• Define energy as it relates to biological systems
• Discuss energy transfer and use in biological systems
• Distinguish (or Compare and contrast) between photosynthesis and cellular respiration
• Discuss basics of reactions in photosynthesis and cellular respiration
• List the key molecules and cell organelles involved in photosynthesis and cellular respiration
• Explain the role of photosynthesis and cellular respiration in energy transfer
• Discuss how photosynthetic processes in plants adapt to illumination conditions/availability of sunlight/access to sunlight

Energy

What comes to mind when you read the word ‘energy’? Can you make concept connections between ‘photosynthesis’ and ‘energy’? In this lab series, you will explore how energy in the form of sunlight can be transformed to support the energy needs of all living beings.

Consider Figure on the right. What are the different forms of energy in this Figure?

Energy Transfer in Biological Systems

Energy can be defined as “the capacity to cause change, or to move matter in a direction it would not move if left alone.” ¹ The primary source of this energy on Earth is the Sun, the closest star to Earth. The energy of the Sun is absorbed by the ocean and land masses which allows the Earth to have an average surface temperature that is well above freezing (average 14°C). ² The energy of the Sun is also absorbed by chlorophyll in the chloroplasts of leaves where this energy, carbon dioxide, and water participate as reactants in a process called photosynthesis. In a two-step process, plants use the energy of the Sun to, first, produce carbohydrates (simple sugars), water, and oxygen (photosynthesis in chloroplasts) then, in the second step, use these products to produce complex carbohydrates (cellulose and starch), proteins (and enzymes), and fatty acids. Energy is also used and released in cellular (aerobic) respiration), a process that occurs in the mitochondria of plants and animals.

Photosynthesis and cellular respiration both use energy and release energy. Energy can be regarded as “trapped” in the molecular arrangements of chemical bonds. Breaking chemical bonds releases copious amounts of energy which can be harnessed to “cause change” (for example, breaking bonds in fossil fuels as part of gasoline engine combustion to cause automobile tires to rotate, permitting the vehicle to move forward) or to “move matter in a direction it would not move if left alone” (for example, permitting you to move your muscles against the force of gravity when you do a push up). The energy transfer through photosynthesis and cellular respiration represent two distinct forms of energy: Biomass (in the form of cellulose/starch) and stored chemical energy (in the form of ATP molecules), respectively. In addition to these energy products, photosynthesis also produces oxygen and cellular respiration also produces carbon dioxide and water. Measurement of the amount of oxygen and carbon dioxide produced can be used as an indirect measure of the amount of energy transfered, or, alternately, used to measure the rates of photosynthesis and cellular respiration.

Products of Photosynthesis and Cellular Respiration

Chemically speaking, the oxygen you breathe is a waste product (or by-product) of photosynthesis. Evolutionarily speaking, this waste product is your lifeline and the lifeline for all members of the Kingdom Animalia. Alternately, carbon dioxide, one of the waste products of cellular respiration, provides a lifeline for plants. As evident in the two reactions shown below, the products of photosynthesis are the reactants (or substrates) for cellular respiration. Therefore, these two processes in plants must be carefully balanced to assure that plants can retain sufficient amounts of carbon in order to grow—Remember, all living organisms, including plants, are carbon-based.

Photosynthesis (a two-step process in chloroplasts in leaves). Notice that both sunlight and enzymes are involved.

H2O+CO2−→−−−enzymessunlightO2+C6H12O6(sugar)H2O+CO2→enzymessunlightO2+C6H12O6(sugar)

Cellular respiration (in mitochondria in all parts of plants). Notice that enzymes are also are involved in this reaction.

C6H12O6+6O2−→−−−enzymes6CO2+6H2O+ATPC6H12O6+6O2→enzymes6CO2+6H2O+ATP

Ecologists and plant physiologists refer to a measurement of the carbon balance as net photosynthesis,³ or as net carbon gain.⁴

Net photosynthesis = Photosynthesis – RespirationNet photosynthesis = Photosynthesis – Respiration

Net carbon gain = Carbon gain in photosynthesis – Carbon loss in respirationNet carbon gain = Carbon gain in photosynthesis – Carbon loss in respiration

During full sunlight, net photosynthesis is positive, whereas, in the dark, there is a net loss of carbon because photosynthesis ceases while cellular respiration continues.⁵ Cellular respiration takes place in all parts of plants (leaves, stems, and roots), which means that plant growth is dependent on distribution of carbon (CO₂ and sugars) to all parts of the plant. Carbon distribution in a plant is critical to both cellular respiration and plant growth, but the primary means for obtaining carbon is through photosynthesis. In the absence of photosynthesis (that is, when there is no sunlight), measuring the change in CO₂ production provides an estimate of the rate of cellular respiration.⁶

If you measure CO₂ and O₂ concentration levels in a closed system (no gases allowed in or out of the system), then net photosynthesis (in full sunlight) and cellular respiration (in total darkness) would show the trends shown in the figures below.

Changes in CO₂ and O₂ concentration move in opposite directions and in step with one another during both processes.

Orientation to the Model Photosynthetic System

In this set of laboratory exercises, you will quantify the rate of photosynthesis as well as the rate of cellular respiration by measuring oxygen production and carbon dioxide production, respectively. You will use different levels of illumination, including 0% illumination (darkness/no sunlight), in two different model leaf systems.

As an orientation to the model leaf system, imagine a very large tree. Leaves at the top of the tree receive plenty of sunlight; these leaves would be considered ‘sun-adapted.’ Leaves on the lower branches of this large tree will, on average, receive much less sunlight; these leaves would be considered ‘shade-adapted.’ The different sunlight conditions for leaves on the same tree mean that the rate of photosynthesis will differ for leaves at different heights of the tree. The two model leaf systems in this laboratory will be one system that is sun-adapted and another that is shade-adapted.

Botanists and ecologists have studied the structural and functional differences between sun-adapted and shade-adapted plants. The results reveal two main differences between sun-adapted and shade-adapted plants:

• Shade-adapted plants produce more chlorophyll than sun-adapted plants produce
• Shade-adapted plants produce less of the key enzymes that catalyzes photosynthesis and cellular respiration than sun-adapted plants produce ⁷

Given these differences between sun-adapted and shade-adapted leaves, how do you think the net rate of photosynthesis and the rate of cellular respiration compare for sun-adapted and shade-adapted leaves? You will be able to answer this question after conducting the set of experiments in this laboratory.

What is a Rate?

In this set of laboratory exercises, you will record rates of photosynthesis and cellular respiration. To be more precise, you will measure changes in the concentration of reaction products of photosynthesis and cellular respiration over a specified period of time. In this set of experiments, you will measure production of one reaction product for photosynthesis—Oxygen (gas) and one for cellular respiration—Carbon dioxide (gas) over a specified period of time. As a reminder, plants are autotrophs/producers (that is, they make their own food) which means that cellular respiration is dependent on the products of photosynthesis. Think about that dependent relationship. What could that dependency mean for the rates of cellular respiration in shade-adapted leaves?

Measuring Gas Products

There are many ways to measure the presence of oxygen or carbon dioxide. For example, a micro-ecosystem could be constructed in a flask (as shown below) then exposed to sunlight. The distance moved on the gauge would mirror the net change in the amount of gas produced as a function of the duration of the illumination. A simple system like this one would measure net gas production for both gases; it would not distinguish between oxygen production and carbon dioxide production.

Fortunately, because these gases are very reactive with other elements and molecules, special biosensors have been developed that specifically measure one or the other of these gases. In this set of experiments, you will use gas sensors referred to in this lab as an O₂ probe and a CO₂ probe. There are many common uses of oxygen sensors. Can you think of a common application of oxygen sensors? They are helpful and often essential when it is important to monitor oxygen levels.

Procedure I Overview

Net Photosynthesis Rates ‐ 100% Illumination: You will determine net photosynthesis rates for sun-adapted and shade-adapted leaves under full illumination conditions.

Procedure II Overview

Respiration Rates ‐ 0% Illumination: You will determine respiration rates for sun-adapted and shade-adapted leaves under zero illumination conditions.

Procedure III Overview

Low-Light Net Photosynthesis Rates ‐ 15% Illumination: You will determine net photosynthesis rates for sun-adapted and shade-adapted leaves under low illumination conditions.

Summary of Formulas Needed for Calculations

Determine the rate of change (or simply the rate) using timed data.

rate=changetime intervalrate=changetime interval

Connection: When sunlight is present the rates of change in oxygen and carbon dioxide are direct measurements of the net photosynthesis rate. In the absence of sunlight (0% illumination) the rates of change in oxygen and carbon dioxide are direct measurements of the respiration rate.

Example: O₂ rate

O2rate=change in oxygen concentrationtime intervalO2rate=change in oxygen concentrationtime interval

Sample Calculation: Determine the oxygen rate if the oxygen concentration increases by 22.05 ppm during a 25.0 second time interval. Note: ppm stands for parts-per-million and is a unit for measuring concentration.

O2rate=22.05ppm25.0s=0.882ppm/sO2rate=22.05ppm25.0s=0.882ppm/s

Example: CO₂ rate

CO2rate=change in carbon dioxide concentrationtime intervalCO2rate=change in carbon dioxide concentrationtime interval

Sample Calculation: Determine the carbon dioxide rate if the carbon dioxide concentration decreases by 7.84 ppm during a 35.0 second time interval. Note: ppm stands for parts-per-million and is a unit for measuring concentration.

CO2rate=−7.84ppm35.0s=−0.224ppm/sCO2rate=−7.84ppm35.0s=−0.224ppm/s

Please note that either rate (O₂ rate or CO₂ rate) could be positive or negative depending on the level of illumination.

journal Paper, Part A – Guidelines (15 pts)
(Due during Module #1. Part B will be due during Module #4.)
The objective of this writing assignment is to be critically observant of communication influenced by gender. You may
examine any contexts relevant to your life such as work, school, relationships, media (news, entertainment, social), etc.
(Note: You will need to reference your Part A paper when you write Part B later.) Take notes about your observations,
and then write a paper that responds to the following questions about what you saw and thought:
Questions
1. Observe three examples of significant verbal and/or nonverbal messages influenced by gender, and describe these
in detail. For instance, you might observe that the clothing your work colleagues wear is gendered (a nonverbal
example). Fully describe the clothing and explain how you feel it is linked to gender.
2. Are you comfortable or uncomfortable with these messages? Why? This question is asking for your opinion. For
example, in response to the first question, you might describe a TV scene in which a character says, “You throw like
a girl” (a verbal example). Describe your comfort or discomfort with this statement, and provide a context for your
reaction. Perhaps you feel bothered by what you consider a sexist remark. Or perhaps you view the scene as
comedic, a humorous take on gender stereotypes that doesn’t bother you.
3. How does your gender socialization affect your perceptions of the messages you observed and described?
(NOTE: Gender socialization refers to how you were raised with respect to gender, i.e., what your family members
and society taught you about gender as you were growing up.) Think carefully about how you are viewing a
situation through the lens of your own gender. For example, if you observed that your friends call you “dude” when
they greet you, explain your response to this nickname based on your own gender roles or identity.
Format
* Develop your journal paper in 500-750 words.
* Do not include a cover page, but do include your name at the top of the first page and number your pages (upper right
corner).
* Write in first person (using “I”). Structure your paper for an audience who expect your tone to be conversational,
your language grammatical, and your format paragraphed. In other words, be personal but professional.

n this assignment you will estimate the number of naked-eye stars that you can see in the sky. You will sample the sky in many different directions, by looking through a tube of some kind. A cardboard tube from a paper towel roll would work fine. You will then use your results in a formula that will estimate the total number of naked-eye stars in the sky at your location.

Place your tube against your eye socket without poking your eye out, and aim the tube at the sky. You don’t want to bias your sample by only pointing at bright, starry places in the sky, so point WITH YOUR EYES CLOSED. Open your eyes and count the number of stars you can see through the tube, and write it down. It might only be one star, or even zero. Don’t move the tube while you are counting; we don’t want any new stars coming into view. Aim the tube at a new location in the sky and count the stars. Take ten samples of stars in this way. Try to get samples from all over the sky: high, low, north, east, south, west, etc.

Calculate the average number of stars in your sample by adding all the sample numbers together and dividing by ten.

Measure the dimensions of your tube: length and diameter. Measure your dimensions in millimeters; that’s the easiest way.

The number of naked-eye stars in the sky can be estimated with this formula:

Number of stars in sky = (8 x L² / D²) x average number stars per sample,

Where L is the length of your tube in mm, and D is the diameter of your tube in mm.

Example:

Star samples: 1, 2, 0, 5, 4, 4, 3, 1, 2, 2

Average number of stars per sample = 24/10 = 2.4 stars per sample.

Diameter of tube: 50 mm. Length of tube: 350 mm (your dimensions will differ).

Number of stars in sky = (8 x (350)² / (50)²) x 2.4 = 941 (rounded).

Do your calculations exactly as I have shown, or I will have a cow.

To make this work, you are going to have to get away from the lights of the city, or you won’t see many stars. Drive east until you are lost. That should be far enough. Allow your eyes at least ten minutes to acclimate to the darkness, if you want to see some stars.

You must get to dark skies. No stars, no points.

uburban Homes Construction Project Quality Management Plan (QMP)

Prepare a quality management plan using the elements described in the PMBOK 6e (Section 8.1.3.1) for the Suburban Homes Construction Project.

Content (90 points) Over the course the semester you’ve become familiar with the project and as part of the overall project management plan, a quality management plan is needed to communicate how quality will be met to the satisfaction of each stakeholder involved in a typical residential construction project.

You should perform research on quality standards associated with residential construction to determine applicable standards. At least four (4) quality objectives associated with the project should be defined.

As part of the section on quality tools, include a separate appendix with at least three (3) quality tools that will be used as a part of the project. These can be drawn from: 1) flow charts, 2) check sheets, 3) Pareto diagrams, 4) histograms, 5) control charts, 6) scatter diagrams, 7) affinity diagrams, 8) process decision programs charts, 9) interrelationship digraphs, 10) tree diagrams, 11) prioritization matrices, 12) activity network diagrams, 13) matrix diagrams, 14) inspections, and 15) statistical sampling.

Last, about 1/3 of the plan should be devoted to major procedures relevant for the project for dealing with non-conformance, corrective actions procedures, and continuous improvement procedures.

If information needed to complete a QMP is not explicitly stated in the scenario description or other project artifacts you’ve created or collected for this scenario in the past units, then develop (make-up) the information you need to complete the plan. Use tables and illustrations as needed to convey information.

The plan (excluding the separate appendix) should be approximately 3.

Your Instructor will use Turn-it-in to ensure your paper is authentic work. To avoid plagiarism, see the course home page for more information and use the Purdue Online Writing Lab to learn how to paraphrase, summarize and cite the references you use in all academic writing assignments.

Mechanics (10 points) It is expected that each part of this assignment have excellent mechanics (presentation, grammar and spelling) and exhibit the quality of work capable of a group of graduate students and working professionals. All sections of the document submitted must be readable at 100% magnification. Include any resources used in an APA formatted reference section.

Q1

Click on the following link and watch the video about Barriers to effective knowledge sharing. https://www.youtube.com/watch?v=r2J1aOwAEmE

12.3 Test your Knowledge (Question):

1. Explain Three important barriers to effective knowledge sharing as highlighted in the video.

——————————————————–

Q2

Do changing regional aspirations create a large number of problems in establishing effective intergovernmental relationships”?

—————————————————

Q3

12.2 Action Required: (Read)

The Case of the Missing Reservation

Mark, Donna, and their children, along with another family, traditionally attended Easter

brunch at a large downtown hotel. This year, as in the past, Donna called and made a

reservation about three weeks prior to Easter. Because half the party consisted of small

children, they arrived 20 minutes prior to the 11:30 reservation to ensure being seated

early. When they arrived, however, the hostess said that they did not have a reservation.

She explained that guests sometimes failed to show and that she would probably have a

table available for them before long. Mark and Donna were quite upset and insisted that

they had made a reservation and expected to be seated promptly. The hostess told them,

“I believe that you made a reservation, but I can’t seat you until all the people on the

reservation list are seated. You are welcome to go to the lounge for complimentary coffee

and punch while you wait.” When Mark asked to see the manager, the hostess replied, “I

am the manager,” and turned to other duties. The party was eventually seated at 11:45,

but was not at all happy with the experience.

The next day, Mark wrote a letter to the hotel manager explaining the entire

incident. Mark was in the MBA program at the local university and taking a course on

quality management. In the class, they had just studied issues of customer focus and some

of the approaches used at The Ritz-Carlton Hotel, a 1992 and 1999 Baldrige Award

winner. Mark concluded his letter with the statement, “I doubt that we would have

experienced this situation at a hotel that truly believes in quality.” About a week later, he

received the following letter:

We enjoy hearing from our valued guests, but wish you had experienced the level

of service and accommodations that we strive to achieve here at our hotel. Our

restaurant manager received your letter and asked me to respond as Total Quality

Lead. Looking back at our records, we did not show a reservation on the books

for your family. I have addressed your comments with the appropriate department

head so that others will not have to experience the same inconveniences that you

did. Thank you once again for sharing your thoughts with us. We believe in a

philosophy of “continuous improvement,” and it is through feedback such as

yours that we can continue to improve the service to our guests.

12.3 Test your Knowledge (Question):

1. Were the hostess’s actions consistent with a customer-focused quality philosophy?

What might she have done differently?

2. How would you have reacted to the letter that Mark received? Could the Total

Quality Lead have responded differently? What does the fact that the hotel manager

did not personally respond to the customer tell you?

———————————————————–

The Acme Bookbinding Company (ABC) employs over 500 employees. Although not a government contractor, it has established a voluntary AAP with the DOL because of previous concerns with non-diversity in its workforce. One hundred of the employees are classified as “printing press operators.” At the end of 2020, ABC’s demographic distribution in this job classification consisted of the following:

When openings occur, Acme recruits regionally for printing press operators. The latest availability data (fictitious) is presented below:

Based on turnover data for the past year and expected retirements (% of workforce aged 65 or older), ABC anticipates 8 position openings for these jobs next year.

1. Are any groups underutilized according to the data? If yes, which group(s)? Show all calculations.
2. What actions should ABC take regarding any groups identified as underutilized? Be specific!
3. As ABC’s Employment Manager, if you desired to obtain actual availability data for the occupation of “printing press operator” by gender, race, and ethnicity, what sources would you consult to obtain the data? What factors would influence your search?
4. Bonus Opportunity: Nationally, what is the current gender, racial, and ethnic representation of individuals employed as printing press operators?
5. Cite all sources, you cal also create a table to support you answers

Project Guidelines

1. This is a group project with a maximum of 4 students in Group.
2. The choice of company will be approved by the Faculty in Charge.

The company should be operating in Bahrain, specifically in Salmabad area.

3. The group should only focus in only one area, choosing from :

1. Quality Certification of the Company
2. Use of Quality Tools in Problem Solving
3. PDCA/Kaizen or 5S Implementation
4. Implementation of the Employee Empowerment
5. Quality Awards if applicable
6. TQM Implementation
7. Management Support and Leadership for TQM

4. References should be included.
5. Plagiarism should not exceed 20% using the approved plagiarism checker which is Turnitin
6. It should be submitted through Moodle on Nov 20
7. Presentation will be scheduled between Nov 27 to  Dec 1

ead: Davidson, Experience History Volume 1: Interpreting America’s Past (via McGraw Hill Connect)

Chapter 15: The Union Broken

Chapter 16: The Civil War and the Republic

For your Chapter Reviews, you are expected to read the selected sections (manually edited by the instructor) that connect to our class lectures and discussions. Using the text as your source, write a 300-500 word short essay that answers any one of the following essential questions* from the Section 6 notes:

1. Explain the advantages and disadvantages both the Union and Confederacy had against one another going into the American Civil War. What factors ultimately resulted in a Union military victory in the war?
2. Describe Abraham Lincoln’s political development from a Unionist to an Abolitionist. What external factors helped to influence this transformation?
3. The American Civil War was the bloodiest conflict in all of American history and widely considered to be the first occurrence of modern war. What aspects of the fighting contributed to the high casualty toll and the change in military strategy?
4. Describe how the American Civil War came to an end. How do different sides involved in the conflict have different memories that are sometimes at odds with one another?
5. What factors led to the failure of Reconstruction in the American South after the Civil War? In what ways are aspects of the Civil War still being fought out in the U.S. today?

*When writing your essay in the discussion thread make sure to do the following:

• If using a direct quote or block of information from the text, make sure to put the name of the textbook editor in parenthesis, followed by a period (Davidson).
• Where possible, use examples from the text to support an historical argument that follows your own interpretation from the reading and ideas of its meaning.
  • Do not simply say, “According to the book….” Instead make a statement and then use the book as a resource to help support your answers.
• Discuss what you learned and what you would like to learn more about.
• Where possible, connect at least one idea discussed in class to your review.
• You are welcome – but not required – to challenge the historical perspective presented in the text. If there is something that you feel could be fleshed out more, or a part of the story that seems to be missing, be sure to point it out.

OPTION 2

Write a 300-500 word review on any of the following multimedia sources listed below. Your documentary/podcast review should contain the following:

• Your response/reaction to the film.
• What did learn from the documentary and what you would like to learn more about?
• Describe the point of view/perspective the filmmakers take when presenting the topic of your documentary.
• List at least one blind spot or missed opportunity the film could have addressed. Are there places where the filmmakers could have given the audience more information.
• Identify at least one instance of bias (a preference toward one point of view over another) that occurred in the documentary. This could be from the way the film is presented, an explanation given by one of the experts interviewed, or the way the information is packaged.
  • (Note: There will always be occurrences of bias in everything you watch in this class. This is not necessarily a negative, but becoming aware of how a preferred point of view can inform the way a story is told is one of the primary goals of this course.)
• How do the topics brought up in the film relate to topics discussed in class?
  • Make sure to include a specific example from the class lectures to receive full credit for this assignment. (You will need to attend class to answer this part of the assignment and receive full credit.)
• (Going back to your earlier answers and reflecting on them): In your opinion, do you think “never again” can become a reality? Do you believe there are any ways in which you as an individual would be able to have an impact on this situation?

1865: Sic Semper Tyranus/The Star of Washington City

Sic Semper Tyrannis | 1 Transcript

Inside the Episode: S1E1 Transcript

The Star of Washington City | 2 Transcript

Inside the Episode: S1E2 Transcript

President Lincoln is mortally wounded. The nation is under attack. Secretary of War Edwin M. Stanton takes control and tries to protect Vice President Andrew Johnson. After the discovery of a mysterious note from Booth to Johnson, Stanton goes on a hunt for the truth

Digital technologies are transforming the creation, spread and consumption of cultural products such as music, television, film, and online content. To what extent might digitalization result in a homogenized global culture?” For this task, you are required to submit a full draft of your essay. Please note that you must reference appropriately any source materials used within your essay, and provide a List of References at the end of your essay (i.e. a list of the works you have cited or referred to in your text).

LAY-OUT/ FORMAT REQUIRED:

Essays must be submitted in a Word document. The first page of your essay should be a completed Submission Cover Page Download Submission Cover Page which is available in the assignment on Canvas.

Your name should appear on the cover page only. Your name must not appear on any other page of your assignment. Please use page numbers and add your student ID number to every page (but NOT your name).

Font: Times New Roman or Arial

Spacing: 1.5

Font size: 12 or 14 pt.

Length: 1000 words. +/- 10 per cent

You may be penalised if your essay is considerably under or over length.d online content. To what extent might digitalization result in a homogenized global culture

INVESTIGATION: Inside details of how Dowen College pupil, Sylvester Oromoni, died

The findings in the second autopsy report seen by PREMIUM TIMES include “marked pallor of organs, pneumonia (infections of the lungs), infections of the liver and kidneys as well as the heart. These infections emanated from the ankle infection”.

by Ibrahim Adeyemi  February 12, 2022 .

in December 2021, a disturbing video of a pre-teen boy writhing in pain was posted online. In the footage, the boy, a pupil of Dowen College, a boarding secondary school in the highbrow Lekki Phase 1 estate in Lagos, seemed to be fighting for his life. A few days later, the boy, named Sylvester Oromoni, same as his father, died a few days to his 12th birthday.

Mr Oromoni, Sylvester’s father, accused five pupils of the school – Aslem Temile (14), Benjamin Favour (16), Michael Kashamu (15), Edward Begue (16) and Kenneth Inyang – of killing his son. He claimed that the pupils bullied his son to death after he refused to join a secret cult. He claimed his son named these pupils moments before he passed.

Earlier, Sylvester’s cousin, Perry Oromoni, in a series of tweets, suggested Dowen college was a haven for teenage cult members recruiting other pupils into their gang.

Subsequently, the school came under a barrage of criticism by many Nigerians who felt it was not being upfront with details of the tragic event. Some people, who sympathised with Sylvester’s parents, felt the school management did not do enough to curb bullying among its pupils.

For instance, more than 200,000 people signed a petition seeking justice in the case. The outrage generated by the death of Sylvester, who was fondly called “Junior” (because he was named after his father), forced the state government to temporarily shut down the school while it investigated the incident.

However, the management of Dowen College, in a statement, claimed an employee of the school informed it on November 21 that Sylvester was injured during a football match with fellow pupils and was not a victim of bullying. The school added that he was immediately treated by its in-house nurse and seemed to be fine initially. But the next day he complained of pain. It also dismissed the claim that Sylvester was killed after he refused to join a cult…..

Mr Oromoni later told PREMIUM TIMES, that his son told him moments before he died about how the alleged bullies whipped him multiple times with their belts. He claimed that the severe torture meted on his son was the cause of the injuries that led to his death.

On Monday, November 21, 2021, Rosemary Oromoni, Sylvester’s mother, received a call from a nurse at the sickbay of the college. She was informed that her son could not sleep through the night. When Peter Odeworitse, a family friend of Mr Oromomi, picked the boy from the school the next day, his health had deteriorated considerably – his body was aching and his legs were itching. He was making physical gestures that showed he had severe body pains.

His parents, who were in Warri Delta State at the time, then instructed Mr Odeworitse to take the boy for an x-ray to understand the possible cause of the pain.

Mr Oromoni admitted to this newspaper that the result of the x-ray contradicted his claim that his son was physically assaulted.

ⓘ

“The x-ray showed nothing. No dislocation and no fracture,” Mr Oromoni told PREMIUM TIMES. “The doctor who did the x-ray now advised that we should use hot balms to rub his body.”

Medical experts who spoke to PREMIUM TIMES said the description of how Sylvester was allegedly beaten does not match the outcome of the x-ray. Their verdicts were that there should be either internal or external injuries if his father’s description of what led to his death was to be believed.

“What the father said showed the boy must have been beaten severely. So, there should be one or two signs to show for it,” said Victor Biryi, an epidemiologist with a background in radiology. “If he was beaten that much, the x-ray would show at least one or two internal or external scars.”

Left to die at home

When Mr Oromoni learned his son was ill and in pain, he flew down to Lagos and travelled back to Warri by road for several hours with the ailing boy because there was no flight to Warri at the time. A few hours after arriving in Warri on November 26, Junior’s health had worsened.

In a video clip filmed by his relatives, he was seen twitching in pain. His legs and stomach appear bloated. His lips and teeth seemed reddened as if stained with blood. His mother was seen murmuring in tears and condemning those who had “hit my boy like this”.

PREMIUM TIMES understands from sources close to the family, who asked not to be named because they were not permitted to speak to the media on the matter, that Mr Oromoni did not immediately take Sylvester to a hospital for a professional examination.

Mr Oromoni, however, claimed he took his boy to Vicah Clinic, his family hospital in Warri, for treatment but there was no bed space, which necessitated taking him back home.

Asked why he didn’t take the boy to another hospital, he replied: “Can’t I ask a doctor to come and treat my son at home? Is it not the same thing? The hospital is not far from my house so I asked that he should be treated at home.”

Aghogho Owhojede, the family doctor to Mr Oromoni, declined PREMIUM TIMES calls when contacted several times to confirm if his hospital indeed had no bed space to accommodate the sick boy.

“I am not going to answer any question on this issue,” he told this reporter on one occasion.

Meanwhile, Mr Oromoni had told us that between the 26th and 30th of December, 2021, his son was given malaria pills as recommended by the doctor.

ⓘ

The family doctor would later appear before a Lagos coroner to give testimonies that experts said showed the sick boy died a terrible death due to lack of proper medical attention.

A clinical note without a diagnosis

On February 2, Anthony Kpokpo, Dowen College’s lawyer, unsettled Mr Owhojede as he appeared before Mikail Kadiri, the coroner at the Ikeja court. The doctor claimed he treated Sylvester for five days before he finally died on November 30. But his claims contradicted that of Mr Oromoni on how his son was treated before he died…

The misleading autopsy on Sylvester Oromoni that sparked outrage

One of Mr Oromoni’s many claims that sparked public outrage about his son’s death was that he was forcefully given a dangerous chemical substance to drink by the alleged teenage cultists at Dowen College.

This claim was emboldened by an autopsy that circulated online a few days after Sylvester’s death. The autopsy, conducted by one Clement Vhriterhire of the Central Hospital, Warri, Delta State, pronounced the cause of death of the deceased as “acute lung injury due to chemical intoxication in a background of blunt force trauma”.

DOWNLOAD CONTROVERSIAL REPORT BY PATHOLOGIST CLEMENT VHRITERHIRE HERE

Some angry members of the public gathered in front of the school to protest. The protesters asked that the school must remain closed until justice was done.

But then, contrary to the public understanding of the matter, the autopsy also included a toxicology examination, which was not included in the original autopsy report released by Mr Vhriterhire. On December 24, the toxicology result showed that the deceased had died of septicaemia or sepsis as the disease is commonly known, as against his earlier claim ..Linus Gift Ndack.