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BIOL1181 2250 Assignment 1: Applied Theory (WEEKS 1-3) ? Please read the instructions that have been posted on CANVAS before completing this assessment. Please use either Calibri (Font Size 11) or Arial Font (Size 10) to type your answers. Adhere to the space provided for each question. Question 1. You have recently joined a biotech company that specialises in the cloning and expression of human hormones for therapeutic use [Total = 12 marks]. Your first task it to express the Human Growth Hormone, whose structure is depicted below: Genomic DNA 5 5' size (bp) cDNA GH protein BIOL1181 Assignment 1: Applied Theory (WEEKS 1-3) Total Marks = 35 nukleotides 5175 5234 I exons Answer: ? IVS 1 Answer: 10 261 5'NT 5495 | ? 161 5655 5865 5984 6077 | ? ? IVS 2 ? IVS 3 209 120 93 31 40 55 IV 6241 165 • 65 IVS 4 253 6495 1 ? -3-23 1-31 32-71 72-126 127-191 (aa) V 195 6689 (21) You need to provide your supervisor with a strategy to clone this gene in an expression vector for expression in a bacterial cell system. You need to: 3'NT Poly A a. Explain to your supervisor which starting material you will use (genomic DNA? mRNA?) to prepare your insert, and why? [2 marks]. b. List the elements that must be present in this vector for the successful expression of the bacterial system, and why these elements are required? [4 marks]. BIOL1181 2250 Assignment 1: Applied Theory (WEEKS 1-3) c. List the mains experimental steps required for cloning your insert of interest into the vector, starting from extraction of the relevant nucleic acid from cells (as you have defined under Question 1a) and finishing with a pure population of bacteria that has acquired the plasmid. Indicate which enzyme(s) is(are) are required at each step [6 marks]? You can use a schematic. Answer:

discuss what the graphs show and function as a representation for, and how their data relate to allometry in vertebrates

In the Tree Building Challenge exercise, please use the following steps to build a tree. Identify which tree of the options below is the one that you constructed. 1. Start on Peak 1. Reset the simulation until you get to this starting point. 2. Let some time pass. 3. Move a flower from Peak 1 to Peak 3 4. Let some time pass. 5. Move a flower from Peak 3 to Peak 4 6. Let some time pass. 7. Move a flower from Peak 1 to Peak 2. 8. Let some time pass.

E. Select and explain three historical instances where technology influenced the designed environment. Support your answers with specific examples.

1 2 AREN 3080 | Architectural Design Studio 1 Jay Arehart Lecture 8: Site & User Analysis Learning Objectives By the end of this class, you will be able to: 1. Describe the components of a site and user assessment. 2. Develop a plan for your own site and user assessment. 19A 3/6/23 1 3 4 ? Site Analysis Why might you carry out a site and user analysis? What types of information would we need to collect? How might we collect this information? O Site Analysis A site analysis is the activity of evaluating a location's characteristics or features such as: Neighborhood context: where is the site in relation to other buildings? What public transportation links exist? O Natural physical features: these include trees, topography, rivers, ponds, drainage considerations, key features (positive and negative), exposure, flood plains. O Access and Circulation: including both vehicle and pedestrian movements in, through, and around the site. Consider also the timing of circulation and its future evolution. Climate: what is the sun pattern? Is there shading from other buildings? Are there prevailing winds, if so, which direction do they come from? How many days is heating, or cooling required? Are there limitations to building orientation to consider? Views: how does the site connect to the surrounding buildings or area from a visual perspective? Consider both private views out, and public views in. Other Sensory: what other visual, audible, or tactile aspects of the site exist? Is there noise that needs to be considered? Human and cultural: in what historical and cultural context does the site exist? 3/6/23 2 5 6 A user analysis is the activity of evaluating the needs and patterns of building occupants: What types of users will be using the building? Access and Circulation: including both vehicle and pedestrian movements in, through, and around the site. Consider also the timing of circulation and its future evolution. O O Program: what types of spaces are needed? These are often defined by the owner of the building, and refined by the architect, asking the questions: What types of activities occur? What are the space requirements of each? When and where do these activities occur? How do these activities relate to one another? While some of the program is given in the project description, some elements will need to be developed by each of your groups in MOD IV Site Analysis Preparing for the design of a new Architectural Engineering building, site characteristics from locations on the North West corner of Discovery Dr. and Colorado analyzed. We have considered typical wind paths, sun paths, e were flooding areas, walking paths, noise issue traffic fl of access, and possible views from the new location. 3 Summer Sunset Winter Sunset (A) flow, ease 100 ft Astrophysics Research Lab User Analysis Architect Aerospace Engineering Building Discovery Drive (Ligh Colorado Ave. (Heavier Traffic) Examples Sustainability) Energy, & Environment Building Campus architecture is most commonly defined by sand- stone walls, red tile roofs, and limestone trim. That being said, this style has not been strictly followed on East Campus thus far. Summer Sunrise KEY Winter Sunrise Traffic Routes New Building Footprint Existing Building Footprints Sun Path Typical Wind Path - Walking Path ?Creek -Flood Line Road Noise View Facing South View Facing West View Facing South Sunrise in the summers will reach the building from the North East, while in the Winter it will come from the South East. The sunset. patterns will follow suit, in setting in the North West in the summers and in the South West in the winters. 3/6/23 3 7 8 Student Preferences Study Spaces 40% Due to the current hybrid course schedule, more students drive to campus than used to. While the majority of students walk or drive to campus, it is still important to design pathways that accommodate bikers and those that take the bus. Accessibility Ease of Use 21.1% Aesthetics. 21.1% Flatiron View to the South West When asked what they valued most in campus facilities, 40% of students valued comfortable study spaces. While fewer responses of ease of use or aesthetics were collected, complaints about campus facilities most commonly involved these two categories. Students reported that their favorite study spaces off-campus included cafés or student apartments. Overall, students communicated that they enjoy comfortable seating and the availability of drinks and snacks when picking a study space. Examples course for The average architectural engineering students is 16 credit hours; that means that each student could potentially spend 16 hours in our building every week. A typical school day lasts from 8am - 6pm but students can be found studying on campus late into the night. SITE ANALYSIS Architectural Engineering Program Colorarado Ave. Examples Water Boundary Vehicular Access Pedestrian Access ?Site Choice Discovery Dr. ARXE User Analysis Due to the specificity of programming requirements, data collection focused on occupancy data as well as the priorities of future occupants when describing campus buildings. In order to inform our design of the new Architectural Engineering building, our team set out to better our understanding of our future occupants. Through CU Campus Resources and surveys involving both students and professors, we are more prepared to design a welcoming and functional space for all. General Service 7.1% Lecture Hall 7.1% The Architectural Engineering program will include roughly 300 undergraduate students. While students make up the largest group of occupants, nine specific AREN faculty as well as other students within the Civil, Architectural, and Environmental Engineering department should be accommodated. Specific programming information can be found below, displayed in a pie chart. Percentages represent total floor area in square footage. Architectural Engineering Building Program Other 20.4% Classroom Space 13.3% Office Space 31.6% Collaborative Space 8.2% Makerspace 11.2% Site Conditions: The site is already level and prepared for construction. Despite the surrounding groundwater conditions, this site is not in the floodplain. Views: This site provides a clear view of the Flatirons to the south west. Selecting a site adjacent to Colorado Ave. makes this building one of the most publicly visible allowing its spectacular architecture to be seen by all. Accessibility: This site has easy access by bus (stampede and bound) or car. It is also accessible for pedestrians via the sidewalk adjacent to Colorado Ave, and other paths throughout East Campus. Sunlight: This site is essentially unobstructed with no vertically imposing structures around, as shown in the sun path diagram below.. 3/6/23 4 9 10 USER ANALYSIS Architectural Engineering Program Students Population: 214 Activities: class, research, studying (group and individual), attending meet- ings, etc. Desires: easy access to professors and other students, easy access to food and recreation, community feel, work- spaces, intuitive layout, spaces to relax. or sleep living/relaxation CLIMATE collaboration TEMPERATURE RANGE individual work ILLUMINATION RANGE WIND SPEED DIAGRAM LEGEND Space Use in EC Outside of Classtime LEGEND This climate is suitable for passive cooling in the summer, but for the most part is a heating climate. Passive solar is a fantas- tic option for this location, using 60 degree cut off shading on south facing glass for the highest impact. Wind in this area is spurad- ic and does not consistantly come from one direction, so blocking it externally is not an option. We can create a passive ventilation system that takes the wind speed over time into account though. Faculty & Admin. Population: 12 Activities: teaching, individual work, attending meetings, office hours, etc. Desires: centralized location for meet- ings, easy access to food and recreation, nice office space, adaptable classroom layouts, thermal comfort in rooms for extended periods living/relaxation Examples collaboration PLAINS COTTONWOOD TREES STAMPEDE BUS LINE individual work Number of classes in session NIS AN m Instruction Classroom Minimum Requirments Individual Work Collaboration Living/Relaxation WEST VIEW Examples AEROSPACE BUILDING 10 11 12 1 2 3 4 5 6 7 8 PM AM time MWF TTh Engineering Center Problems - outdated HVAC system confusing layout not enough solo study space - too little natural light ·lack of access to recreation -classrooms only set up for lecturing New Building Solutions state of the art systems • experience-focused design efficient use of space - daylighting focused design connection to trails adaptive classroom setup NORTH VIEW SEEC Weekday Activities faculty arrives 7AM first class starts 8 AM line for breakfast/coffee studying/relaxing peak class time line for lunch club meetings faculty leaves 6 PM last class ends 9 PM studying SITE ANALYSIS The site overall is mostly flat. There are a few hills to the west, but nothing that would change designs. The ponds and creeks are not visible from the site. The building will be outside the floor plane. The site also is void of any major veg- etation that would need to be saved but there is a cotton wood grove not far to the west that will be visible. To the east of the building is Foothills Parkway, a major road with lots of traffic. Since this building is meant to be a show stopper, a grand entrace will face that di- rection. If a parking garage is to be built there, it will face the south. PRIMARY CIRCULATION High foot traffic TRANSPORTATION from Engineering Center to Site 35-40 minutes NOON 10 minutes 20-25 minutes 9-12 minutes AM PM 3/6/23 5

Gabriella De La Cruz John Jay College of Criminal Justice CHS415-Senior Seminar DR. Crumly November 16th, 2022 1 2 Introduction: Bridge to Success Bridge to Success" The connecting bridge between kids and their success. P17x "Bridge to Success" is a district 75 program that opened up in 1999 working towards developing the skills of children that have special needs. This includes children with autism disorders, cognitive delays, emotional disturbances, sensory impairments, and etc. The program is helping kids express themselves and be able to learn the skills sets they will need to cope and to eventually live independently. The children in these programs are born with different conditions that make learning a little more difficult for them. This program is significant because it is helping children that require a little more assistance in the school setting. These different characteristics make it a little harder for the children to learn and get in the way of their learning. The school is located in the south Bronx. The classes have special equipment and services that are fit to assist the kids with their needs. The goal is to help each kid develop the skills needed to be self-supporting through academic and social learning. The environment plays a part in the kids' learning and the effort that is being made has to be twice as hard. The locations of these school programs are located in poor neighborhoods, so there can be disadvantages in these communities that hinder them from developing appropriately. These school programs are designed to help out families that are suffering from these disadvantages and also be able to provide services they will not be able to find on their own. Communities in poor neighborhoods sometimes do not have the services needed to accommodate the needs of the family members living in them. These District 75 programs located in the public schools in all the 5 boroughs give support that families need in order to do well and benefit from the resources offered in society to help children born with special needs. I chose this program because I love the mission behind the district 75 program. Society should celebrate people's differences and acknowledge the conditions that make each student unique. P17X ensures that the students who attend the schools are receiving services to help them both academically and socially. 3 Statement of Need, Problem Statement Bridge to Success provides services that are not as easily accessible without the help of service providers. The school is located in a poor neighborhood and the surrounding environment is not the greatest. The students that attend these schools are less prepared and often have problems occurring outside of the school. The fundings these schools receive is usually not enough to cover the needs and services needed for the kids. The kids from these schools often are underserved and the teachers that come to work in these schools either end up transferring to an easier school setting or lose the passion they had because of the stress faced working in these poor areas. The staff at P17x also conducts evaluations and different reports to better evaluate and better assist each student's needs. The reports that have the students information and behavioral reports is the I.E.P, Individualized Educational Plan. In P17x the teachers and service providers use positive behavior intervention support (PBIS) to teach and encourage the kid's good behavior. The students that attend P17x vary in different degrees in skills and ability, so this system helps promote positive behavior to strengthen those skills. The intervention plan is broken up into a three tiered system. The first tier is administrative and PBIS support as well as 4 classroom support and incentives. This is when the staff rewards the students using the point system that is in place. The second tier is small group support, and conflict resolution. This is when the students do not respond well to the points system and have to meet with service providers to come up with a resolution or another plan to improve their behavior. The last tier is individual support and counseling. This is when the student will have multiple sessions with service providers until the behaviors improve. This is very helpful because the conditions that the kids have at P17X already makes it difficult for them to learn. Their behavior gets in the way of their learning and these intervention plans are dedicated to helping the students succeed. Using positive reinforcement is praising a child's strength and it encourages them to continue using their strengths. These services are significant to the families because they play a crucial role in the development of the child. Without these services some of the children would not be able to be seen outside of the school because of the parent's work schedule and day to day lives. Having these services provided in the school such as dental care, physical therapy, occupational therapy, speech therapy, etc is very helpful and convenient to the families. The program's mission statement is "At P17X we use an equitable lens to provide students with access to academics, social emotional learning and work readiness. We collaborate with the community to grant students opportunities to foster and empower their decision-making to gain access and advancement towards academic and personal success and independent living. academic curriculum, social-emotional development, and life skills are taught with the whole child in mind and prioritized to reflect the divergent needs of our students.” (P017X ) Literature Review 5 Motivating Students through Positive Reinforcement Positive reinforcement motivates the students to want to learn and display good behaviors. This helps the classroom environment and the classroom management. According to Conroy, Sutherland, Snyder, Al-Hendawi, and Vo (2009), "Creating a positive and engaging classroom atmosphere is one of the most powerful tools teachers can use to encourage children's learning and prevent problem behaviors from occurring" (p. 18). This powerful tool is used and encouraged throughout school systems because of the effects that are shown when this type of intervention is used. Turning the classroom into a positive environment allows the children to want to learn more and prevents problematic behaviors. (Conroy at el., 2009) The PBIS system that is used at Bridge to Success is called the P. R. I. D. E. system and it stands for "Practice safety", "Respect myself and others”, “In location”, “Do the responsible thing”, “Engage in learning”. (P17X) The reason why they practice this behavior system is because it promotes positive behavior and the kids can earn points to redeem different prizes. The positive reinforcement has to be done immediately so the students can understand and make a connection with the praise and the good behavior. The article also stated that once positive behavior is in effect, the reward system should be used less so the kids do not take advantage of it. Since there are no consequences for the students in P17x because of their mental conditions, when the P.R.I.D.E. system does not work, the staff will move on with part two of the intervention which is to see a service provider like the school psychologist. The school psychologist will provide another behavioral plan to help the student that they can utilize in the classroom. If the plan is not working then the last step is to provide multiple sessions with a specialist to try to come up with better solutions to help the student succeed and have a better learning experience. It is important/n Need to make a Poster Based on the Report given Evaluation poster board project following this guideline - https://guides.nyu.edu/posters (sample poster also given in this link) and it is based off of the evaluation paper Kindly check the "Sample Report" attached

INSTRUCTIONS Need to create a Case Study, and follow instructions strictly You can choose any project, But it would be better you chose project Student location : any city, or state in United States/n

2. Find 2 favorite images that the artist created. Provide the title and year the artwork was created.

??????? ALASALA FINAL PROJECT: BUDGETING College of Engineering Prepared b 1 2 3 B 5 2 0.91 10,52 2.04 3.55 0.98 0.78 3.06 1.29 1.05 3.82- 0.61-1.50 -0.49 Reception Living Room Bed Room (? -1.62 -3.82 10.62 B -3.00 -3.39 Bath Room C -1-1.50 -1.58 -3.00 10.62 -3.06 3.11 Entrance Kitchen Bed Room ARCHITECTURAL PLAN D 1.50-0.6 -3.06 2.16 0.91 1.50 9.92 3.55 10 3.06 1 2 3 B 4 5 Procedure 1- Knowing that the height of the floor is 3 meters, calculate the following: a. Number of blooks required to make this floor b. Doors c. Windows 2- List all the materials in one table named bill of material (BOM) and the quantities and the specifications. 3- Give a rough per unit quotation of each material. 4- Give a rough quotation of the labor cost for building this floor Report components This is a report not a presentation Introduction In the introduction explain what budgeting is and describe the floor you are doing budgeting to. Methodology Explain how you got the quantities and the specification of the materials Results List all the quantities and the prices

617 Salford Warehouse Amazon-ia online retailer requires a warehouse storage facility in the Salford area. The development requires the following features: 1. Warehousing space that is 10000m². The design must be highly sustainable and maximise the use of natural light and ventilation. 2. Generate some of its own energy through renewable sources onsite. 3. Offices for 30 employees 4. Forklift truck and drone storage (80m²) 5. Overhead crane 6. Toilet and kitchen facilities. 7. Loading/unloading of goods into lorries (x12 bays) Outline planning permission for the site stipulates the following requirements: 1. Material use shall be sympathetic to its position in an urban area. The architectural appearance of the site must be uniform and modular, or repetition of design is desirable. 2. The maximum allowable run-off from the site is 3.5 l/s/Ha which will outfall to the River Irwell at a single point. Before discharge the wastewater must be treated to conform with statutory regulations concerning discharge to water courses. 3. The site must be extensively landscaped with bushes and trees.