Hz brain activity in stage 2 sleep that result from thalamocortical interactions and are associated with memory consolidation and intelligence.
K-complexes are single large waves that occur during stage 2 sleep and represent brief periods of cortical inhibition in response to internal or external stimuli.
Basal forebrain and acetylcholine describe how neurons in the basal forebrain release acetylcholine to promote cortical arousal and wakefulness, while other nearby neurons release GABA to induce sleep.
Allergy medication, sleepiness and histamine are related because histamine promotes wakefulness through hypothalamic pathways, and antihistamine drugs that cross the blood–brain barrier block histamine receptors, causing drowsiness as a side effect.
Cardiac, Smooth, & Striated muscles Cardiac muscles are found in the heart and contract without conscious control, smooth muscles control movements of internal organs such as the stomach and intestines, and striated (skeletal) muscles control voluntary movements of the body.
The relationship between the motor neuron axons and muscle fibers and precision The axons of motor neurons innervate muscle fibers, and the number of fibers per neuron determines precision; movements that require fine control, such as those of the eyes or fingers, have fewer fibers per axon, while gross movements use many fibers per axon.
Neuromuscular junction The neuromuscular junction is the synapse between a motor neuron’s axon and a muscle fiber, where the neurotransmitter acetylcholine is released to cause the muscle to contract.
Antagonistic muscles Antagonistic muscles are pairs of muscles that work in opposition; when one contracts, the other relaxes—for example, the biceps and triceps that move the arm in opposite directions.
Slow-twitch muscles and Fast-twitch muscles Slow-twitch muscles produce less powerful but sustained contractions and do not fatigue quickly, while fast-twitch muscles produce quick, strong contractions but fatigue rapidly.
Proprioceptor and movement of a part of the body A proprioceptor is a receptor that detects the position or movement of a part of the body, allowing for coordinated control of posture and motion.
Golgi tendon organs Golgi tendon organs respond to increases in muscle tension and act as a safety mechanism by inhibiting overly forceful contractions that could damage the muscles.
Ballistic movement A ballistic movement is a rapid, preprogrammed action, such as a reflex, that once initiated cannot be altered by feedback.
Prefrontal cortex and signals for a movement The prefrontal cortex stores sensory information relevant to a movement and evaluates possible outcomes before sending signals to initiate a voluntary movement.
Cerebellum and precise timing The cerebellum is critical for coordinating movements and for the precise timing needed in tasks such as speech, music, and tracking moving objects.
Basal ganglia: caudate nucleus, putamen, and globus pallidus The basal ganglia include the caudate nucleus, putamen, and globus pallidus, which work together to regulate the vigor and initiation of movement through excitatory and inhibitory pathways.
Parkinson’s disease and the substantia nigra that releases dopamine Parkinson’s disease results from the gradual loss of dopamine-releasing neurons in the substantia nigra, which disrupts normal stimulation of the basal ganglia and leads to impaired voluntary movement.
Why a dopamine pill is ineffective for treating Parkinson’s disease A dopamine pill is ineffective because dopamine cannot cross the blood–brain barrier, so it cannot reach the brain areas where it is needed.
Main symptom of Parkinson’s disease The main symptoms of Parkinson’s disease include muscle rigidity, tremors, slow movements, and difficulty initiating voluntary actions.
Early symptoms of Huntington’s disease Early symptoms of Huntington’s disease include small involuntary jerks of the arms or face, as well as minor twitches that gradually worsen into larger writhing movements.
Psychological disorders that accompany Huntington's disease Psychological problems that accompany Huntington’s disease include apathy, depression, memory impairment, anxiety, hallucinations, poor judgment, and changes in sexual behavior.
The gene that controls Huntington’s disease and the normal and abnormal repetitions Huntington’s disease is caused by a dominant gene on chromosome 4 that contains repeated sequences of C-A-G bases; normal individuals have up to 35 repeats, while people with 36 or more repeats are likely to develop the disease, with earlier onset linked to more repetitions.
A readiness potential A readiness potential is a gradual buildup of electrical activity in the motor cortex that occurs before any voluntary movement begins, indicating the brain’s preparation for action.
Supplementary motor cortex The supplementary motor cortex is active before and during the planning of complex or habitual movement sequences and helps inhibit habitual actions when they are inappropriate.
Amplitude: The intensity or height of a sound wave that determines how loud a sound is perceived; greater amplitude means louder sound.
Frequency: The number of vibrations or cycles per second, measured in hertz (Hz), which determines the pitch of a sound.
Eardrum vibration and frequency of a sound wave: The eardrum vibrates at the same frequency as the incoming sound waves, transmitting those vibrations to the inner ear.
Why are sound vibrations amplified as they pass through the ear?: The ossicles (malleus, incus, and stapes) amplify sound to overcome the resistance of fluid in the cochlea so sound energy is not lost.
Basilar membrane and auditory receptors: The basilar membrane in the cochlea vibrates in response to sound, and its hair cells act as auditory receptors that convert these vibrations into neural impulses.
Frequency theory: This theory states that the basilar membrane vibrates in synchrony with the sound wave, and auditory nerve axons produce action potentials at that same frequency, explaining low-pitched sounds.
Auditory information contralateral and ipsilateral side: Auditory signals travel to both sides of the brain; most cross to the contralateral side, while some stay ipsilateral, helping the brain localize sound direction.
Nerve deafness: Also called sensorineural hearing loss, it results from damage to the cochlea, hair cells, or auditory nerve, often due to loud noise, infection, or aging.
Why is it difficult to tickle oneself?: The brain predicts sensations caused by your own movements through the cerebellum, reducing sensitivity and making self-tickling less effective.
Sound shadow: The difference in intensity and timing of a sound between both ears, helping locate high-frequency sounds.
Sensory aspect of pain somatosensory cortex: The somatosensory cortex identifies where pain occurs and its intensity, processing the physical aspect of pain.
Emotional aspects of pain in the cingulate cortex: The cingulate cortex handles the emotional distress associated with pain, such as fear, anxiety, or suffering.
Morphine mimicking the effects of endorphins: Morphine binds to the same receptors as endorphins, the body’s natural painkillers, blocking pain signals and reducing discomfort.
Itches and histamine: Histamines released during tissue irritation or healing trigger itch receptors; antihistamines reduce this response by blocking those signals.
Taste and smell with the endopiriform cortex: Taste and smell signals converge in the endopiriform cortex, allowing integration of flavor and scent for unified perception.
Synesthesia: A cross-sensory condition where stimulation of one sense involuntarily triggers another, such as seeing sounds or tasting colors, due to cross-activation between brain regions.
Why can humans identify a wide variety of bitter substances: Humans have about 30–40 types of bitter receptors, each tuned to detect different toxic or bitter compounds, enhancing survival.
Taste receptor: Modified skin cells in taste buds on the tongue that respond to chemicals corresponding to sweet, sour, salty, bitter, umami, and possibly fat; they regenerate every 10–14 days.
Sodium channels opening in the sense of touch: When skin is pressed, sodium channels in sensory neurons open, causing depolarization and sending a nerve impulse to signal touch.
Pacinian corpuscles: Deep pressure and vibration receptors under the skin that open sodium channels when compressed, generating action potentials.
Meissner’s corpuscles: Light-touch receptors located near the surface of the skin, particularly in fingertips and lips, sensitive to fine texture and movement.
Somatosensory receptors: Specialized receptors that detect touch, pressure, pain, temperature, and body position, sending signals to the somatosensory cortex for processing.
Otolith organs and calcium carbonate particles: The utricle and saccule contain calcium carbonate particles (otoliths) that move with head position and detect linear acceleration and gravity.
Tonotopic map: The auditory cortex is organized so that different areas respond to specific sound frequencies; low and high pitches activate distinct regions in order of frequency.
Insightful
Undoubtedly
Accommodate
Accommodate
Opera refers to a dramatic art form, originating in Europe, in which the emotional content is conveyed to the audience as much through music, both vocal and instrumental, as it is through the lyrics. By contrast, in musical theater an actor's dramatic performance is primary, and the music plays a lesser role. The drama in opera is presented using the primary elements of theater such as scenery, costumes, and acting. However, the words of the opera, or libretto, are sung rather than spoken. The singers are accompanied by a musical ensemble ranging from a small instrumental ensemble to a full symphonic orchestra.
Have you ever had a copilot users and a thing you can't do to congratulations of all users? Well, I had a thing with a job, see if it's done. Here's the first paragraph.
That's the way of the first copilot and a round of all of the humans, are the best way to do. AI chat such as ChatGPT, or copilot, makes them really close. That's 38 days left premium for teams and copilot is a chat sharing for all of the children. Here, there is a way to do: Er. 1: How did you get there? This is called a critter. Er. 2: It's a way you can't say is nothing. It would be really amazing. Er. 3: That's a thank of you and you can take a copilot of it, it's a way of speaking with it. Here's a way of the chat copilot, footballs, basketballs, tennisballs, cricketballs, and etc.
The first paragraphs knowns as AI. Here's a buch of different ways you can't known as a second paragraph.
The spiclaze of the game known as the AI what, known as copilot, such as ChatGPT. Here's the AI chat: Say "Hello!" to get an AI and the AI say "How about you?" You say "What's your name?" AI say "My name is a [name] thingy to help you to keep understand for some reasons. Here's a talk about it: It's a first way, and a copilot chat give you some reasons, pictures, videos, and more things with the ends. Here, it's the end. Here's the second thing with the chat copilot, footballs, basketballs, tennisballs, cricketballs, and etc.
The second paragraph is also the AI, but, the third paragraph was not the AI thingy. The third paragraph is a buch of all different things that are known as a first paragraph.
Copilot chat is a way of speaking such as Microsoft 365 copilot and it's a way of it. The capilatzied of all the ways of speaking such as "Hey, nice to see you. What's new?" He says "I'm new to see that it's a great idea." So he says, it's a best thing to do with chat copilot. The layers of the things of here as such as "Say?" or the ways. Here, it's the end. Here's the second thing with the chat copilot, footballs, basketballs, tennisballs, cricketballs, and etc.
The fourth paragraph is NOT a chat Copilot. It's in the classroom!
Here in our classroom, WE SAY...
"How can I improve?"
"Let me try a different way."
"Mistakes are part of learning."
"Have I done my best work?"
"Learning takes time."
"How can we learn from one another?"
"I like a challenge."
"My effort and altitude are everything."
The fourth paragraph does not describe the AI. Here's the fifth paragraph.
You can create an image, simplify the topic, write a first draft, design a logo, predict a future, improve writing, improve communication and draft an email of all by copilot.
That's it. The end.
a You cant be reserved
In Flanders fields, the poppies blow
Between the crosses, row on row,
That mark our place; and in the sky
The larks, still bravely singing, fly
Scarce heard amid the guns below.
We are the Dead. Short days ago
We lived, felt dawn, saw sunset glow,
Loved and were loved, and now we lie,
In Flanders fields.
Take up our quarrel with the foe:
To you from failing hands we throw
The torch; be yours to hold it high.
If ye break faith with us who die
We shall not sleep, though poppies grow
In Flanders fields.
John McCrae
I killed 1,000,000,000 people
I killed 1,000,000,000 people
