The principles of genetics with application to the study of biological function at the level of molecules, cells, and multicellular organisms, including humans. Structure and function of genes, chromosomes and genomes. Biological variation resulting from recombination, mutation, and selection. Population genetics. Use of genetic methods to analyze protein function, gene regulation and inherited disease.

Geo-information has proven to be extremely helpful in many aspects of risk and disaster management: locational and situational awareness, monitoring of hazards, damage detection, sharing of information, defining vulnerability areas, etc. This course aims to provide knowledge on risk and disaster management activities, demonstrate use of geo-information technologies in emergency response, outline current challenges and motivate young geo-specialist to seek for advanced solutions. The course is organised as lectures and practicals. The practicals will be in the form of group assignments. Some excursions and guest lectures will be organised as well.

This course will focus on the emergence and evolution of industrial societies around the world. The student will begin by comparing the legacies of industry in ancient and early modern Europe and Asia and examining the agricultural and commercial advances that laid the groundwork for the Industrial Revolution. The student will then follow the history of industrialization in different parts of the world, taking a close look at the economic, social, and environmental effects of industrialization. This course ultimately examines how industrialization developed, spread across the globe, and shaped everyday life in the modern era. Upon successful completion of this course, students will be able to: identify key ideas and events in the history of industrialization; identify connections between the development of capitalism and the development of modern industry; use analytical tools to evaluate the factors contributing to industrial change in different societies; identify the consequences of industrialization in the 19th and 20th centuries in different societies; critique historical interpretations of the causes and effects of industrialization; and analyze and interpret primary source documents describing the process of industrialization and life in industrial societies. (History 363)

What makes a novel Gothic? In this course, the student will explore various definitions as he or she reads a number of novels (and screens several films). The student will supplement these studies with critical literature on the Gothic genre, critiquing and adapting their approaches and theories as the student sees fit. Upon completion of this course, students will be able to: provide a general description of the Gothic novel, with specific examples of literary themes, conventions, and tropes from the novels we have read; participate in the critical discourse that surrounds the issue of whether it is better to classify Gothic novels in terms of literary themes or historical context; explain how the Gothic novel both extends and breaks from the traditions of earlier genres; explain the historical development of the novel out of a specific political, social, and economic context; explain the themes of Gothic novels as reflections of prominent social, political, and economic concerns contemporaneous with their development; discuss the significance of the Gothic spaces in novels such as The Castle of Otranto and The Mysteries of Udolpho and explain the psychological implications of the representation of these spaces; critically discuss the theme of otherness in the Gothic novel, with attention to both the historical significance of the other, and the supernatural representation of the monster figure; identify themes of sexuality, gender, and feminism in Gothic novels as part of the novels' creation of psychological terror; explain how themes of sexuality, gender, and feminism in the Gothic novel comment on and respond to Victorian morality and notions of family; define the key terms associated with the Gothic novel and cite examples of these terms from texts read in the course; distinguish between terror and horror in the context of Gothic literary studies and cite examples of each. (English Literature 403)

This course will explore the rise and decline of Greek and Roman civilizations between the first millennium BCE and the first millennium CE. Specifically, it will focus on the political, economic, and social factors that shaped the development and maturation of these two Mediterranean civilizations during the period of classical antiquity and examine how they influenced the social and cultural development of later generations of Europeans. By the end of the course, the student will understand how these ancient Mediterranean civilizations developed and recognize their lasting influences on European culture. Upon successful completion of this course, students will be able to: think critically about the development, maturation, and decline of Greek and Roman cultures during the first millennium BCE and the first millennium CE; identify the cultural origins of Greek civilization in the Mediterranean basin; compare and contrast the political and social organization of Greek city-states; evaluate the impact of the Persian War and the Peloponnesian Wars on the city-states of Greece; assess the political, social, and cultural legacies of Alexander the GreatĺÎĺĺÎĺs military conquests in the Mediterranean basin and Southwest Asia; identify the origins of the Roman Republic and evaluate the impact of political and economic expansion on Roman society; assess the political, social, and economic factors that led to the fall of the Roman Republic and the rise of the Roman Empire; compare and contrast the accomplishments of Roman emperors during the first three centuries CE; identify factors that destabilized the Roman Empire during the third century CE; assess how Roman leaders responded to destabilizing forces and restructured the Roman Empire in the fourth and fifth centuries CE; evaluate the political, social, and cultural legacies of the Greek and Roman civilizations for the nations and peoples of Europe; analyze and interpret primary source documents from the period of classical antiquity using historical research methods. (History 301)

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This course is designed to familiarize the student with hybrid and electric vehicle safety, hybrid internal combustion engines (ICE), regenerative braking systems, high voltage climate control system, power inverter and battery pack cooling systems, high voltage analysis tools used, high voltage safety systems, and 12 volt systems used in hybrid and electric vehicles. Hands-on application to safety disconnect, use of high voltage analysis tools to perform basic checks, and perform service and preventive maintenance on hybrid and electric vehicles. (Source: Skills Commons' website).

Historical Methodology will introduce the student to historical research methods and familiarize the student with the tools and techniques that historians use to study the past. The student will learn about the process of modern historical inquiry and gain a better understanding of the diverse resources that historians use to conduct research. The first four units will focus on research methodology and examine how and why historians conduct research on the past. Later units will examine how different historical resources can be used for historical research. By the end of the course, the student will understand how to conduct research on past events and be familiar with the variety of physical and electronic resources available for historical research. Upon successful completion of this unit, the student will be able to: Demonstrate an understanding of basic historical research methods and identify necessary research skills; Develop historical research topics, identify primary and secondary sources, and conduct research using these sources; Identify fundamental writing skills and assess how historical subjects may be best presented to various audiences; Define the meaning of historiography and identify important historiographic trends of the past century; Compare and contrast basic historical research practices conducted with library, archival, and online resources; Identify and assess possible career choices that depend on knowledge and understanding of historical research practices. (History 104)

This course will introduce the student to the history of Europe from 1800 to present day. The student will learn about the major political, economic, and social changes that took place in Europe during this period including Industrial Revolution, the First and Second World Wars, imperialism, and the Cold War. By the end of this course, the student will understand how nationalism, industrialization, and imperialism fueled the rise of European nation-states in the nineteenth century, as well as how world war and oppressive regimes devastated Europe during the 1900s. Upon successful completion of this course, students will be able to: Think critically and analytically about European history in the nineteenth and twentieth centuries; Identify and analyze the varying causes and effects of the Industrial Revolution in Europe; Identify, describe, and analyze the development of a coherent set of ideologies in post-Napoleonic Europe: liberalism, socialism, Marxism, nationalism, and Romanticism; Identify and describe the causes and effects of the era of reform and revolution in Europe in the 1820s and 1830s, as well as analyze the Revolutions of 1848; Describe and analyze the effects of urbanizationĺÎĺĚ_ĺÜexpanding cities, rising public health risks, redefined social classes, the evolving nature of the family, and new developments in science and thought; Identify the age of nationalism in Europe between 1850 and 1914. Students will analyze FranceĺÎĺĺÎĺs Second Empire, ItalyĺÎĺĺÎĺs unification, GermanyĺÎĺĺÎĺs unification, and the modernization of Russia. Students will also be able to define the emergence of the modern nation-state during this period; Identify the causes and characteristics of EuropeĺÎĺĺÎĺs ĺÎĺĺĺŤNew ImperialismĄ_ĺĺö of the late nineteenth century. Students will also be able to describe and analyze responses to this imperialism in Africa, India, the Middle East, and the Far East; Assess how and why World War I erupted in 1914. Students will also be able to identify and describe the characteristics and impact of the Great War; Identify and describe the Russian Revolution of 1917, including the fall of the Romanov dynasty and the Bolshevik Revolution; Identify and describe the cultural and social problems that characterized post-WWI Europe. Students will be able to analyze Modernism, ethnic and economic problems in central and eastern Europe, and the Great Depression; Identify and describe the rise of authoritarian regimes in Europe during the 1920s and 1930s. Students will be able to analyze Stalinism, Fascism, and Nazism; Identify and describe the causes and conflicts of World War II. Students will also be able to analyze, identify, and describe the Holocaust; Analyze and explain the Cold War. Students will also be able to analyze, identify, and describe the collapse of Communism and the Soviet Union, as well as the end of the Cold War; Identify and describe the post-WWII social transformations in Europe, including the rise of feminism, the rise of counterculture, and new developments in both science and technology; Analyze and interpret primary source documents from the nineteenth and twentieth centuries, using historical research methods. (History 202)

In this lesson, we learn how insects can fly in the rain. The objective is to calculate the impact forces of raindrops on flying mosquitoes. Students will gain experience with using Newton's laws, gathering data from videos and graphs, and most importantly, the utility of making approximations. No calculus will be used in this lesson, but familiarity with torque and force balances is suggested. No calculators will be needed, but students should have pencil and paper to make estimations and, if possible, copies of the graphs provided with the lesson. Between lessons, students are recommended to discuss the assignments with their neighbors.

"The Human Controller" presents and discusses design and evaluation issues of human-machine interaction. The focus is on understanding human perception-action couplings (limitations, preferences, adaptation) and on quantifying control behavior of humans in the direct manual control loop of vehicles, robots or other man-made tools. Case studies from automotive, aviation, medical and tele-operation applications are discussed, with a special focus on the importance of including and enhancing haptics (=the sense of touch) during manual control.

This set of lecture slides was created under a Round Four ALG Textbook Transformation Grant with an accompanying question library for tests and quizzes. The course uses the free and open Human Development sections of Boundless Psychology. Topics covered include:
Nature vs. Nurture
Piaget
Attachment
Freud
Erikson
Kohlberg
Childhood Development
Adolescent Development
Adulthood Development
Late Adulthood

Relation of purpose of data to data requirements. Relation of data to costs.
Accuracy requirements of measurements and error propagation:
Related to a problem the required accuracy of measurements and the consequences for accuracy in the final result are discussed. Different types of errors are handled. Propagation of errors; for dependent and independent measurements, from mathematical relations and regression is demonstrated. Recapitulated is the theory of regression and correlation.
Interpretation of measurements, data completion: By standard statistical methods screening of measured data is performed; double mass analysis, residual mass, simple rainfall-runoff modelling. Detection of trends; split record tests, Spearman rank tests. Methods to fill data gaps and do filtering on data series for noise reduction.
Methods of hydrological measurements and measuring equipment: To determine quantitatively the most important elements in the hydrological cycle an overview is presented of most common hydrological measurements, measuring equipment and indirect determination methods i.e. for precipitation, evaporation, transpiration, river discharge and groundwater tables. Use, purpose and measurement techniques for tracers in hydrology is discussed.
Advantages and disadvantages and specific condition/application of methods are discussed. Equipment is demonstrated and discussed.
Areal distributed observation: Areal interpolation techniques of point observations: inverse distance, Thiessen, contouring, Kriging. Comparison of interpolation techniques and estimation of errors. Correlation analysis of areal distributed observation of rainfall
Design of measuring networks: Based on correlation characteristics from point measurements (e.g. rainfall stations) and accuracy requirements the design of a network of stations is demonstrated.

In dit college wordt een introductie gegeven van een groot aantal facetten van de scheepshydromechanica en hun onderlinge samenhang zoals die later in de studie meer als geisoleerde onderwerpen aan bod komen. Behandeld worden: de hydrostatica, de geometrie beschrijving van het schip, inleiding lijnenplan, het begrip stabiliteit, de stabiliteit van drijvende lichamen, eenvoudige stabiliteit berekening bij kleine helling hoeken, de weerstand van lichamen onder water en aan het oppervlak, eenvoudige weerstand benaderings methoden voor schepen, de model wetten in de hydromechanica, de extrapolatie methode van Froude, de lift van een vleugel, de vleugel karakteristieken, de toepassing hiervan bij voortstuwing en bij scheepsschroeven, de schroef karakteristieken en een eenvoudige schroef berekening, en tenslotte de fysica van het zeilen en zeilvoortstuwing. Leerdoelen De student kan: 1. de basis van systeem analyse beschrijven (buitenwereld, interfaces, beperkingen, objecten, relaties enz.) 2. maritieme systemen zoals schip/motor/schroef beschrijven en modelleren met behulp van beperkte systeem analyse methodologie; eenvoudige maritieme systemen modelleren door onderverdeling in subsystemen en componenten 3. evenwicht condities van maritieme systemen bepalen en kwalitatief analyseren 4. de definities en belangrijkste karakteristieken van weerstand, voortstuwing en manoeuvreren (snelheid, weerstand, vermogen, RPM, draaicapaciteit) begrijpen en toepassen 5. de relaties tussen algemeen vloeistof dynamica en scheepshydromechanica (bijv. lift/aerodynamica/zeilen; visceuze stroming/Reynolds getal/volgstroomvelden/voortstuwingsrendement; laminair & visceuze stroming/weerstand; niet visceuze stroming/golf patronen/weerstand) beschrijven 6. de achtergrond van de belangrijkste schaal regels (Newton, Froude, Reynolds) d.m.v dimensie analyse uitleggen 7. schaalregels voor schaalmodel experimenten in een sleeptank toepassen en potentiĚÇle complicaties identificeren

Notes to make calculation of medication dosages easier for EMS providers. The author states that the document is free for educational use.

This set of lecture notes discusses the occurrence and tectonic settings of igneous rocks near convergent plate margins. A discussion of petrography includes major element composition, calc-alkaline trends in ternary diagrams, trace element variations, isotopes to distinguish magma sources, and the origin of igneous rocks at convergent margins. The lecture notes include helpful illustrations, maps and phase diagrams. This resource is part of the Teaching Petrology collection. http://serc.carleton.edu/NAGTWorkshops/petrology03/index.html

This course will introduce the student to organizational psychology, or the application of psychological research and theory to human interaction in the workplace. Industrial/Organization Psychology takes research findings and theories that were originally used to explain general human behavior and applies them to human behavior in the workplace. The course begins by taking a look at how the student evaluates jobs and employees before exploring how the student evaluates and motivate employees, noting what encourages versus discourages employee job commitment. The student will then study leadership and group influences in the workplace, including working conditions, humans factors, performance management, and work teams. Leadership interaction and the leadership theories are also covered. Upon successful completion of this course, the student will be able to: perform a thorough and systematic competency model (job analysis); develop and validate a job specific selection design; design, develop, and evaluate a job specific training program; define a performance appraisal process and form; identify research methods for conducting experiments; explain organizational recruitment, selection, and retainment; evaluate the work performance of employees; describe the motivating factors of employees; identify teamwork problems and issues; compare and contrast models of motivation and leadership; explain organizational issues including: teams, attitudes, and occupational health; define work-life balance and its impact on organizations and employees. (Psychology 304)

Hoofdpunten: De cursus geeft een kennismaking met infrastructuur voor Watermanagement. Voor Waterbeheer ligt de focus op ontwatering, afwatering, wateraanvoer en het ontwerpen van eenvoudige aan- en afvoersystemen. Voor Civiele gezondheidstechniek ligt de focus op Gezondheidstechniek en volksgezondheid, drinkwatervoorziening en Integraal waterbeheer. Leerdoelen: Begrip van basisopzet infrastructuur Watermanagement. Eenvoudige systemen kunnen ontwerpen.

Parate kennis en algebraĚřsche vaardigheden die onderdeel uitmaken van het Vwo wiskunde B-examenprogramma worden opgefrist. Hierbij moet gedacht worden aan het handig manipuleren van goniometrische formules, bewerkingen met logaritmen, toepassen van de kettingregel, primitiveren, oplossen van vergelijkingen, enzovoorts.

This Instructor’s Guide contains the brief outlines of Chapters 12-21 as found in Concepts of Biology, though some underwent revision. Also, instructors will find detailed outlines of the text for use in lecturing, as well as structured outlines that may be used by students to take notes while reading the chapter or during lecture. All outlines are derived from the OpenStax text. Additionally, study guides that contain a variety of questions are provided for students.