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| classifying sharks using a dichotomous key answer key: Resources in education , 1987-07 |
| classifying sharks using a dichotomous key answer key: Resources in Education , 1987 |
| classifying sharks using a dichotomous key answer key: How Learning Works Susan A. Ambrose, Michael W. Bridges, Michele DiPietro, Marsha C. Lovett, Marie K. Norman, 2010-04-16 Praise for How Learning Works How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning. —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching. —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues. —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book. —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning |
| classifying sharks using a dichotomous key answer key: Texas Aquatic Science Rudolph A. Rosen, 2014-12-29 This classroom resource provides clear, concise scientific information in an understandable and enjoyable way about water and aquatic life. Spanning the hydrologic cycle from rain to watersheds, aquifers to springs, rivers to estuaries, ample illustrations promote understanding of important concepts and clarify major ideas. Aquatic science is covered comprehensively, with relevant principles of chemistry, physics, geology, geography, ecology, and biology included throughout the text. Emphasizing water sustainability and conservation, the book tells us what we can do personally to conserve for the future and presents job and volunteer opportunities in the hope that some students will pursue careers in aquatic science. Texas Aquatic Science, originally developed as part of a multi-faceted education project for middle and high school students, can also be used at the college level for non-science majors, in the home-school environment, and by anyone who educates kids about nature and water. To learn more about The Meadows Center for Water and the Environment, sponsors of this book's series, please click here. |
| classifying sharks using a dichotomous key answer key: Biology Eric Strauss, Marylin Lisowski, 2000 |
| classifying sharks using a dichotomous key answer key: Guidelines for Applying Protected Area Management Categories Nigel Dudley, 2008 IUCN's Protected Areas Management Categories, which classify protected areas according to their management objectives, are today accepted as the benchmark for defining, recording, and classifying protected areas. They are recognized by international bodies such as the United Nations as well as many national governments. As a result, they are increasingly being incorporated into government legislation. These guidelines provide as much clarity as possible regarding the meaning and application of the Categories. They describe the definition of the Categories and discuss application in particular biomes and management approaches. |
| classifying sharks using a dichotomous key answer key: Phylogenetics E. O. Wiley, Bruce S. Lieberman, 2011-10-11 The long-awaited revision of the industry standard on phylogenetics Since the publication of the first edition of this landmark volume more than twenty-five years ago, phylogenetic systematics has taken its place as the dominant paradigm of systematic biology. It has profoundly influenced the way scientists study evolution, and has seen many theoretical and technical advances as the field has continued to grow. It goes almost without saying that the next twenty-five years of phylogenetic research will prove as fascinating as the first, with many exciting developments yet to come. This new edition of Phylogenetics captures the very essence of this rapidly evolving discipline. Written for the practicing systematist and phylogeneticist, it addresses both the philosophical and technical issues of the field, as well as surveys general practices in taxonomy. Major sections of the book deal with the nature of species and higher taxa, homology and characters, trees and tree graphs, and biogeography—the purpose being to develop biologically relevant species, character, tree, and biogeographic concepts that can be applied fruitfully to phylogenetics. The book then turns its focus to phylogenetic trees, including an in-depth guide to tree-building algorithms. Additional coverage includes: Parsimony and parsimony analysis Parametric phylogenetics including maximum likelihood and Bayesian approaches Phylogenetic classification Critiques of evolutionary taxonomy, phenetics, and transformed cladistics Specimen selection, field collecting, and curating Systematic publication and the rules of nomenclature Providing a thorough synthesis of the field, this important update to Phylogenetics is essential for students and researchers in the areas of evolutionary biology, molecular evolution, genetics and evolutionary genetics, paleontology, physical anthropology, and zoology. |
| classifying sharks using a dichotomous key answer key: Fishes of the Maldives , 2003 |
| classifying sharks using a dichotomous key answer key: Code International de Nomenclature Zoologique International Commission on Zoological Nomenclature, W. D. L. Ride, International Union of Biological Sciences. General Assembly, 1985 |
| classifying sharks using a dichotomous key answer key: Fish Identification Tools for Biodiversity and Fisheries Assessments Johanne Fischer, 2013 This review provides an appraisal of existing, state-of-the-art fish identification (ID) tools (including some in the initial stages of their development) and shows their potential for providing the right solution in different real-life situations. The ID tools reviewed are: Use of scientific experts (taxonomists) and folk local experts, taxonomic reference collections, image recognition systems, field guides based on dichotomous keys; interactive electronic keys (e.g. IPOFIS), morphometrics (e.g. IPez), scale and otolith morphology, genetic methods (Single nucleotide polymorphisms [SNPs] and Barcode [BOL]) and Hydroacoustics. The review is based on the results and recommendations of the workshop Fish Identification Tools for Fishery Biodiversity and Fisheries Assessments, convened by FAO FishFinder and the University of Vigo and held in Vigo, Spain, from 11 to 13 October 2011. It is expected that it will help fisheries managers, environmental administrators and other end users to select the best available species identification tools for their purposes.-- |
| classifying sharks using a dichotomous key answer key: Stink and the Shark Sleepover Megan McDonald, 2014-02-11 Shark-tastic! Stink gets to sleep with the fishes after his parents win an aquarium sleepover. But wait — what’s that lurking beyond the KEEP OUT sign? When Stink’s parents win tickets for the whole family to sleep over at the aquarium (along with Stink’s two best friends), it sounds like a science freak’s dream come true. Stink loves the sea-creature scavenger hunt (Bat ray! Brain coral!), the jellyfish light show, and the shiver of sand tiger sharks with razor-sharp teeth. And of course Stink is nuts about gross stuff, but after some spooky stories around the virtual campfire, can he manage to fall asleep thinking about the eating habits of the vampire squid? Especially Bloody Mary, the mutant, glowing Frankensquid that’s supposed to be on the prowl? |
| classifying sharks using a dichotomous key answer key: Marine Biology Peter Castro, Michael E. Huber, 2016 Covers the basics of marine biology with a global approach, using examples from numerous regions and ecosystems worldwide. This text is designed for non-majors. It also features basic science content needed in a general education course, including the fundamental principles of biology, the physical sciences, and the scientific method. |
| classifying sharks using a dichotomous key answer key: The Metaphorical Brain Seana Coulson, Vicky T. Lai, 2016-03-09 Metaphor has been an issue of intense research and debate for decades (see, for example [1]). Researchers in various disciplines, including linguistics, psychology, computer science, education, and philosophy have developed a variety of theories, and much progress has been made [2]. For one, metaphor is no longer considered a rhetorical flourish that is found mainly in literary texts. Rather, linguists have shown that metaphor is a pervasive phenomenon in everyday language, a major force in the development of new word meanings, and the source of at least some grammatical function words [3]. Indeed, one of the most influential theories of metaphor involves the suggestion that the commonality of metaphoric language results because cross-domain mappings are a major determinant in the organization of semantic memory, as cognitive and neural resources for dealing with concrete domains are recruited for the conceptualization of more abstract ones [4]. Researchers in cognitive neuroscience have explored whether particular kinds of brain damage are associated with metaphor production and comprehension deficits, and whether similar brain regions are recruited when healthy adults understand the literal and metaphorical meanings of the same words (see [5] for a review) . Whereas early research on this topic focused on the issue of the role of hemispheric asymmetry in the comprehension and production of metaphors [6], in recent years cognitive neuroscientists have argued that metaphor is not a monolithic category, and that metaphor processing varies as a function of numerous factors, including the novelty or conventionality of a particular metaphoric expression, its part of speech, and the extent of contextual support for the metaphoric meaning (see, e.g., [7], [8], [9]). Moreover, recent developments in cognitive neuroscience point to a sensorimotor basis for many concrete concepts, and raise the issue of whether these mechanisms are ever recruited to process more abstract domains [10]. This Frontiers Research Topic brings together contributions from researchers in cognitive neuroscience whose work involves the study of metaphor in language and thought in order to promote the development of the neuroscientific investigation of metaphor. Adopting an interdisciplinary perspective, it synthesizes current findings on the cognitive neuroscience of metaphor, provides a forum for voicing novel perspectives, and promotes avenues for new research on the metaphorical brain. [1] Arbib, M. A. (1989). The metaphorical brain 2: Neural networks and beyond. John Wiley & Sons, Inc. [2] Gibbs Jr, R. W. (Ed.). (2008). The Cambridge handbook of metaphor and thought. Cambridge University Press. [3] Sweetser, Eve E. Grammaticalization and semantic bleaching. Annual Meeting of the Berkeley Linguistics Society. Vol. 14. 2011. [4] Lakoff, G., & Johnson, M. (1999). Philosophy in the flesh: The embodied mind and its challenge to western thought. Basic books. [5] Coulson, S. (2008). Metaphor comprehension and the brain. The Cambridge handbook of metaphor and thought, 177-194. [6] Winner, E., & Gardner, H. (1977). The comprehension of metaphor in brain-damaged patients. Brain, 100(4), 717-729. [7] Coulson, S., & Van Petten, C. (2007). A special role for the right hemisphere in metaphor comprehension?: ERP evidence from hemifield presentation. Brain Research, 1146, 128-145. [8] Lai, V. T., Curran, T., & Menn, L. (2009). Comprehending conventional and novel metaphors: An ERP study. Brain Research, 1284, 145-155. [9] Schmidt, G. L., Kranjec, A., Cardillo, E. R., & Chatterjee, A. (2010). Beyond laterality: a critical assessment of research on the neural basis of metaphor. Journal of the International Neuropsychological Society, 16(01), 1-5. [10] Desai, R. H., Binder, J. R., Conant, L. L., Mano, Q. R., & Seidenberg, M. S. (2011). The neural career of sensory-motor metaphors. Journal of Cognitive Neuroscience, 23(9), 2376-2386. |
| classifying sharks using a dichotomous key answer key: The Content Analysis Guidebook Kimberly A. Neuendorf, 2017 Content analysis is a complex research methodology. This book provides an accessible text for upper level undergraduates and graduate students, comprising step-by-step instructions and practical advice. |
| classifying sharks using a dichotomous key answer key: Neural Engineering Bin He, 2013-01-09 Neural Engineering, 2nd Edition, contains reviews and discussions of contemporary and relevant topics by leading investigators in the field. It is intended to serve as a textbook at the graduate and advanced undergraduate level in a bioengineering curriculum. This principles and applications approach to neural engineering is essential reading for all academics, biomedical engineers, neuroscientists, neurophysiologists, and industry professionals wishing to take advantage of the latest and greatest in this emerging field. |
| classifying sharks using a dichotomous key answer key: Paleocene Flora of the Rocky Mountains and Great Plains Roland Wilbur Brown, 1962 A study of 170 kinds of plants and the strata that yield them, showing how they apply in the delimination of the Paleocene series. |
| classifying sharks using a dichotomous key answer key: Steps to an Ecology of Mind Gregory Bateson, 2000 Gregory Bateson was a philosopher, anthropologist, photographer, naturalist, and poet, as well as the husband and collaborator of Margaret Mead. This classic anthology of his major work includes a new Foreword by his daughter, Mary Katherine Bateson. 5 line drawings. |
| classifying sharks using a dichotomous key answer key: Stat Labs Deborah Nolan, Terry P. Speed, 2006-05-02 Integrating the theory and practice of statistics through a series of case studies, each lab introduces a problem, provides some scientific background, suggests investigations for the data, and provides a summary of the theory used in each case. Aimed at upper-division students. |
| classifying sharks using a dichotomous key answer key: Sharks and Dolphins Kevin Kurtz, 2016-02-10 Sharks and dolphins both have torpedo-shaped bodies with fins on their backs. They slice through the water to grab their prey with sharp teeth. But despite their similarities, sharks and dolphins belong to different animal classes: one is a fish and gets oxygen from the water and the other is a mammal and gets oxygen from the air. Marine educator Kevin Kurtz guides early readers to compare and contrast these ocean predators through stunning photographs and simple, nonfiction text. |
| classifying sharks using a dichotomous key answer key: Naming Nature: The Clash Between Instinct and Science Carol Kaesuk Yoon, 2010-08-02 Examines the history of taxonomy, describing the quest of scientists to name and classify living things from Carl Linnaeus to early twenty-first-century scientists who rely more on microscopic evidence than their senses, which has encouraged an indifference to nature that is responsible for the extinction of many species. |
| classifying sharks using a dichotomous key answer key: Computational Genome Analysis Richard C. Deonier, Simon Tavaré, Michael S. Waterman, 2005-12-27 This book presents the foundations of key problems in computational molecular biology and bioinformatics. It focuses on computational and statistical principles applied to genomes, and introduces the mathematics and statistics that are crucial for understanding these applications. The book features a free download of the R software statistics package and the text provides great crossover material that is interesting and accessible to students in biology, mathematics, statistics and computer science. More than 100 illustrations and diagrams reinforce concepts and present key results from the primary literature. Exercises are given at the end of chapters. |
| classifying sharks using a dichotomous key answer key: Encyclopedia of Biology Don Rittner, Timothy Lee McCabe, 2004-08 Contains approximately 800 alphabetical entries, prose essays on important topics, line illustrations, and black-and-white photographs. |
| classifying sharks using a dichotomous key answer key: Conserving the World's Biological Diversity Jeffrey A. McNeely, International Union for Conservation of Nature and Natural Resources, 1990 |
| classifying sharks using a dichotomous key answer key: Statistical Ecology Linda J. Young, Jerry Young, 2013-04-17 Covering a wide range of disciplines, this book explains the formulae, techniques, and methods used in field ecology. By providing an awareness of the statistical foundation for existing methods, the book will make biologists more aware of the strengths and possible weaknesses of procedures employed, and statisticians more appreciative of the needs of the field ecologist. Unique to this book is a focus on ecological data for single-species populations, from sampling through modeling. Examples come from real situations in pest management, forestry, wildlife biology, plant protection, and environmental studies, as well as from classical ecology. All those using this book will acquire a strong foundation in the statistical methods of modern ecological research. This textbook is for late undergraduate and graduate students, and for professionals. |
| classifying sharks using a dichotomous key answer key: The Third Chimpanzee Jared M. Diamond, 2006-01-03 The Development of an Extraordinary Species We human beings share 98 percent of our genes with chimpanzees. Yet humans are the dominant species on the planet -- having founded civilizations and religions, developed intricate and diverse forms of communication, learned science, built cities, and created breathtaking works of art -- while chimps remain animals concerned primarily with the basic necessities of survival. What is it about that two percent difference in DNA that has created such a divergence between evolutionary cousins? In this fascinating, provocative, passionate, funny, endlessly entertaining work, renowned Pulitzer Prize–winning author and scientist Jared Diamond explores how the extraordinary human animal, in a remarkably short time, developed the capacity to rule the world . . . and the means to irrevocably destroy it. |
| classifying sharks using a dichotomous key answer key: International Handbook of Phobic and Anxiety Disorders in Children and Adolescents Thomas H. Ollendick, Neville J. King, William Yule, 1994-09-30 Reknowned authorities offer the first international handbook on anxiety and phobic disorders in children and adolescents. Using DSM-IV and ICD classifications, this comprehensive and up-to-date volume addresses issues related to diagnostic classification, epidemiolgy, etiology, assessment, and treatment. With its case studies, this volume makes a practical reference for clinicians, researchers, and students. |
| classifying sharks using a dichotomous key answer key: Signs Thomas Albert Sebeok, 2001-01-01 In this regard, semiotics is of relevance to a wide spectrum of scholars and professionals, including social scientists, psychologists, artists, graphic designers, and students of literature.. |
| classifying sharks using a dichotomous key answer key: The Most Dangerous Terri Fields, Laura Jacques, 2012 A story of the most dangerous animals in the world competing in the Most Dangerous Animal of All Contest, including a shark, a tiger, and a mosquito. |
| classifying sharks using a dichotomous key answer key: Reef Creature Identification Paul Humann, Ned DeLoach, Les Wilk, 2013 First published in 1992, this guide has been significantly expanded in a new 3rd edition. The popular, user-friendly field guide, covering all major groups of marine invertebrates encountered by divers on coral reefs and adjacent habitats, has grown to include 900 species beautifully documented with more than 1200 underwater photographs -- nearly doubling the total in the previous editions. Les Wilk has joined Paul Humann and Ned DeLoach authoring the comprehensive new edition. |
| classifying sharks using a dichotomous key answer key: Contemporary Directions in Psychopathology Theodore Millon, Robert F. Krueger, Erik Simonsen, 2011-08-03 This forward-thinking volume grapples with critical questions surrounding the mechanisms underlying mental disorders and the systems used for classifying them. Edited and written by leading international authorities, many of whom are actively involved with the development of DSM-V and ICD-11, the book integrates biological and psychosocial perspectives. It provides balanced analyses of such issues as the role of social context and culture in psychopathology and the pros and cons of categorical versus dimensional approaches to diagnosis. Cutting-edge diagnostic instruments and research methods are reviewed. Throughout, contributors highlight the implications of current theoretical and empirical advances for understanding real-world clinical problems and developing more effective treatments. |
| classifying sharks using a dichotomous key answer key: Thinkers Keys Tony Ryan, 2014 A practical manual for teachers and parents on helping children to become extraordinary thinkers. The Thinkers Keys are 20 core strategies that can be used in any learning context. |
| classifying sharks using a dichotomous key answer key: Zooarchaeology Elizabeth J. Reitz, Elizabeth S. Wing, 2008-01-14 This book serves as an introductory text for students interested in identification and analysis of animal remains from archaeological sites. This revised edition reflects developments in zooarchaeology that have occurred during the past decade. It includes new sections on enamel ultrastructure and incremental analysis, stable isotyopes and trace elements, ancient genetics and enzymes, environmental reconstruction, people as agents of environmental change, applications of zooarchaeology in animal conversation and heritage management, and a discussion of issues pertaining to the curation of archaeofaunal materials. |
| classifying sharks using a dichotomous key answer key: Protists and Fungi Gareth Editorial Staff, 2003-07-03 Explores the appearance, characteristics, and behavior of protists and fungi, lifeforms which are neither plants nor animals, using specific examples such as algae, mold, and mushrooms. |
| classifying sharks using a dichotomous key answer key: Anticipating Criminal Behaviour Peter A. M. G. Kock, Peter de Kock, 2014 In the first decade of this century, the focus of law-enforcement agencies has shifted from prosecuting crime to anticipating crime. This approach emphasizes the discovery of narratives in crime-related data. However, while narratives are at the mainstay of entertainment, law, and politics, a scientific method by which narratives can be created - and subsequently be used to anticipate criminal behavior - still has to be established. In the creative industry, a narrative is generated by a scenario. A scenario describes the interactions between the characters and includes information - about behavior, goals, motivations, modi operandi, and resistances - that have to be overcome. Furthermore, a creative scenario is composed by a limited number of scenario components. In this book, a new and innovative scenario model is designed by which narratives in data can be detected. It introduces the ESC12 - the twelve Elementary Scenario Components - by which every conceivable narrative can be created. Moreover, the book introduces the ESC12 scenario model, a model that may support law enforcement agencies to effectively anticipate criminal behavior. The book's author, Peter A.M.G. de Kock, graduated as a filmmaker from the Film Academy of the Amsterdam School of the Arts in 1994, and has traveled all over the world as a professional photographer, cameraman, and film-director. In 2009, after receiving a Master degree in Criminal Investigation, he introduced creative scenarios to anticipate (terrorist) attacks. The operational results of his team were thought provoking, and he was invited to demonstrate his method of operation to prominent members of Dutch Parliament and the Ministry of Security and Justice. He was then offered the opportunity to pursue the use of scenarios to anticipate crime, as an external Ph.D. student at Tilburg University. This book is the result of his study. [Subject: Criminology, Policing] |
| classifying sharks using a dichotomous key answer key: Handbook of Statistical Genetics David J. Balding, Martin Bishop, Chris Cannings, 2008-06-10 The Handbook for Statistical Genetics is widely regarded as the reference work in the field. However, the field has developed considerably over the past three years. In particular the modeling of genetic networks has advanced considerably via the evolution of microarray analysis. As a consequence the 3rd edition of the handbook contains a much expanded section on Network Modeling, including 5 new chapters covering metabolic networks, graphical modeling and inference and simulation of pedigrees and genealogies. Other chapters new to the 3rd edition include Human Population Genetics, Genome-wide Association Studies, Family-based Association Studies, Pharmacogenetics, Epigenetics, Ethic and Insurance. As with the second Edition, the Handbook includes a glossary of terms, acronyms and abbreviations, and features extensive cross-referencing between the chapters, tying the different areas together. With heavy use of up-to-date examples, real-life case studies and references to web-based resources, this continues to be must-have reference in a vital area of research. Edited by the leading international authorities in the field. David Balding - Department of Epidemiology & Public Health, Imperial College An advisor for our Probability & Statistics series, Professor Balding is also a previous Wiley author, having written Weight-of-Evidence for Forensic DNA Profiles, as well as having edited the two previous editions of HSG. With over 20 years teaching experience, he’s also had dozens of articles published in numerous international journals. Martin Bishop – Head of the Bioinformatics Division at the HGMP Resource Centre As well as the first two editions of HSG, Dr Bishop has edited a number of introductory books on the application of informatics to molecular biology and genetics. He is the Associate Editor of the journal Bioinformatics and Managing Editor of Briefings in Bioinformatics. Chris Cannings – Division of Genomic Medicine, University of Sheffield With over 40 years teaching in the area, Professor Cannings has published over 100 papers and is on the editorial board of many related journals. Co-editor of the two previous editions of HSG, he also authored a book on this topic. |
| classifying sharks using a dichotomous key answer key: Wildlife Tourism Karen Higginbottom, 2004 This is a comprehensive volume on the subject of wildlife tourism, written by experts in the field and drawing on a wide range of disciplines. It covers the full scope of wildlife tourism, including zoos, wildlife watching, hunting and fishing. Also includes a up to date review of the issues of wildlife tourism. |
| classifying sharks using a dichotomous key answer key: Biological Science Biological Sciences Curriculum Study, 1987 |
| classifying sharks using a dichotomous key answer key: Explorations in Basic Biology Stanley E. Gunstream, John Stanley Babel, 1972 |
| classifying sharks using a dichotomous key answer key: The Role of Central Conceptual Structures in the Development of Children's Thought Robbie Case, Yukari Okamoto, 2000-05-18 |
| classifying sharks using a dichotomous key answer key: Research Design in Counseling Bruce (University of Wisconsin Wampold, Madison), Bruce Wampold, Puncky (University of Missouri Heppner, Columbia), Puncky Heppner, Jesse (University of Denver) Owen, Kenneth (Fuller Theological Seminary) Wang, Thompson (University of Wisconsin), 2020-10 Quell any fears you may have about science and research design with this clear introduction to the basics of research design today. With enlightening examples and illustrations drawn from the counseling literature, RESEARCH DESIGN IN COUNSELING, 4th Edition fully addresses the most common issues that counseling researchers encounter. The authors' accessible approach provides you with an understanding of the various types of research, including both quantitative and qualitative approaches. Filled with helpful examples that utilize a broad variety of research designs, this book provides the fundamentals of conducting research while providing clear instruction on the strengths and weaknesses of different designs, choosing variables, ethics, writing, and publishing your work in the top professional counseling journals. |
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