...on 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...
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...is the discipline that examines all human beings and their beliefs. Since anthropology is extremely broad, no single anthropologists can master the entire discipline, therefore most of them specialize in one of the four principal subfields. This is so because the discipline of anthropology is subdivided into four discrete subfields, which include physical, Archaeology, Anthropological linguistic and cultural anthropology. Therefore, what brings the four sub-field of the anthropology together as a discipline is the history of the theoretical approaches, which promote cultural diversity and field research as a unique methodology. Therefore, the paper focuses on the four sub-fields of anthropology and what hold them together as part of one wide discipline. It also evaluates the historical reasons for their developments and example of the area of anthropological research that brings these four fields together. The physical anthropology deals with humans as biological organisms. This branch is concerned with two broader fields of investigation, which include reconstructing the evolutionary record of the human species and the evolution of human beings. The evolution fields try to explain how and why the physical characteristics of human population differ throughout the world. This field of investigation is referred to as human variation. Therefore, the physical anthropology investigates how culture and environment have influenced the contemporary variations and biological evolution...
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... 2 3 4 Parker is majoring in behavioral biology which examines the impact of our physiology on what we do. His friend thinks that behavioral biology is just copying psychology. Which correct statement could Parker use to answer his friend's assumption? A. Psychology has roots in biology. B. Only in the last few years has the field of biology started to examine behavior. C. There is no link between behavior and biology. D. The study of biology and psychology have never shared issues of study Correct: The Correct Answer is: A. 2. The study of psychology is influenced by the study of biology. For example, naturalist Charles Darwin heavily influenced which classic school of thought in psychology? A. Functionalism B. Structuralism C. Psychoanalytic D. Behavioral Correct: The Correct Answer is: A. 3. Which of the following is the best reason that psychology should be seen as a science? A. It focuses on important human questions. B. It studies observable phenomena. C. It uses the mind to study itself. D. t uses the scientific method. Correct: The Correct Answer is: D. 4. Sam was comparing different sciences and noticed something unique about psychology when compared to the natural sciences. Which of the following might he have noticed? A. Psychologists implement the scientific method much more frequently than most other fields. B. Psychologists focus on studying human health and its preservation. C. Psychologists...
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...I. Human Adaptability Anthropology is the exploration of human diversity in time and space. Anthropology studies the whole of the human condition: past, present, and future; biology, society, language, and culture. Of particular interest is the diversity that comes through human adaptability. A. Adaptation, Variation, and Change 1. Adaptation refers to the processes by which organisms cope with environmental forces and stresses. 2. Humans use both biological and cultural means of adaptation. For example, human bodies can adapt biologically in three ways to high altitude: genetic adaptation, long-term physiological adaptation, and short-term physiological adaptation. Culturally, humans have developed technologies, such as pressurized airplane cabins equipped with oxygen masks, to deal with extreme environments. 3. As human history has unfolded, the social and cultural means of adaptation have become increasingly important. Much more recently, the spread of industrial production has profoundly affected human life. II. General Anthropology B. The academic discipline of anthropology, also known as general anthropology or "four-field" anthropology, includes four main subdisciplines or subfields. They are sociocultural, archaeological, biological, and linguistic anthropology. This four-field approach is distinctly American. 4. There are historical reasons for the inclusion of four subfields in a single disciple, with origins...
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...Life Sciences (3-4 credit hours) BIO 100* Biological Sciences for Educators (lab) BIO 101 Biology in Your World BIO 111* Understanding Bio Sys Through Inq. (lab only) BIO 121* General Biology I (lab) BMS 100 Concepts & Issues in the Life Sciences BMS 105 Concepts & Lab in the Life Sciences (lab) BMS 110* Intro to Biomedical Sciences (lab) BMS 111* Intro to Lab in Biomedical Sci (lab only) GLG 115 Life of the Past Physical Sciences (3-5 credit hours) AST 113 Modern Astronomy AST 114 Survey of Astronomy AST 115 Basic Astronomy (lab) CHM 107 Chemistry for the Citizen CHM 108* Chemistry for the Citizen Lab CHM 116* Fundamentals of Chemistry CHM 117* Fundamentals of Chemistry Lab GLG 110 Principles of Geology (lab) GLG 171 Environmental Geology GRY 135 Principles of Weather & Climate (lab) GRY 142 Introductory Physical Geography (lab) PHY 100 Survey of Physics (lab) PHY 101* Physics by Inquiry for Educators (lab) PHY 123* Introduction to Physics I (lab) PHY 203* Foundations of Physics I (lab) 4(3-3) 3(3-0) 1(0-2) 4(3-3) 4(4-0) 4(3-2) 4(3-2) 1(0-2) 3(3-0) 3(3-0) 4(4-0) 4(3-2) 3(3-0) 1(0-2) 4(4-0) 1(0-2) 4(3-2) 3(3-0) 4(3-2) 4(3-2) 4(3-2) 4(2-6) 4(3-2) 5(4-2) GEC 107 (no lab) GEC 106 (lab) HUMAN CULTURES 4 different course codes from these boxes Social & Behavioral Sciences (choose two, 6 credit hours) AGR 100 Food Security 3 ANT 125 Exploring Our Human Ancestry 3 CFD 155 Principles of Human Development 3 CFD 163 Relationships in...
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...Perspective Paper Historically, the philosophy of human development has stemmed from the Biblical understanding of original sin, Jean-Jacques Rousseau’s intimations of innate goodness, and John Locke’s postulation that we are born with a psychological blank slate (Boyd & Bee, 2006). However, in the 19th century the study of human development was given legs to its already well-defined frame in the form of the theory of evolution, as put forth by Charles Darwin. With the idea of evolutionary stages in place, G. Stanley Hall of Clark University was able to formulate his theory of norms, which hypothesize that human development can be segregated into identifiable phases, and Arnold Gesell was able to suggest his theory of maturation, which was largely dependent on genetic predisposition. From these beginnings the lifespan development perspective of human psychology has been largely concerned with the physiological, psychological, cultural, genetic, and environmental context of individual human development from conception to old age (Baltes & Staudinger, 1999; Boyd & Bee, 2006). Moreover, the lifespan perspective (LSP) of development can be put into context through the models of both human development domains and developmental periods, the major characteristics of LSP, and the contemporary concerns about LSP. Human Development Domains LSP is concerned with three separate, but principally overlapping, domains of human development: physical domain (ontogenesis), cognitive...
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...10/14/2013 Heather Harrison, Ph.D. Historically, the philosophy of human development has stemmed from the Biblical understanding of original sin, Jean-Jacques Rousseau’s intimations of innate goodness, and John Locke’s postulation that we are born with a psychological blank slate (Boyd & Bee, 2006). However, in the 19th century the study of human development was given legs to its already well-defined frame in the form of the theory of evolution, as put forth by Charles Darwin. With the idea of evolutionary stages in place, G. Stanley Hall of Clark University was able to formulate his theory of norms, which hypothesize that human development can be segregated into identifiable phases, and Arnold Gesell was able to suggest his theory of maturation, which was largely dependent on genetic predisposition. From these beginnings the lifespan development perspective of human psychology has been largely concerned with the physiological, psychological, cultural, genetic, and environmental context of individual human development from conception to old age (Baltes & Staudinger, 1999; Boyd & Bee, 2006). Moreover, the lifespan perspective (LSP) of development can be put into context through the models of both human development domains and developmental periods, the major characteristics of LSP, and the contemporary concerns about LSP. LSP is concerned with three separate, but principally overlapping, domains of human development: physical domain (ontogenesis), cognitive domain, and...
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...Religious practices may incorporate customs, sermons, celebration or reverence (of gods), penances, celebrations, feasts, stupors, starts, funerary administrations, marital administrations, reflection, supplication, music, craftsmanship, move, open administration, or different parts of human culture. Religions have holy histories and accounts, which might be safeguarded in holy sacred writings, and images and blessed spots, that point generally to give an importance to life. Religions may contain representative stories, which are some of the time said by adherents to be valid, that have the side motivation behind clarifying the root of life, the Universe and different things. Generally, confidence, notwithstanding reason, has been viewed as a wellspring of religious beliefs. There are an expected 10,000 particular religions worldwide. About 84% of the total populace is partnered with one of the five biggest religions, in particular Christianity, Islam, Hinduism, Buddhism or types of society...
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...Environmental Ethics Environmental ethics is that branch of philosophy dealing with the major ethical questions regarding the relationships between humans and the environment. This includes issues such as biodiversity, wildlife management, ecological preservation, hunting practices, farming techniques, and food regulations. Emergence of the Field Environmental ethics emerged as a distinct field in in early 1970s. Among its driving forces were the environmental concerns regarding the dependability of our society on natural resources as well as the threat that our use of those resources poses to the integrity of the ecosystem; it should also be noted that the increased attention to an ecological perspective on life was promoted also by the prospect of exploring life on other planets. It should be noted that around the same period a cognate field was also developed: philosophy of biology. In the 70s, in other words, our theoretical perspective on life was deeply transformed and has led to movements such as the green revolution and the contemporary quest for sustainable living. Retrospectively, the emergence of those fields seems almost obvious. A Non-Anthropocentric Philosophy? Although environmental ethicist have applied ethical theories – such as consequentialism – to try and solve environmental concerns, the specificity of environmental problems facilitated the development of some novel ethical perspectives; an example of this is the non-anthropocentric...
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...Perspective Paper Historically, the philosophy of human development has stemmed from the Biblical understanding of original sin, Jean-Jacques Rousseau’s intimations of innate goodness, and John Locke’s postulation that we are born with a psychological blank slate (Boyd & Bee, 2006). However, in the 19th century the study of human development was given legs to its already well-defined frame in the form of the theory of evolution, as put forth by Charles Darwin. With the idea of evolutionary stages in place, G. Stanley Hall of Clark University was able to formulate his theory of norms, which hypothesize that human development can be segregated into identifiable phases, and Arnold Gesell was able to suggest his theory of maturation, which was largely dependent on genetic predisposition. From these beginnings the lifespan development perspective of human psychology has been largely concerned with the physiological, psychological, cultural, genetic, and environmental context of individual human development from conception to old age (Baltes & Staudinger, 1999; Boyd & Bee, 2006). Moreover, the lifespan perspective (LSP) of development can be put into context through the models of both human development domains and developmental periods, the major characteristics of LSP, and the contemporary concerns about LSP. Human Development Domains LSP is concerned with three separate, but principally overlapping, domains of human development: physical domain (ontogenesis), cognitive...
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...on an absolute (Cartesian) mind-body dualism as a cornerstone of psychoanalytic theory. I would like to repeat and extend Sullivan's argument in the first case, but refute it and deny its validity in the second. First dualism: Fact/Fiction Sullivan cites as representative of a certain widely-shared approach Maud Ellmann's insistence that there is an important distinction between a “human being made of flesh and character made of words” (5), a distinction that allows us to make one kind statement about the former but not the latter. Ellmann is not alone in making the real-life/fictional distinction a fundamental matter of ontology. We are all familiar with arguments like hers, having heard * For a response to this response, see “Don Quixote & the ‘Third Term’ as Solvent of Binary Dualisms: A Response to Howard Mancing”, by Henry W. Sullivan, Cervantes 19.1 (1999): 177-97. -F.J. 158 19.1 (1999) Against Dualisms: A Response to Henry Sullivan 159 them often enough specifically with respect to Cervantes. The case made in terms of fictional characters here is part of a larger issue of the supposedly...
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...There are four different contemporary approaches to management. These are known as: sociotechnical system, quantitative management, systems theory, and organizational behavior. The sociotechnical system approach to management recognizes the intricate and complex relationship between human and technology in workplaces. Sociotechnical system also is a term used for reference between humans in the workplace and society’s complex infrastructures. The term sociotechnical systems was first used in the World War 2 era by Eric Trist, Ken Bamforth, and Fred Emery. Sociotechnical theory is based on two facts. The first is that the interaction of social and technical factors creates the conditions for organizational performance whether successful or unsuccessful. This interaction consists partly of linear “cause and effect” relationships and partly from “non-linear”, complex, even unpredictable relationships. Whether designed or not, both types of interaction occur when socio and technical elements are put to work. The second of the two main principles is that the optimization of each aspect (socio or technical) tends to not only increase the quantity of unpredictable, “un-designed” relationships but those relationships that are injurious to the systems performance. Sociotechnical theory is about joint optimization meaning the theory designs the social system and technical system so that they collaborate and work smoothly together. Sociotechnical theory proposes a number of different ways...
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...Transferable Skills Self-Reflection Paper Student’s Name Learning Institution Introduction Developing transferable skills is essential in the contemporary economy. Due to the changing market demands, it is worthwhile for an individual to learn and develop skills needed in one place, as well as skills that can be used in another situation. Even in the job market, it is required that an employee should be in a position to perform several tasks at work, rather than been over-specialized, incapacitating one for performing a task outside the normal routine. In line with the concept of transferable skills, learners are encouraged to develop some generic skills or soft skills, such that they are able to do more in the economy. There are challenges in the economy that are associated with professionals who are over-specialized, and possess no transferable skill. The current essay discusses the concept of transferable skills, a self-reflection essay. Transferable Skills Self-Reflection Shum & Crick (2012) reported that competence entails a combination of knowledge, skills, attitudes, values as well as desires. These enables complete actions of the human person in the world today. As such, the learning a skillful workforce should be in a position to manage the tension that exists in the work environment, in regards to continuity and innovation. This is characterized by effective adaptability to technological changes, dealing with the diversity of the tasks arising in the economy...
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...restrict ranges and reduce prey for large carnivores, the trend towards local extinction is set to increase; therefore ex-situ conservation is likely to be increasingly prevalent. Reintroduction programmes are divided into two distinct parts. The first part is pre-release, which includes selection, breeding, and preparation of animals. The second part runs from the time the animals are ready for release through the actual release process and may include post-release monitoring and the release of further, supplementary, animals where this is necessary and feasible. This study identifies and discusses a number of potential problems involved in the use of captive animals to seed reintroductions including welfare as well as ethical and political issues. Other challenges include the genetic and behavioural integrity of founder animals and disease control, both in captivity and post release. This study also identifies a number of points for consideration during and after release, including the involvement and motivation of stakeholders. The potential ecological ramifications of reintroductions are discussed as is the role of zoos in future programmes. Recommendations are made regarding the involvement of social scientists and conservationists in future release programmes. Introduction Large carnivores are important ecosystem engineers, dynamically changing ecosystems and...
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...Transforming Lives Communities The Nation …One Student at a Time Disclaimer Academic programmes, requirements, courses, tuition, and fee schedules listed in this catalogue are subject to change at any time at the discretion of the Management and Board of Trustees of the College of Science, Technology and Applied Arts of Trinidad and Tobago (COSTAATT). The COSTAATT Catalogue is the authoritative source for information on the College’s policies, programmes and services. Programme information in this catalogue is effective from September 2010. Students who commenced studies at the College prior to this date, are to be guided by programme requirements as stipulated by the relevant department. Updates on the schedule of classes and changes in academic policies, degree requirements, fees, new course offerings, and other information will be issued by the Office of the Registrar. Students are advised to consult with their departmental academic advisors at least once per semester, regarding their course of study. The policies, rules and regulations of the College are informed by the laws of the Republic of Trinidad and Tobago. iii Table of Contents PG 9 PG 9 PG 10 PG 11 PG 11 PG 12 PG 12 PG 13 PG 14 PG 14 PG 14 PG 14 PG 15 PG 17 PG 18 PG 20 PG 20 PG 20 PG 21 PG 22 PG 22 PG 22 PG 23 PG 23 PG 23 PG 23 PG 24 PG 24 PG 24 PG 24 PG 25 PG 25 PG 25 PG 26 PG 26 PG 26 PG 26 PG 26 PG 26 PG 27 PG 27 PG 27 PG 27 PG 27 PG 27 PG 28 PG 28 PG 28 PG 28 PG 28 PG 33 PG 37 Vision Mission President’s...
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