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15.10: Course Contents at a Glance - Biology

15.10: Course Contents at a Glance - Biology



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The following list shows a summary of the topics covered in this course. To see all of the course pages, visit the Table of Contents.

Module 1: Introduction to Biology

  • Characteristics of Life
  • Taxonomy
  • The Branches of Biology
  • The Process of Science

Module 2: Chemistry of Life

  • Atoms and Elements
  • Atomic Bonds
  • The pH Scale

Module 3: Important Biological Macromolecules

  • Carbon
  • Carbohydrates
  • Lipids
  • Proteins
  • Nucleic Acids
  • Comparing Biological Macromolecules

Module 4: Cellular Structure

  • Cell Theory
  • Prokaryotes and Eukaryotes
  • Organelles

Module 5: Cell Membranes

  • Structure of the Membrane
  • Kinds of Transport
  • Endocytosis and Exocytosis

Module 6: Metabolic Pathways

  • Energy and Metabolism
  • ATP in Living Systems
  • Cellular Respiration
  • Fermentation
  • Photosynthesis
  • Connections to Other Metabolic Pathways

Module 7: Cell Division

  • Chromosomes and DNA Packaging
  • The Cell Cycle
  • Cell Cycle Checkpoints
  • Sexual Reproduction
  • Meiosis
  • Genetic Diversity
  • Errors in Chromosome Number

Module 8: DNA Structure and Replication

  • Storing Genetic Information
  • DNA Replication
  • Viruses

Module 9: DNA Transcription and Translation

  • Transcription
  • Translation
  • The Central Dogma
  • DNA Mutations

Module 10: Gene Expression

  • Regulation of Gene Expression
  • Prokaryotic Gene Regulation
  • Eukaryotic Gene Regulation

Module 11: Trait Inheritance

  • The Father of Genetics
  • Beyond Dominance and Recessiveness
  • Heredity and Disease
  • Genetics and the Environment

Module 12: Theory of Evolution

  • Charles Darwin
  • Evidence for Evolution
  • Mutations and Evolution
  • Phylogenetic Trees

Module 13: Modern Biology

  • Key Technologies
  • Biotechnology Applications
  • Risks and Benefits of Genomic Science

Introduction to Life Span, Growth and Development

Welcome to life span, growth and development. This is the study of how and why people change or remain the same over time.

This course is commonly referred to as the “womb to tomb” course because it is the story of our journeys from conception to death. Human development is the study of how we change over time. Although this course is often offered in psychology, this is a very interdisciplinary course. Psychologists, nutritionists, sociologists, anthropologists, educators, and health care professionals all contribute to our knowledge of the life span.

We will look at how we change physically over time from early development through aging and death. We examine cognitive change, or how our ability to think and remember changes over time. We look at how our concerns and psychological state is influenced by age and finally, how our social relationships change throughout life.

1. Describing change-many of the studies we will examine simply involve the first step in investigation, which is description. Arnold Gesell’s study on infant motor skills, for example.

2. Explaining changes is another goal. Theories provide explanations for why we change over time. For example, Erikson offers an explanation about why our two-year-old is temperamental.

Think about how you were 5, 10, or even 15 years ago. In what ways have you changed? In what ways have you remained the same? You have probably changed physically perhaps you’ve grown taller and become heavier. But you may have also experienced changes in the way you think and solve problems. Cognitive change is noticeable when we compare how 6 year olds, 16 year olds, and 46 year olds think and reason, for example. Their thoughts about others and the world are probably quite different. Consider friendship for instance. The 6 year old may think that a friend is someone with whom you can play and have fun. A 16 year old may seek friends who can help them gain status or popularity. And the 46 year old may have acquaintances, but rely more on family members to do things with and confide in. You may have also experienced psychosocial change. This refers emotions and psychological concerns as well as social relationships. Psychologist Erik Erikson suggests that we struggle with issues of independence, trust, and intimacy at various points in our lives. (We will explore this thoroughly throughout the course.)

Our journeys through life are more than biological they are shaped by culture, history, economic and political realities as much as they are influenced by physical change. This is a very interesting and practical course because it is about us and those with whom we live and work. One of the best ways to gain perspective on our own lives is to compare our experiences with that of others. By periodically making cross-cultural and historical comparisons and by presenting a variety of views on issues such as healthcare, aging, education, gender and family roles, I hope to give you many eyes with which to see your own development. This occurs frequently in the classroom as students from a variety of cultural backgrounds discuss their interpretations of developmental tasks and concerns. I hope to recreate this rich experience as much as possible in this text. So, for example, we will discuss current concerns about the nutrition of children in the United States (for a middle-class boy of 11 years who is 130 pounds overweight and suffering with Pediatric Type II diabetes) as well as malnutrition experienced by children in Ethiopia as a result of drought. Being self-conscious can enhance our ability to think critically about the systems we live in and open our eyes to new courses of action to benefit the quality of life. And knowing about other people and their circumstances can help us live and work with them more effectively. An appreciation of diversity enhances the social skills needed in nursing, education, or any other field.


  • What Is Cognition?
  • Solving Problems
  • Language and Language Use
  • Language Development
  • Intelligence and Creativity
  • Measures of Intelligence
  • The Source of Intelligence
  • Memory Encoding
  • Storage
  • Retrieval
  • Parts of the Brain Involved with Memory
  • Amnesia and Forgetting
  • Eyewitness Testimony and Memory Construction
  • Ways to Enhance Memory
  • Developmental Psychology Domain

CCNA Security 210-260 Official Cert Guide

â&ndash Improve your awareness and knowledge of network security
â&ndash Increase your skill level related to the implementation of that security
â&ndash Prepare for the CCNA Security certification exam

When writing this book, we did so with you in mind, and together we will discover the critical ingredients that make up the recipe for a secure network and work through examples of how to implement these features. By focusing on both covering the objectives for the CCNA Security exam and integrating that with real-world best practices and examples, we created this content with the intention of being your personal tour guides as we take you on a journey through the world of network security.

The CCNA Security Implementing Cisco Network Security (IINS) 210-260 exam is required for the CCNA Security certification. The prerequisite for CCNA Security is the CCNA Route/Switch certification (or any CCIE certification). The CCNA Security exam tests your knowledge of securing Cisco routers and switches and their = associated networks, and this book prepares you for that exam. This book covers all the topics listed in Ciscoâ&euro&trades exam blueprint, and each chapter includes key topics and preparation tasks to assist you in mastering this information. The CD that accompanies this book also includes bonus videos to assist you in your journey toward becoming a CCNA in Security. Of course, the CD included with the printed book also includes several practice questions to help you prepare for the exam.

Contents at a Glance

Introduction xxvi
Part I Fundamentals of Network Security
Chapter 1 Networking Security Concepts 3
Chapter 2 Common Security Threats 25
Part II Secure Access
Chapter 3 Implementing AAA in Cisco IOS 35
Chapter 4 Bring Your Own Device (BYOD) 71
Part III Virtual Private Networks (VPN)
Chapter 5 Fundamentals of VPN Technology and Cryptography 83
Chapter 6 Fundamentals of IP Security 119
Chapter 7 Implementing IPsec Site-to-Site VPNs 149
Chapter 8 Implementing SSL VPNs Using Cisco ASA 203
Part IV Secure Routing and Switching
Chapter 9 Securing Layer 2 Technologies 233
Chapter 10 Network Foundation Protection 261
Chapter 11 Securing the Management Plane on Cisco IOS Devices 275
Chapter 12 Securing the Data Plane in IPv6 321
Chapter 13 Securing Routing Protocols and the Control Plane 341
Part V Cisco Firewall Technologies and Intrusion Prevention System Technologies
Chapter 14 Understanding Firewall Fundamentals 355
Chapter 15 Implementing Cisco IOS Zone-Based Firewalls 377
Chapter 16 Configuring Basic Firewall Policies on Cisco ASA 413
Chapter 17 Cisco IDS/IPS Fundamentals 457
Part VI Content and Endpoint Security
Chapter 18 Mitigation Technologies for E-mail-Based and Web-Based Threats 477
Chapter 19 Mitigation Technologies for Endpoint Threats 495
Part VII Final Preparation
Chapter 20 Final Preparation 505
Part VIII Appendixes
Appendix A Answers to the â&euro&oeligDo I Know This Already?â&euro Quizzes 511
Appendix B CCNA Security 210-260 (IINS) Exam Updates 517
Glossary 521
Index 533

Do you like this book? Please share with your friends, let's read it !! :)


Features

-The first anatomy and physiology textbook that makes difficult concepts easy to understand for today’s high school health science student.
-Throughout the text, diseases and disorders along with associated symptoms and treatments are presented in the context of the body systems to give students a broader understanding of topics.
-Science curriculum is reinforced using engaging applications to careers and the workplace.
-Essential life skills such as nutrition, communication, and professionalism are stressed to prepare students for today’s health care environment.
-Each Student Edition includes a free Student CD-ROM with engaging videos on employability skills and professional profiles.
-The program’s Teacher’s Resources include:
- Teacher’s Manual with instructional tips and strategies
- Test Bank with Test Gen assessment software
- Teacher’s Resource CD-ROM with PowerPoints for visual presentations, an image library, and video clips


Part 1 Getting started with SPSS:

Setting up a data file using the online tutorial and Help system evaluating strategies for acquiring data

Part 2 Describing Data:

Histograms, bar charts, stem and leaf plots, boxplots scatterplots tables and summary statistics

Part 3 Testing Hypotheses:

One sample t-test paired and two sample t-tests oneway and twoway analysis of variance chi-square tests nonparametric tests

Part 4 Examining Relationships:

Measures of association linear regression and correlation multiple regression examining residuals and other diagnostics

Include detailed instructions for producing charts with SPSS, and a thorough overview of the facilities for transforming and selecting data prior to analysis.


Principles of Human Anatomy

Mark Nielsen is a Professor in the Department of biology at the University of Utah and for the past twenty-one years has taught anatomy and its related subjects to over 16,000 students. In addition to teaching human anatomy in the Department of biology, he also teaches neuroantomy, embryology, a human dissection course, a teaching human anatomy course, and assist with the comparative vertebrate morphology course. he developed the anatomy course for the physician assistant program at the University of Utah School of Medicine. He developed and continues to help maintain the anatomy and physiology program for the Utah college of Massage Therapy (presently the largest massage school in the United States) and taught his program there for twelve years during its inception and development. His graduate training is in anatomy and his anatomy expertise has a strong basis in dissection. He has prepared and participated in hundreds of dissections of both humans and other vertebrate animals. All his courses incorporate a cadaver-based component in the training with an outstanding exposure to cadaver anatomy. He is a member of the American Association of Anatomists (AAA), the Human Anatomy and Physiology Society (HAPS), and the Anatomical Society of Great Britain and Ireland (ASGBI).
Mark has a passion for teaching anatomy and sharing his knowledge with his students. In addition to the many students he has taught, he has trained and mentored 900 students who have worked in his anatomy laboratory as teaching assistants. His concern for students and his teaching excellence have been acknowledged through numerous awards. He received the prestigious Presidential Teaching Scholar Award at the University of Utah, is a five-time recipient of the University of Utah Student Choice Award for Outstanding Teacher and Mentor, a two time winner of the Outstanding Teacher n the Physician Assistant Program, recipient of the American Massage Therapy Association Jerome Perlinski Teacher of the Year Award, and a two time recipient of Who's Who Among America's Teachers.


Watch the video: Introduction to Epredias Spatial Biology (August 2022).