...Lecture 21 objectives and supplement on “Optics and the Eye”. 1. Distinguish between somatic and special senses. 2. Explain the importance of vision in our lives. 3. Explain the importance of smell and taste in our lives. 4. With the aid of a diagram, describe the olfactory receptor cells, an olfactory glomerulus, the olfactory pathway 5. List the regions of the brain that receive information on odors transmitted through this pathway. 6. Describe the physiology of olfaction. See notes, B. Physiology of Olfaction 7. Describe the anatomy of taste receptors and the taste pathway. 8. Describe the physiology of taste. 9. Describe what you know about the genetics of taste. 10. Explain the relationship between smell, taste and flavor. 11. Draw a diagram of a sagittal section of the eye, name the parts, and summarize the function of each part. 12. Describe the accessory structures associated with the eye (eyelids, extraocular muscles etc.). 13. Draw a simple outline diagram of the neural retina, showing the arrangement of the five neural cells found in it. What are their names? 14. To your diagram, add the cells of the non-neural retina. 15. Name the glial cell found in the retina. 16. Draw a rod and a cone, showing outer segment, inner segment, mitochondria, nucleus and synapse. 17. Explain how the cornea and lens function to focus an image of the external scene on the retina. 18. Explain why everything looks blurred...
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...Lecture 2 objectives the digestive system Define hunger and appetite What do we call a physiologic need for food without appetite? What part of the body triggers feelings of either hunger or satiation (fullness)? Describe the location and mechanism of the nerve cells that relay information to the part of the brain responsible for integrating various information and “deciding whether you are hungry or full. What is a hormone? Which two hormones are responsible for maintaining blood glucose levels? What is their role in signaling hunger? Name one other hormone that causes a feeling of satiety? Where is this hormone produced? What role does the type of food have in feelings of satiety? Which nutrient has the highest satiety value? Explain why eating a greater quantity of food with the same amount of calories (vegetables vs fat) gives you a greater feeling of fullness. Explain what types of cultural cues affect our eating habits Explain the role of learning in our eating habits What is basic unit of matter and cannot be sub-divided? Define molecule What is the simplest collection of matter that can live? Define Tissue Organ Organ system Be able to recognize the five stages of the digestive process. Briefly describe the three phases of digestion Describe: alimentary canal (how long is it?) Sphincters (where are some located?) What is the cephalic phase of digestion? What is the role of the tongue in digestion? ...
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...upon the identification and description of structures, the correlation of structure with function and the use of anatomical knowledge in understanding or solving problems in other disciplines. Particular emphasis is given to the innervation of the limbs. The unit also aims to develop the general skills of observation, description, drawing, writing and discussion as they apply to biological structures. The unit builds upon or compliments other macroscopic anatomy units offered by the Department and provides for the development of skills, which could be relevant to a later honours project or higher degree in the field of structural biology. LEARNING COMMITMENTS AND CONTACT. Two one hour lectures per week. Two two hour practical classes per week. LEARNING SITUATIONS. The lecture series aims to give...
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...concentrates on the management of the functional areas of the business, namely operations management, human resource management and marketing within the broader context of the changing organisation and the global economy. MODULE LEARNING OBJECTIVES By the end of this module, through completion of the assessment, attendance at lectures and participation in seminars you will have gained knowledge and understanding of: the changing nature of the global economy and its impact on management, operations management and organisational aspects of the business, the future for managing human resources the changing nature of the market place, marketing and consumer behaviour Also, you will have developed skills in being able to: think critically, conceptually and contextually, select and apply theoretical academic models, search and select appropriate reading material, use case studies to apply theoretical models to real life present material in both written scholarly essays and oral presentations understand the dynamics of group work reflect upon the learning experience to further develop interpersonal skills 1 MODULE ORGANISATION The Module uses Needle’s Business in Context (5th Edition, 2010) as a linked text. Several of the lectures relate to specific chapters in this textbook. It is strongly recommended...
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...History 349/LACS 349: Revolutionary Movements in Modern Latin America GSI: Jamie Andreson | Fall 2014 | E-mail: ajamie@umich.edu | Sec 002: Wed 1-2, 2520 CCL | Office hours: Mondays 1-3 pmOffice location: 1621 Haven Hall Mailbox: 1029 Tisch Hall | Sec 003: Wed 3-4, 3556 DANA | | | Section objectives: Section is designed to complement rather than summarize material covered in lecture. Discussion section provides the opportunity to think critically and analytically about the issues raised throughout the course material. In section we will gain further understanding of the readings and their connections to lectures, as well as the relationship between primary and secondary sources. We will also prepare for papers, projects and exams by discussing topics, arguments, and polishing writing skills. Classroom expectations: In order to foster a positive learning environment for everyone, students are required to arrive to class on time, prepared and ready to engage in respectful and collaborative learning. This means abiding by the following codes of conduct: * Do not use cell phones or laptop computers for purposes other than consulting course material. * Be respectful and attentive to your fellow students. Provide space for everybody to talk and listen to varied perspectives during debates and discussion. * Support your statements with evidence. Do not rely on personal opinions or anecdotes but rather connect talking points to course material. ...
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...(Under Decision No: …158/QĐ-ĐHFPT…Date:…7/9/2013) Course name: Business Research Methods Course code: RMB301 Level: Bachelor Implementation period: Summer, 2014 Lecturer: Nguyen Anh Loi E-mail: loina@fpt.edu.vn Phone: 0979521941 1) Main objectives and goals of the course This course introduces students to a number of research methods useful for academic and professional investigations of business practices. By examining the applications, strengths, and weaknesses of methodologies drawn from both the qualitative and quantitative traditions, this course permits an understanding of the various steps involved in designing and executing a research project so that students will be able to conduct their research later. The course aims to provide learners with knowledge and skills in designing and implementing an independent business research project. After the course, students will be able to: 1. Formulate research questions and objectives. 2. Conduct an appropriate literature review. 3. Design and implement appropriate qualitative and/or quantitative research methods. 4. Write a research proposal that can form the basis for their final dissertation. 5. In overall, learners will know necessary steps to carry out a research project and to write a structured report/dissertation. 2) Course Textbook(s)/Resources: a) Mark Saunders, Philip Lewis, and Adrian Thornhill, 2012, Research Methods for Business Students, 6/E, Financial Times Press. (ISBN-10: 0273750755;...
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...Ms.Shindya, Teaching Assistant for scheduling meetings with Prof. Deepa The resources available from our library were extremely useful for our literature study. Most importantly, we thank the students for their time and co-operation in filling our survey Executive Summary The effectiveness of PowerPoint as a teaching aid was observed since its introduction in 1997. In the initial years, the response from the students was highly positive. This could be acknowledged from the higher grades, increase in attendance and reduction in disruptive behaviour, when compared to other mediums like the blackboard and transparent overheads. But, there was also a study which showed that the students’ performance depended on the difficulty of the lecture and not on the medium of teaching. Still, the positive...
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...-Introduction “Good morning Marines, my name is Sgt Murphy and your next period will be on Sword Manual.” 2. OVERVIEW -(Purpose) State what they will be learning; your ELO’s. “The purpose of this period of instruction is to teach you the fundamentals of sword manual. I will do this by explaining the nomenclature of the NCO sword and also the NCO sword manual movements.” -(Conceptual Framework) State how it relates to other POIs. “This class directly relates to Drill.” Or “This class does not relate to any class that you have received up to this point.” 3. LEARNING OBJECTIVES -Read the TLO’s and ELO’s. “At this time, look down at your TLO’s and ELO’s and look back up at me when you’re finished.” 4. METHOD/MEDIA -Explain your method of teaching the class and the media that you will be using. “This class will be taught utilizing the informal lecture method and also by the demonstration method. I will be aided by my PowerPoint presentation and my assistant instructor.” -Explain the Instructional Rating Forms *Students with the IRF’s, at this time set them aside as you will be given ample time at the end of this period of instruction to fill them out. 5. EVALUATION -“You will be evaluated on a knowledge-based exam on TD-5 at 0800 in this classroom.” Or “You will not be evaluated on this POI.” 6. SAFETY/CEASE TRAINING -Point out potential hazards and explain safety measures that will be taken in the event...
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...The Use of Guided Notes for Active Engagement during Teacher-Directed Lectures By Anna Jessica B. Pantujan Holy Cross of Davao College, Sta. Ana Ave., Davao City Introduction It has been said that students learn by doing. It follows that if one increases the doing, the result is an increase in learning (Blackwell & McLaughlin, 2005). Research indicates that student achievement improves when teachers provide opportunities for active engagement (Konrad, Joseph & Eveleigh, 2009). The major educational goals of student understanding of content and application of skills are commonly pursued via lecture in classroom settings. Students are held accountable for obtaining information from the lectures, and performance is evaluated on class exams and quizzes. Therefore, students should take thorough notes during lectures so they can refer to the content at a later time (Boyle, 2001). Marzano, Pickering and Pollock (2001) identify note taking as one of the research based strategies for increasing student achievement. Despite the importance of this behavior, however, students are often poor note takers (Austin, Lee & Carr, 2004). Since note-taking can be a difficult task for some students, the use of guided notes can give students a standard set of notes for future references (e.g., tests and quizzes) as well as eliminate the possible frustration, lack of motivation, and off-task behaviors that may exist due to poor note-taking skills (Anderson, Yilmaz &...
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...MKTG203 Consumer Behaviour Department of Marketing and Management Faculty of Business and Economics Unit Guide S2 Day Session 2, North Ryde, Day 2013 Table of Content Table of Content General Information Convenor and teaching staff Credit Points Prerequisites Corequisites Co-badged status Unit Description 2 3 3 3 3 3 3 3 List of changes since first version was published Learning Outcomes Assessment Tasks Class Test Assessed Coursework Group Projects (3) Final Examination 4 5 6 6 6 6 8 Unit Schedule Delivery and Resources Classes Prizes Required and Recommended Texts and/or Materials Technology Used and Required Teaching and Learning Strategy 9 11 11 11 11 11 12 Policies and Procedures Academic Honesty Grades Grading Appeals and Final Examination Script Viewing Special Consideration Policy Student Support UniWISE provides: 13 13 13 13 13 14 14 Student Enquiry Service Equity Support IT Help 14 14 14 Graduate Capabilities Problem Solving and Research Capability Learning Outcome Assessment Task 15 15 15 15 Engaged and Ethical Local and Global citizens Learning Outcome Assessment Task 15 15 15 Discipline Specific Knowledge and Skills Learning Outcome Assessment Task 15 16 16 Critical, Analytical and Integrative Thinking Learning Outcome Assessment Task 16 16 16 Research and Practice Policy on Group Projects Page 2 of 20 17 18 General Information Convenor and teaching staff Unit Convenor: Jan...
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........... 1 Learning Outcomes .......................................................................................................................... 1 Teaching & Support Staff.................................................................................................................. 2 Course Delivery ................................................................................................................................. 3 i. ii. i. ii. iii. iv. Lectures................................................................................................................................ 3 Tutorials ............................................................................................................................... 3 Prescribed textbook ............................................................................................................. 4 Blackboard ........................................................................................................................... 4 Podcast of lectures ............................................................................................................... 5 Student Webmail.................................................................................................................. 5 Course Learning Resources ............................................................................................................... 4 BSNS105 Summer School Course Calendar .......................................
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...Seminar in Accounting Theory ADM4342A Fall 2013 |Professor |Kathryn Pedwell, Ph.D. | |Office |DMS 7159 | |Telephone |613-562-5800 Ext. 4766 | |E-Mail |Pedwell@telfer.uottawa.ca | |Office Hours |Tuesday 3:00 – 4:00 p.m. or By appointment | |Class Location |DMS 4130 | |Class Hours |Tuesday: 1:00 – 2:30 | | |Thursday: 11:30 – 1:00 | |Prerequisite(s) | | |Program of Study |BCom mandatory course | |Course Deliverable |Due Date |Weight on Final Grade | |Accounting Assignment |Oct. 3 |15% | |Midterm exam |Oct. 8 ...
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...Teaching Times and Locations 2.2 Units of Credit 2.3 Summary of Course 2.4 Aims and Relationship to Other Courses 2.5 Presumed Knowledge 2.6 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 3.2.1 Lectures 3.2.2 3.2.3 3.2.4 4 Tutorials Computing component Out-of-Class Study ASSESSMENT 4.1 Formal Requirements 4.2 Assessment Details 4.3 Tutorial Participation 4.4 Online Quizzes 4.5 In-tutorial Tests 4.6 Final Exam Format 4.7 Quality Assurance 5 6 7 COURSE EVALUATION AND DEVELOPMENT COURSE RESOURCES COURSE SCHEDULE 7.1 Lecture Schedule 7.2 Tutorial Schedule 1 STAFF CONTACT DETAILS Lecturer-in-charge: Dr Arpita Chatterjee Room: ASB 430C Phone: No: 9385 4314 Email: arpita.chatterjee@unsw.edu.au Consultation Times: Tuesday 2 – 5 pm Lecturer: Dr April Cai Room 432, ASB Building Ph 9385 3367 Email: april.cai@unsw.edu.au Consultation Times: Tuesday 9am – 12 noon List of tutors will be posted on Website. 1.1 Communications with staff Consultations are an opportunity for you to ask questions. You may need to ask about the material introduced in lectures, the problems you have attempted or questions that were not fully answered in tutorials. You should feel free to...
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...AMB200 Consumer Behaviour Portfolio Purpose The purpose of this assessment is for you to understand consumer behaviour by applying theories to your own behaviour. In this assessment, you will submit three (3) out of six (6) tutorial worksheets as part of a portfolio. You must submit worksheet 1 and then choose any two (2) from worksheet 2 to 6. The tutorial program has been designed to assist your learning and is directly linked to this assessment. You should aim to attend most of the tutorials if you seek a good mark. Consumer Behaviour List In the first tutorial, you will be select ONE consumer behaviour from the list below that you have done in the last three months. You will then complete worksheets in the tutorials of weeks 2 – 7 on that consumer behaviour. Once you have selected a behaviour you cannot change as your assessment requires to submit worksheets on the same behaviour. List of Consumer Behaviours * Buying a PC/laptop/high-technology item * Booking/arranging/going on an overseas holiday * Selecting a university * Going to the movies * Choosing a restaurant for a special occasion * Evaluating and selecting a mobile phone plan * Choosing to do volunteer work * Buying a fashion item * Going to a concert * Changing a bad habit (smoking, reducing alcohol intake, getting fit, eating better) Assignment structure and requirements You must follow this structure, do not change the order of the content of the worksheets...
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...filled in for you convenience:- |C.W. |He / She has been doing C.W. regularly & neatly/nicely/charmingly. | |H.W. |A bit irregular in doing H.W. / Has been doing H.W. with due care. | |Hand-Writing |Can / Can’t write neatly & independently. / Hand Writing still needs improvement. | |Reading |Can / Can’t pronounce letters and words correctly. | |Attention In Class |Listens the lectures with due care. / Careless in attending class lectures. | |Participation in |Is shy but friendly. / Shows reluctance/active participation in group discussions. | |Group Activities |/ is being encouraged to participate in group discussions. | |Games & Sports |Active in sports & games. / Eagerly participate in games. | |Discipline |Well...
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