...CHAPTER 5: TISSUES OBJECTIVES: 1. Define the term tissue. 2. Name the four primary adult tissue types, and give a brief description of each. 3. Describe the functions and types of extracellular fluid (ECF). 4. Compare and contrast the structure and function of the three types of cell junctions. 5. Sketch a typical layer of epithelium. Label each structure and use this cell layer to discuss the characteristics of epithelia. 6. Explain how epithelia are nourished. 7. Discuss the classification scheme for epithelia. 8. For each of the following epithelial tissues, give a structural description (including any special features such as cilia, goblet cells, etc.), denote a key body location, and identify its function(s): A. B. C. D. E. F. G. Simple Squamous ET Simple Cuboidal ET Simple Columnar ET Pseudostratified Columnar ET Transitional ET Stratified Squamous ET (both keratinized and non-keratinized) Glandular ET 9. Distinguish between merocrine, apocrine, and holocrine exocrine glands and give an example of each. 10. Define the term carcinoma. 11. Describe the general characteristics of connective tissues (CT) and discuss the major structural differences from ET’s. 12. Explain how CT’s are composed of cells plus an intercellular matrix composed of ground substance and fibers. 84 CHAPTER 5: TISSUES 13. Describe ground substance, list the three CT fiber types, and name the many types of cells that may compose CT. 14. For each of the following CT’s, describe...
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...lifecycle Incident tickets and their lifecycle . . Change tickets and their lifecycle . . Exercise . . . . . . . . . . . . . . . . . 1 3 4 10 16 26 28 29 30 33 34 41 48 50 51 52 55 62 64 67 68 69 71 76 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . in Perl? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Creating Tickets 5.1 Common fields . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.2 Create skeleton . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.3 What an interaction ticket needs . . . . . . . . . . . . . . . . . . . . . ii 5.4 5.5 5.6 5.7 What...
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...Industrial Relations or any venue that is significantly impacted by human interaction. This type of analysis identifies inconsistencies, incongruities and conflicts that are sub-optimal and allows the analyst to prescribe solutions that address both the acute problems facing the organization (the individual events or actions observed) and the chronic, underlying conditions that promote these sub-optimal conditions. 1. OVERVIEW The Overview is a 5 – 7 sentence paragraph that establishes the context in which any analysis or decision must be made for the case in question. This section of the report indicates to the reader that the analyst (You) understands the circumstances of the organization’s dilemma. The writer must identify the key people involved, most critical event or events the have happened and the situation that has resulted. Finally, the writer must detail the apparent decisions that must be made. Note: This is not an Introduction and absolutely no conclusions are drawn at this point. The writer is merely explaining what she perceives is the present situation. This is extremely important as the writer establishes her credibility immediately with the reader to the extent that one demonstrates one’s depth of understanding. 2. PROBLEMS These are merely the list of those events, situations, actions or behaviours that are not appropriate to the organization at the time of the case in the context of the decision that the analyst is required to make. Relevance...
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...Handouts VS Fill-in-the-Blank Handouts Submitted to: Professor Lourdes Angela Piñero Submitted by: Caballero, Frances Nicole T. Dela Peña, Cheska May A. Pineda, Kristy Zaren E. Table of Contents Chapter I Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Review of Related Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Theoretical Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Conceptual Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Statement of Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Significance of Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Scope and Limitations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Chapter II: Research Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Sampling Plan . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12...
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...diversity, and thereby shed light on what we have in common with other living things. Animals can be classified according to their shared characteristics, and birds, fish, and humans are members of a group called the vertebrates, characterized by a segmented vertebral column. The shared characteristics and organizational patterns provide useful clues about how these animals have evolved over time. Many of the complex structures and functions of the human body discussed in this text have distant evolutionary origins. When we compare the particular adaptations of human beings with those of other creatures, we find two important principles: there are obvious structural and functional similarities among vertebrates, and form follows function. This chapter explores the structural and...
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...In this chapter you will explore Confessions of a COLLEGE STUDENT . . . ‘‘ ’’ BREE SCHIPPER, 29 Kalamazoo Valley Community College reading college textbooks more challenging than reading high school texts or reading for pleasure? College texts are loaded with concepts, terms, and complex information that you are expected to learn on your own in a short period of time. To accomplish all this, you will find it helpful to learn and use the active reading strategies in this chapter. They are intended to help you get the most out of your college reading. The following plan for active reading is designed to help you read college textbooks. When you read actively, you use strategies that help you stay focused. Active reading is different from readings novels or magazines for pleasure. Pleasure reading doesn’t require you to annotate, highlight, or take notes. But as you read college textbooks, you’ll use all these strategies and more. This plan will increase your focus and concentration, promote greater understanding of what you read, and prepare you to study for tests and exams. The four steps in active reading are 1. Previewing 2. Marking 3. Reading with Concentration 4. Reviewing The purpose of previewing is to get the big picture, that is, to understand how what you are about to read connects with what you already know and to the material the instructor covers in class. Begin by reading the title of the chapter. Ask yourself: What do I already know about...
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...Australian School of Business Information Systems, Technology and Management INFS1602 INFORMATION SYSTEMS IN BUSINESS Course Outline Semester 1, 2013 Part A: Course-Specific Information Please consult Part B for key information on ASB policies (including those on plagiarism and special consideration), student responsibilities and student support services. Table of Contents PART A: COURSE-SPECIFIC INFORMATION 1 STAFF CONTACT DETAILS 2 COURSE DETAILS 2.1 Teaching Times and Locations 2.2 Units of Credit 2.3 Summary of Course 2.4 Course Aims and Relationship to Other Courses 2.5 Student Learning Outcomes 3 LEARNING AND TEACHING ACTIVITIES 3.1 Approach to Learning and Teaching in the Course 3.2 Learning Activities and Teaching Strategies 4 ASSESSMENT 4.1 Formal Requirements 4.2 Assessment Details 4.3 Late Submission 5 COURSE RESOURCES 6 COURSE EVALUATION AND DEVELOPMENT 7 COURSE SCHEDULE 3 3 3 3 4 4 4 5 7 7 7 8 8 9 11 11 12 13 INFS1602 Information Systems in Business 2 PART A: COURSE-SPECIFIC INFORMATION 1 STAFF CONTACT DETAILS Position Lecturer-‐ in-‐charge Lecturer Tutor-‐in-‐ charge Tutor Tutor Tutor Tutor Tutor Name Professor Patrick Finnegan Ms Christine Van Toorn Ms Jill Moore ...
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...mriff76: Managerial Report Use the numerical methods of descriptive statistics presented in this chapter to learn how these variables contribute to the success of a motion picture. Include the following in your report. 1. Descriptive statistics for each of the four variables along with a discussion of what the descriptive statistics tell us about the motion picture industry. 2. What motion picture, if any, should be considered high performance outliers? 3. Descriptive statistics showing the relationship between total gross sales and each of the other variables. Discuss. Motion Picture/Opening Gross/Total Gross/Number of Theaters/Weeks in Top 60 Coach Carter 29.17 67.25 2,574 16 Ladies in Lavender 0.15 6.65 119 22 Batman Begins 48.75 205.28 3,858 18 Unleashed 10.90 24.47 1,962 8 Pretty Persuasion 0.06 0.23 24 4 Fever Pitch 12.40 42.01 3,275 14 Harry Potter and the Goblet of Fire 102.69 287.18 3,858 13 Monster-in-Law 23.11 82.89 3,424 16 White Noise 24.11 55.85 2,279 7 Mr. and Mrs. Smith 50.34 186.22 3,451 21 Be Cool 23.45 55.81 3,216 8 Modigliani 0.03 0.13 9 4 Flightplan 24.63 89.69 3,424 21 Steamboy 0.14 0.36 46 3 Lost Embrace 0.02 0.05 5 1 Kung Fu Hustle 0.27 17.08 2,503 16 Howl's Moving Castle 0.43 4.61 202 11 War of the Worlds 77.06 234.21 3,910 19 Balzac and the Little Chinese Seamstress 0.02...
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...LECTURE NOTES For Nursing Students Human Anatomy and Physiology Nega Assefa Alemaya University Yosief Tsige Jimma University In collaboration with the Ethiopia Public Health Training Initiative, The Carter Center, the Ethiopia Ministry of Health, and the Ethiopia Ministry of Education 2003 Funded under USAID Cooperative Agreement No. 663-A-00-00-0358-00. Produced in collaboration with the Ethiopia Public Health Training Initiative, The Carter Center, the Ethiopia Ministry of Health, and the Ethiopia Ministry of Education. Important Guidelines for Printing and Photocopying Limited permission is granted free of charge to print or photocopy all pages of this publication for educational, not-for-profit use by health care workers, students or faculty. All copies must retain all author credits and copyright notices included in the original document. Under no circumstances is it permissible to sell or distribute on a commercial basis, or to claim authorship of, copies of material reproduced from this publication. ©2003 by Nega Assefa and Yosief Tsige All rights reserved. Except as expressly provided above, no part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without written permission of the author or authors. This material is intended for educational use only by practicing health care workers or students and faculty...
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...Characteristics of a Successful Student Many students in high school do not know what it takes to be successful in the school environment. They understand good and bad grades in a general way, and they sense that they should attend classes, but that is where their knowledge begins and ends. Most teachers know what a good student is - and is not. For one thing, a good student is not necessarily the most intelligent individual in the class. The following is a list of some characteristics of good students. This list is a description of what a hard-working student does and what a teacher likes to see. By learning these characteristics, you may better understand the day-to-day and class-to-class behavior of successful students. The idea is to provide you with guidelines you can follow which will help you get down to the business of becoming a serious, successful student. 1. Successful students attend classes regularly. They are on time. They listen and train themselves to pay attention. If they miss a class, they feel obligated to let the teacher know why before class begins, if possible, and their excuses are legitimate and reasonable. They make sure they get all missed assignments (by contacting the teacher or another student), and understand specifically what was covered in class. Successful students take responsibility for themselves and their actions. [pic] 2. Successful students take advantage of extra credit opportunities when offered. They demonstrate that...
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...[pic] [pic] |School of Science and Technology | |Department of Information Technology | |ISSC361: IT Security: Information Assurance | |3 Credit Hours | |8 Week Course | |Prerequisite(s) :None | |Table of Contents | |Instructor Information |Evaluation Procedures | |Course Description |Grading Scale | |Course Scope |Course Outline | |Course Objectives |Policies | |Course Delivery Method |Academic Services | |Resources |E-Book Links | |Instructor Information ...
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...Introduction By general agreement and on the basis of first hand experience, the review of literature in most student research (and some professional academic research too) is clumsy, naive, turgid, confusing and often down right dull. But given the central importance the literature review holds in our academic writing tradition, and its pivotal role in the academic assessment of research why are we still executing them so badly? Specifically, why do students find them so difficult to write? And academics find them so disheartening to read? There is no shortage of guidance in how to undertake a literature review. Comprehensive guides to business research such as Gill and Johnson (1991) or Cooper (1989) contain some guidance. More comprehensive are the general thesis guides such as Dunleavy (2003), Teitelbaum (1998), Baker (2003), or Evans (1996). There are also many specific guides to undertaking a literature review such as Baker (2000), Rowley and Slack (2004) or Hart (1999). Indeed, any competent trawl of the internet will generate innumerable guides and resources from universities around the world. The issue it seems is not the lack of guidance, but how such guidance is translated into the finished product. As a consequence this article focuses upon how to write the literature review, some techniques that can be used to ^ Correspondence: Mark Gabbott, Department of Marketing, Monash University, P.O. Box 197, Caulfield East Melbourne, Vic 3145, Australia, Tel: 00 61 3 9903...
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...Summary Within the framework of a good control of his flows, CMA CGM Morocco adopts several procedures to assure the continuity of the circuit of containers, and for a good control of the flows of the full and empty containers. The outstanding containers are a problem for the agency CMA CGM Morocco, engendering additional costs owed in accumulate demurrages and storage expenses. For a better control of flows, I found suitable to use the process approach to describe clearly the various processes import and export for the full and empty containers, so the various procedures organized to assure the continuity of the circuit of containers. Toward the end a dashboard is realized by means of the various indicators, aiming at the availability and at the smugness of containers at the level of deposit to satisfy the customers so to increase the sales force of CMA CGM Morocco as well as the recommendations implementation to decrea1se the number of the outstanding containers for the CMA CGM. Table of contents: Introduction Part 1: The management of the logistic flows of containers to the CMA CGM Chapter 1: The Company Section 1: CMA CGM, 3rd world ship owner 1) The birth of the group CMA CGM 2) History of the CMA CGM 3) The development 4) Setting-up in Morocco 5) Mission of the CMA CGM Section 2: A presentation of the actors of the port of Casablanca: 1) SOMAPORT, agency of exploitation of ports 2) The public actors of the sector of sea...
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...[pic] [pic] |School of Science and Technology | |Department of Information Technology | |ISSC361: IT Security: Information Assurance | |3 Credit Hours | |8 Week Course | |Prerequisite(s) :None | |Table of Contents | |Instructor Information |Evaluation Procedures | |Course Description |Grading Scale | |Course Scope |Course Outline | |Course Objectives |Policies | |Course Delivery Method |Academic Services | |Resources |E-Book Links | |Instructor Information ...
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...03-Bloomberg-45467.qxd 12/26/2007 11:52 AM Page 65 CHAPTER 3 Presenting Methodology and Research Approach OVERVIEW Chapter 3 of the dissertation presents the research design and the specific procedures used in conducting your study. A research design includes various interrelated elements that reflect its sequential nature. This chapter is intended to show the reader that you have an understanding of the methodological implications of the choices you made and, in particular, that you have thought carefully about the links between your study’s purpose and research questions and the research approach and research methods that you have selected. Note that in the proposal’s chapter 3, you project what you will do based on what you know about the particular methods used in qualitative research, in general, and in your tradition or genre, in particular; hence, it is written in future tense. In the dissertation’s chapter 3, you report on what you have already done. You write after the fact; hence, you write in past tense. As such, many of the sections of chapter 3 can be written only after you have actually conducted your study (i.e., collected, analyzed, and synthesized your data). To write this chapter, you need to conduct literature reviews on the methodological issues involved in qualitative research design. You need to show the reader that you (a) have knowledge of the current issues and discourse, and (b) can relate your study...
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