Our nervous system has an incredible capacity for plasticity and repair, but those functions are limited by several factors. describe below how damage to motor and sensory components of the cns and pns (4 areas of damage total! ) leads to deficits specific to those types of damage (i. e., how the normal function of that component/region is impaired). the cns vs. pns motor systems are pretty straightforward, and you may pick whatever sensory system you’d like, but it will be easier if you focus on central and peripheral aspects of the same sensory system. be sure to describe any defining characteristics of the neurons in those regions – especially in the pns – e. g., type of axon those neurons have and what neurotransmitter they release. then, for the cns vs. pns regions (you don’t have to differentiate sensory and motor here), describe (1) the likelihood that repair/recovery of function might happen, and (2) what mechanisms contribute to promote or prevent repair in those regions. here, think about what types of glia are present, and what types of chemical factors are present/released that can either or hurt the process of neurite repair.

why do you want to cheat? i dont take it, so i dont know.

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answer: glucoamylase presented optimum activity at temperature of 55â°c, and, in the glycosidic bonds from the non-reducing ends of starch, resulting in the production of glucose. source and type of fermentation can affect the enzyme's properties

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not too sure but maybe in the hot springs.

picture a world where computers are building made-to-order personalized robotic arms and synthetic organs, drones are circulating above mars! due to the rapid growth of technology, the future has never been more unpredictable, and it presents a huge challenge in education: we are teaching students how to work in a future that we have never been unsure of. it is widely predicted that in eight years’ time, there will be more jobs in the fields of science, mathematics, technology and engineering than in any other discipline. and, as the technology continues to develop, it will soon become clear that addressing social problems will involve more innovative thinking, and analytical and technical knowledge than ever before. undeniably, there are no subjects that encourage innovative and creative thinking, deep thought, problem solving and independence more than the stem subjects. while it is widely commented on that there is a need to reimagine the ways stem subjects are taught in schools by embracing a more interactive and innovative approach to appeal to more students, it should come as no surprise that some of the most reputable educational organizations in the world are already implementing changes to embrace stem. harvard, for example, announced in 2014 that they were increasing their computer science faculty by over 50% and has since introduced computer science as a core subject for all freshmen. the urgency of supporting stem subjects at a young age is becoming more relevant than ever, as adopting a keen interest in the curricula needs to happen early. however, beyond the age issue is one of gender.

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