Answer:
thermodynamically unstable but kinetically stable.
Explanation:
The complete question is as follows:
Under physiological conditions, peptide bond formation and degradation both require enzymes, but only formation requires coupling to GTP hydrolysis. Based on this information, peptide bonds under physiological conditions are:
A. both thermodynamically and kinetically stable.
B.thermodynamically unstable but kinetically stable.
C.thermodynamically stable but kinetically unstable.
D. both thermodynamically and kinetically unstable.
- The term thermodynamically unstable refers to the fact that the peptide bonds are prone to breakage under physiological conditions.
- The reason why one can conclude the thermodynamic instability of the peptide bonds under physiological condition is that there is a need for a source of energy i.e. GTP hydrolysis for the formation of the peptide bond.
- The fact that the breakage of peptide does not require any input of energy but the only formation does confirms the fact that under physiological conditions they are thermodynamically unstable.
- Even though they are thermodynamically unstable, they are kinetically stable because both the formation and degradation require enzymes.
- The function of enzymes is to decrease the activation energy and hence, increase the rate of reaction. This means that if the enzymes are absent the rate of breakage of peptide bonds would be really slow this points out to the fact that they are kinetically stable under physiological conditions.
Answer:
A nucleotide consists of three things: A nitrogenous base, which can be either adenine, guanine, cytosine, or thymine (in the case of RNA, thymine is replaced by uracil). A five-carbon sugar, called deoxyribose because it is lacking an oxygen group on one of its carbons
Explanation:
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The suggested set of activities for the corresponding principles regarding the Programs and teachers is explained below.
<h3>How to explain the information?</h3>
1. Programs and teachers engage families in ways that are truly reciprocal.
- Programs and families can benefit from shared resources and information.
- Teachers seek information about children’s lives, families, and communities.
2. Programs invite families to participate in program-level decisions and advocacy efforts.
- Programs invite families to actively participate in making decisions about the program itself.
- Programs also invite families to advocate for early childhood education in the wider community.
3. Programs invite families to participate in decision-making and goal-setting for their children.
- Programs invite families to actively take part in making decisions concerning their children’s education.
- Teachers and families jointly set goals for children’s education and learning both at home and at school.
4. Programs provide learning activities for the home and in the community.
- Programs use learning activities at home and in the community to improve each child’s early learning.
5. Programs implement a comprehensive, program-level system of family engagement.
- Programs institutionalize family engagement policies and practices and ensure that teachers, and other staff receive the supports they need to fully engage families
6. Teachers and programs engage families in two-way communication
- Strategies allow for both school- and family-initiated communication that is timely and continuous.
- Conversations focus on a child’s educational experience as well as the larger program.
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Efferent nerve any nerve that carries impulses from the central nervous system toward the periphery, such as a motor nerve
