...BIO 101 Principles of Biology Program Council The Academic Program Councils for each college oversee the design and development of all University of Phoenix curricula. Council members include full-time and practitioner faculty members who have extensive experience in this discipline. Teams of full-time and practitioner faculty content experts are assembled under the direction of these councils to create specific +courses within the academic program. Copyright Copyright 2009 by the University of Phoenix. All rights reserved. University of Phoenix® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft®, Windows®, and Windows NT® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks or their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix® editorial standards and practices. Course Syllabus Course Title: | BIO 101 Principles of Biology | Course Schedule: | April 25, 2011 to May 23, 2011 | Course Location/ Times/Newsgroup: | Henderson CampusMonday, 6:00 pm to 10:00 pmHEFOUN78E | Required Text: | Simon, E. J., Reece, J. B., Dickey, J. L. (2010). Essential biology with physiology. (3rd ed.). San Francisco, CA: Pearson/Benjamin Cummings. Note: All required text materials can be found on the...
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...Biology A Syllabus Instructor Catherine Christensen Phone 415-759-2730 Office Room 234 Email christensenc@sfusd.edu Office Hours By appointment Text: Biology, Prentice-Hall Description: The Biology course incorporates the Next Generation Science Standards and Common Core Curriculum. There are four life science disciplinary core ideas in high school: 1) From Molecules to Organisms: Structures and Processes, 2) Ecosystems: Interactions, Energy, and Dynamics, 3) Heredity: Inheritance and Variation of Traits, 4) Biological Evolution: Unity and Diversity. During the first semester students will cover – Science Safety, Ecology-Interdependent Relationships, Ecology-Photosynthesis and Cellular Respiration, and Introduction to Evolution. The course will consist of laboratory activities, and current science readings/discussions to support content material. Goals: The goals of the Science Program at Lowell High School are: • To produce students with personal appreciation and respect for life leading to a positive involvement with the environment. • To encourage students to practice rational, critical thinking based on objective observations and open-mindedness, which are the essential ingredients of the scientific method of inquiry • To develop skills in manipulating materials and equipment for gathering, organizing and communicating scientific information based on observations and interpretations. • To ensure that the scientifically literate person...
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...Part II Asking Analytical Questions using Elements of Reasoning Introduction to Critical Thinking What do we do to think critically? What is critical thinking? 3 Key Questions Why do we need critical thinking? The Three Dimensions of Critical Thinking Reasoning: three aspects Traits of the Disciplined Mind Reasoning The process of drawing conclusions or figuring something out Elements of Reasoning Standards for Reasoning The quality of our thinking is largely reflected in the quality of our questions. Circle – Dots Critical thinking is the way you do everything you do Instruction Content LOGIC OF Student Thinking StandardsElementsTraits In other words, what elements must you account for in order for the analysis to be substantive? What is involved in analyzing reasoning? (Story, argument, point of view, subject) ● Look at the cartoon and analyze it by asking questions. 1. Individually, write a series of questions that attempt to probe the meaning of the cartoon. 2. With a group, compare your questions with others. Add to your list. Analyzing a Cartoon We use data, facts, and experiences to make inferences and judgments based on concepts and theories based on assumptions within a point of view leading to implications and conse quences. in attempting to We think answer a for a question. purpose Whenever we think Elements wheel ...
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...Course you will find the next files: BIO 315 Week 1 DQ1.doc BIO 315 Week 1 DQ2.doc BIO 315 Week 1 Individual Assignment Beren Robinson Field Study Paper.doc BIO 315 Week 2 DQ1.doc BIO 315 Week 2 DQ2.doc BIO 315 Week 2 DQ3.doc BIO 315 Week 2 Individual Assignment Environment, Resources, and Competition.ppt BIO 315 Week 2 Week Two Learning Team Exercises.doc BIO 315 Week 3 DQ1.doc BIO 315 Week 3 DQ2.doc BIO 315 Week 3 DQ3.doc BIO 315 Week 3 DQ4.doc BIO 315 Week 3 Individual Assignment Yeast Culture Lab.doc BIO 315 Week 3 Learning Team Exercises.doc BIO 315 Week 4 DQ1.doc BIO 315 Week 4 DQ2.doc BIO 315 Week 4 DQ3.doc BIO 315 Week 4 DQ4.doc BIO 315 Week 4 Learning Team Assignment Ecosystem WebQuest and Presentation.ppt BIO 315 Week 5 Individual Assignment Estuary Project Paper.doc BIO 315 Week 5 Learning Team Exercises.doc Deadline: ( ), Biology - Ecology and Environmental Science I urgently need help on this course and many other courses. Am almost to the end of week two and haven't been able to post anything due to my work schedule. I will like to have you guys assist me ASAP. Presently am in week two and looking at the tutorial you have here are not the same questions or from the same chapter. We are working with chapter 6,7,11and 13 on learning team. I need week two DQ's, Team assignments and Personal Assignments. Belo you find my team assignment, Please get back to me ASAP. Learning Team Chapter Summaries Read the Chapter assigned to your learning...
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...the main campus of ASU – Jonesboro * Office Hours: Please email me for assistance; since this is an online course I will be assisting you likewise. * Office phone: ASU Biology office: 870-972-3082, 972-3174 * E-mail address: nsanchez@smail.astate.edu ------------------------------------------------- / Textbook: Campbell Essential Biology with Physiology 4th edition; with Mastering Biology Resources; by Simon, Reece, and Dickey. ISBN-10: 0321763327 COURSE ID: SANCHEZBIO1001 The readings listed below should be done before or concurrently as the corresponding content material is presented. Course content will be presented on the assumption that the respective assignments have been read. Additional reading assignments from other sources may be incorporated into the content of this course as deemed necessary by the instructor. ------------------------------------------------- COURSE REQUIREMENTS AND EVALUATION PROCEDURES ------------------------------------------------- A. Course and Performance Objectives Learning Outcome: Enable students to recognize the major unifying themes of biology, including evolutionary theory, cell theory, reproduction, and genetics as these relate to contemporary issues, such as biodiversity, human impact on the environment, and biotechnology. Course Goals: Upon completion of this class, the student will be able to: 1. Know the major characteristics common to all living things...
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...Bio 46 AIDS and Other Emerging Diseases, S ‘13 Prof. Sherryl Broverman, Rm 307B Biological Sciences, 668-0228; sbrover@duke.edu Office hours: Wed 3-4:30pm Teaching Assistants: Ning Sui, ning.sui@duke.edu, office hours, Friday 1-2:30, FFSC 3108 Stacy Scholle, stacy.scholle@duke.edu, office hours Tues 3-4:30, Bio Sci 251 Neha Bahkai, neha.bakhia@duke.edu, office hours Monday 1:15-2:45, von der Hadyn Texts AIDS: Science and Society, 6th ed (abbreviated AIDS on syllabus) Race Against Time, Lewis, 2nd edition (abbreviated “Race” on syllabus) 28 Stories of AIDS in Africa (abbreviated as “28” on syllabus) Readings listed on Sakai, TBA Course Website: I will post on the site course rules, announcements, optional readings, changes to the syllabus etc, as needed. There are also assigned readings posted on Sakai.Any email sent to your Duke email as listed on the website will count as official notification. Lectures: Attend! People who come to class always do better, aren’t surprised by the exams and generally are more interesting people. Much of the exams are based on lecture notes and discussions, plus there will be planned activities during class time. Interact! Please feel free to ask a question at any time, anything from a penetrating, insightful probe into the material to “can you please repeat that?” ...
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...Question 1. What is the effect of changing lambda (λ) in the discrete model, and r in the continuous model? What is the effect of changing N0 in both models? (2 marks) When in discrete mode, a change in lambda (λ) will change the growth rate of the species. If λ increases, so does the growth rate and if λ decreases, as will the growth rate. However, the growth rate only increases if the number is above 1. 1 itself indicates no growth and below one is negative growth. The same principle applies to r. However, as apposed to 1, 0 is no growth while below 0 and above 0 is negative and positive growth, respectfully. Figure 1 and 2 show a stable, increasing and decreasing population for both continuous and discrete growth. Question 2. What are the differences between the discrete and continuous models of population growth? (2 marks) Discrete growth shows a type of growth in populations that have seasonal breeding seasons (Alstad, 2001). This means the percentage increase can be added after the season to the group. Continuous growth means that the growth of the population is continuously growing without seasons and has overlapping generations. An example of discrete growth is figure 1 and continuous growth in figure 2. Figure 1 Note that the dots are the changes in population after the previous, this graph could also show horizontal lines from one dot to the point in t matches with the above dot. The vertical line from the horizontal dot and dot further along t show the change...
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...Assignment 08 SC260 Introduction to Ecology DIRECTIONS: BE SURE TO SAVE AN ELECTRONIC COPY OF YOUR ANSWER BEFORE SUBMITTING IT TO ASHWORTH COLLEGE FOR GRADING. UNLESS OTHERWISE STATED, ANSWER IN COMPLETE SENTENCES, AND BE SURE TO USE CORRECT ENGLISH, SPELLING, AND GRAMMAR. SOURCES MUST BE CITED IN APA FORMAT. YOUR RESPONSE SHOULD BE FOUR (4) DOUBLE‐SPACED PAGES; REFER TO THE “FORMAT REQUIREMENTSʺ PAGE FOR SPECIFIC FORMAT REQUIREMENTS. INSTRUCTIONS: WRITE AN ESSAY USING THE GUIDELINES BELOW. YOU WILL NEED TO FIND AT LEAST THREE (3) OUTSIDE SOURCES FOR THIS ESSAY, BUT YOU MAY NEED MORE TO DEMONSTRATE A THOROUGH EXAMINATION OF THE TOPIC. DO NOT COPY AND PASTE FROM THE SOURCES; SUMMARIZE, PARAPHRASE, QUOTE, AND DOCUMENT YOUR SOURCES CORRECTLY. USE APA STYLE TO DOCUMENT YOUR SOURCES. YOU MAY USE YOUR TEXTBOOK AS A SOURCE; HOWEVER, THIS DOES NOT COUNT IN THE THREE (3) SOURCES AND THE MAJORITY OF THE INFORMATION CANNOT BE TAKEN FROM THE TEXT. BACKGROUND: THROUGHOUT THE WORLD, THERE ARE NUMEROUS ENVIRONMENTAL PROBLEMS RESULTING FROM HUMAN POPULATION PRESSURE ON LOCAL NATURAL RESOURCES. A LARGE PROPORTION OF ECOLOGICAL RESEARCH IS DEDICATED TO FINDING SOLUTIONS TO THESE ISSUES. OBJECTIVES: UPON COMPLETING THIS ASSIGNMENT, YOU SHOULD BE ABLE TO DESCRIBE IN-DEPTH AN ECOLOGICAL ISSUE, INCLUDING AT LEAST TWO DIFFERENT PERSPECTIVES, AND HOW THIS ISSUE IS REPRESENTATIVE OF OTHER SIMILAR ISSUES. PROCEDURE: PICK AN ECOLOGICAL CRISIS ANYWHERE IN THE WORLD THAT HAS ATTRACTED SIGNIFICANT...
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...BUS 309 Week 8 Assignment 2 The Worlds Most Ethical Companies Instructors, training on how to grade is within the Instructor Center. Assignment 2: The World’s Most Ethical Companies Due Week 8 and worth 300 points Review the Ethisphere Institute's list of the World's Most Ethical Companies, located at ethisphere.com/worlds-most-ethical/wme-honorees/. Research a sampling from the organizations from the list, and identify one (1) company that you believe treats its consumers, the environment, and employees in an exceptional and morally praiseworthy manner. Write a five (5) page paper in which you: 1.Determine at least two (2) ways in which the chosen company behaves in a morally responsible way toward each of the following: a.consumers b.the environment c.employees 2.Predict the effects that these morally conscious decisions would have on the company's bottom line. 3.Review the company's policies from a critical perspective, and list at least two (2) areas where the company could improve its treatment of consumers, the environment, or employees. Justify the response with specific examples. 4.Use at least three (3) quality references. (Note: Wikipedia and other Websites do not quality as academic resources.) Your assignment must follow these formatting requirements: * Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA or school-specific format...
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... | | |BIO/101 Version 2 | | |Principles of Biology | Copyright © 2010, 2008 by University of Phoenix. All rights reserved. Course Description This course is designed to introduce biology at an entry level by examining the hierarchy that ranges from the fundamentals of cell biology to the physiology of organisms, and the interactions among those organisms in their environment. The topics in this course include cell biology, genetics, molecular biology, evolution, physiology, and ecology. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Simon, E. J., Reece, J. B., & Dickey, J. L. (2010). Essential biology with physiology. (3rd...
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...|[pic] |Course Syllabus | | |College of Natural Sciences | | |SCI/230 Version 7 | | |Introduction to Life Science | Copyright © 2012, 2009, 2008, 2007, 2006, 2005 by University of Phoenix. All rights reserved. Course Description This course applies a broad, conceptual understanding of biology. Students are introduced to scientific ideologies and concepts that not only shape our biological world, but also shape us as humans. Students examine the scientific method, evolution and biodiversity, the biology of cells, energy systems, the dynamics of inheritance, and the effect humans have on the environment. The text emphasizes methods and the theoretical foundations of ideas, while minimizing isolated facts. It stresses the integration of ideas, making connections that form our understanding of the living world. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies:...
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...ACHG300 HISTORY OF GRAPHIC DESIGN 3 ASSIGNMENT 5 and 6 This module is presented on NQF Level 6 FACULTY OF CREATIVE ARTS AND COMMUNICATION Module leader: MIRANTHE VAN STADEN GARBETT miranthev@mgi.ac.za: Phone: (011) 690-1825 Office number: 4 Lecturer (Remote Campus): E-mail: Due Dates: Assignment 5: Week 13 and 20 Assignment 6: Week 27 Assessments: Assignment 5: 200 Marks ( 10% final mark) Minus 5% per day deducted for late submissions Phone: Assignment 6: 100% (30% final mark). No late submissions will be accepted 1) Learning Outcomes Through this assignment, the student should achieve the following outcomes: • • • • Research, structure and write a formal academic article. Formulate an appropriate research question Apply an appropriate methodology to a specific topic Research, acquire and present in digital format a specialised knowledge of an aspect or area of African discourse or aesthetics, whether historical or contemporary. • • • Apply knowledge of history and/or theory to the chosen topic and evaluate contemporary relevance Identify and evaluate a specific case study that illuminates an aspect of African discourse or African aesthetics. Be able to explain, interpret and apply key terminologies, concepts, principles and theories in the development of a logical argument • • Formulate findings and interpretations into a sound, logical argument Support opinions and statements using authoritative sources and the correct Harvard method ...
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...CASE STUDY 1 | 5% | B. SHORT CASE STUDY 2 | 5% | | 2. MID SEM EXAM - 20% | A. EXAM 1 | 10% | B. EXAM 2 | 10% | | 3. PROJECT REPORT / STRATEGIC AUDIT (GROUP ASSIGNMENT)- 20% | You are required to select Malaysia’s company in beauty and healthcare or restaurant chain industry.Please provide the information and do the analyses as follows: 1. Identify strategic issues or problems appear in organization’s current situation. 2. Analyze a company's internal and external environment and identify strategic long-term direction, its resources and competitive capabilities for crafting an appropriate strategy. You can analyze the strategic audit by analyzing the company’s internal and external forces as suggested below:Internal Forces: a) Company’s name b) Company’s type and the industry c) Vision, Mission, Objectives and Strategies – You are required to analyze a vision, mission and objectives of the organization and please discuss whether these statements fit with company’s stated strategies. d) The list of BOD e) The list of Top Management Team f) Organizational Structure – Please discuss the type of structure – is it relevant with current business operation? External Forces: a) Please analyze PESTE (Politic, Economy, Social-cultural, Technology, ecology which indirectly influence the related industry. b) Please analyze 5 Forces by Michael Porter. 3. Propose the best strategy/ strategic options/ recommendations to the management...
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...FACULTY OF ECONOMIC AND BUSINESS UNIVERSITY OF LAMPUNG MANAGEMENT DEPARTMENT COURSE COURSE CODE SCHEDULE AND CLASS NAMA DOSEN / EMAIL WEBSITE / POWER POINT/ TEACHING MATERIAL BUSINESS ETHICS EBM 612217 / 3 Credit BILLINGUAL F103 Room / Friday 13:30 – 16:00 AM MUDJI RACHMAT RAMELAN, S.E., MBA. / muji@feb.unila.ac.id Dina Safitri, S.E, M.I.B. http://silabus.fe.unila.ac.id Business Ethics: Concepts and Cases (7th Edition) 2012 by Manuel G. Velasquez, ISBN‐10: 0205017665, ISBN‐13: 978‐0205017669, Pearson International Edition 2st (even) Semester of 2013/2014 SEMESTER Course Description Business ethics course is thinking or reflection about morality in business and economic activities, where morality is defined as good aspects and / or bad aspects, commendable or reprehensible that the human behavior is to be allowed or not allowed. In a business context, the quest for profit is a reasonable component of each business venture, so often ignored and passed all requirements of morality. The study of business ethics is expected to provide impact on student behavior as actors of business in the future, so it is expected that the course will broaden students thinking that will create an actors of economy and business that can hold on to moral virtues. Course goal On completion of course the students will be able to Knowing and expressing the concept of business ethics both generally and specifically. Identifies the elements associated with the business ethics...
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...MARINE POLLUTION & ENVIRONMENTAL STUDIES. Semester: Code: PA-101.4 Total Hours: 45 Hours Per Week: 3 Credit: 3 COURSE DESCRIPTION GENERAL OBJECTIVES At the end of this course, students should be able to : 1. Identify key elements of the global environment. 2. Discuss how environmental elements interact locally and globally in predictable and unpredictable ways. 3. Describe the impact of human activities on the global environment. 4. Discuss issues relating to sustainable development. 5. Identify international and Caribbean regional environmental challenges 6. Identify biotic and abiotic components of ecosystems and some of their possible interactions. 7. Describe physical, chemical and biological characteristics of the oceans. 8. Identify the principal marine pollutants and the threat they represent. 9. Assess the impact on the marine environment of oil pollution from the oil industry and the shipping industry. 10. Identify requirements to maintain healthy ports and harbours, and current programs to rehabilitate Caribbean ports. 11. Identify organizations and regulatory structures concerned with oceans management and costal zone management in general and within the Caribbean region, including the UNEP regional seas programme. 12. Discuss national and international marine law; the use of civil and criminal law in regulating the environment and the conflict between private property...
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