Anmerkung: Intro -- Foreword -- Acknowledgment -- Contents -- About the Authors -- 1 Discipline-Based Professional Development -- Transforming Undergraduate Science Education -- Active Learning and Evidence-Based Teaching Approaches -- Professional Development for Teaching in the University -- Pedagogical Content Knowledge -- The Five PCK Components -- PCK for the Undergraduate Level -- Overview and Brief History of the Teaching and Learning Center (TLC) -- Key Contributors to a Disciplinary TLC -- Institutional Levels and External Entities Involved in Change Efforts -- Credibility and Buy-In -- How to Initiate a Disciplinary TLC -- Outline of the Book -- References -- 2 Building Interest and Engagement Through Enrichment Activities -- Visiting Teacher/Scholars -- Characteristics of Visiting Teacher/Scholars -- Activities with Visiting Teacher/Scholars -- Seminars and Workshops -- Guiding Principals in Developing Seminars and Workshops -- Selecting Seminar and Workshop Topics -- Evaluation of Seminars and Workshops -- PCK Focus of Seminars and Workshops -- PCK 1: Student Understanding of Science -- PCK 2. Science Curriculum -- PCK 3. Instructional Strategies -- PCK 4. Assessment of Student Learning -- PCK 5. Orientation to Teaching Science -- Conclusion -- Implementation Guide -- Tips for Hosting a Successful Teacher/Scholar Visit -- Selecting and Recruiting Visiting Teacher/Scholars -- Publicizing the Visit -- Creating an Agenda of Activities -- Example Seminars and Workshops by PCK Component -- PCK 1: Overcoming Students' Alternative Conceptions in the Chemical and Life Sciences -- PCK 2: Undergraduate Curriculum Innovations in the College of Chemical and Life Sciences -- PCK 3: Blended Learning: What It Is and How to Use It -- PCK 4: As You Can See, But Students Don't: A Closer Look at How Students Read and Interpret Graphic Information. , PCK 5: Identifying the Hallmarks of Effective Teaching to Create a Rubric for Peer Review of Teaching -- Following the Workshop -- References -- 3 Acculturation of New Faculty Members -- Preparation and Work Context of New Faculty Members -- Getting to Know Our New Faculty Members -- Overview of the New Faculty Longitudinal Study -- Analysis of Study Findings by PCK Component -- PCK 1: Student Understanding of Science -- PCK 2: Science Curriculum -- PCK 3: Instructional Strategies -- PCK 4: Assessment of Student Learning -- PCK 5: Orientation to Teaching Science -- Professional Development for New Faculty Members -- Welcome Workshop -- Seminars and Workshops -- Individual Consulting -- Connections to Networks and Faculty Learning Communities -- Funding Opportunities -- Conclusion -- Implementation Guide -- Longitudinal Study: Interview Protocols -- Initial Interview Protocol -- Follow-up Interview Protocol -- Welcome Workshop -- Welcome Workshop Outline -- Welcome Packet -- References -- 4 Consultation for Individuals and Groups of Faculty -- The Need for Ongoing Professional Development -- Bridging the Gap Through Professional Development -- Our Model for Consulting -- Consultation for Individuals -- Consultation for Groups of Faculty -- Informal Groups of Faculty -- Faculty Learning Communities -- Conclusion -- Implementation Guide -- Consultation for Individuals -- PCK 1: Knowledge of Student Understanding -- PCK 2: Knowledge of Science Curriculum -- PCK 3: Knowledge of Instructional Strategies -- PCK 4: Knowledge of Assessment -- PCK 5: Orientation to Science Teaching -- Consultation for Faculty Learning Communities -- PCK 1: Knowledge of Student Understanding -- PCK 2: Knowledge of Science Curriculum -- PCK 3: Knowledge of Instructional Strategies -- PCK 4: Knowledge of Assessment -- PCK 5: Orientation to Science Teaching -- References. , 5 Preparing Graduate Students for Their Teaching Responsibilities -- Need for Training -- Types of Training Currently Offered -- Short Workshops for Beginning GTAs -- Longer Preparatory or Support Course -- Teaching as Professional Development -- Being Observed -- Observation of Experienced Teachers -- Certificate Programs -- National Professional Development Networks -- Professional Development for GTAs in Our University -- Needs Assessment -- Key Findings from the Survey -- Feedback from the Workshop on Roles of the GTA -- Our Professional Development Programs for GTAs -- Seminars and Workshops -- Mandatory Six-Week Courses for New GTAs -- Optional Two-Credit Course -- Certificate Program in Teaching and Learning -- Conclusion -- Implementation Guide -- Workshop: The Role of the GTA -- Summary of GTA Needs Assessment Survey Results -- Conversations on GTA Roles and Challenges -- Conversations on Enhancing GTA Professional Development -- Experiences with Innovative Course Redesigns -- Mandatory Six-Week Teaching Preparatory Course -- Session 1: Introduction and Overview of the Role of the GTA in Undergraduate Education -- Session 2: Student-GTA Communication -- Session 3: Assessing Student Performance -- Session 4: Engaging Students Through Effective Teaching -- Session 5: Evaluation and Expectations of the GTA -- Session 6: Special Topics Based on GTA Interests -- 2-Credit Course for Graduate Students -- Session 1: Introduction to the Course -- Session 2: Overview of Science Education -- Session 3: Student Diversity in Learning Styles and Multiple Intelligences -- Sessions 4 and 5: Theories in Science Education -- Session 6: Active Learning and Evidence-Based Teaching Approaches -- Session 7: Assessment, Rubrics, and Grading -- Session 8: Students' Alternative Conceptions -- Session 9: Using Visual Representations-Concept Maps and Models. , Session 10: Using Technology in Science Education -- Session 11: Observation of an Undergraduate Science Class -- Sessions 12-14: Presentations of Teachable Units -- References -- 6 Evaluating the Effectiveness of a Teaching and Learning Center -- The Role of Comprehensive Program Evaluation -- Needs Assessment: A First Step -- Stakeholders and Their Input into the TLC Needs Assessment -- Final Steps of the Needs Assessment Process -- Ongoing Evaluation: Measuring Five Levels of Program Impact -- Level 1: Participation -- How Do Participants Know About the TLC and Its Activities? -- Who Participates and in What Do They Participate? -- Why Do Individuals Participate? -- Level 2: Satisfaction -- Assessing the Achievement of Programmatic Goals -- Assessing Participant Satisfaction -- Level 3: Learning -- Stage 1: Knowledge of Evidence-Based Teaching Practices -- Stage 2: Belief in the Effectiveness of Evidence-Based Teaching Practices in Enhancing Student Learning -- Stage 3: An Understanding of How to Employ Evidence-Based Teaching Practices -- Level 4: Application -- Faculty Self-Reports of the Teaching Practices They Used -- Student Reports of Teaching Practices They Experienced -- Classroom Observations -- Level 5: Impact -- Student Satisfaction with Their Courses and Course Instruction -- Student Attitudes and Beliefs About Science -- Student Learning in Courses and Sequences of Courses -- Conclusion -- Implementation Guide -- Guiding Questions for Departmental Meetings-Needs Assessment -- Sample Completed Faculty Learning Community Observation Protocol -- References -- 7 Concluding Thoughts -- Lessons Learned.

Anmerkung: Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- Acknowledgements -- About the Editor and Contributors -- Introduction -- Prologue Interview with Eleanor Galenson -- Prologue Our children, our future: a conversation with Eleanor Galenson -- Part I Symbolisation, Thought, and Language -- Introduction to Part I -- Chapter One A consideration of the nature of thought in childhood play -- Discussion of Chapter One -- Chapter Two The impact of early sexual discovery on mood, defensive organisation, and symbolisation -- Discussion of Chapter Two -- Chapter Three The influence of hostile aggression on the development of expressive language -- Part II Infantile Origins of Sexual Identity -- Introduction to Part II -- Chapter Four Early genital activity and the castration complex -- Chapter Five Object loss and early sexual development -- Discussion of Chapter Five -- Chapter Six Observation of early infantile sexual and erotic development -- Chapter Seven Review of The Infantile Origins of Sexual Identity -- Chapter Eight Review of The Infantile Origins of Sexual Identity -- Part III The Tripartite Therapeutic Model -- Chapter Nine Treatment of psychological disorders of early childhood: a tripartite therapeutic model -- Chapter Ten Gender disturbance in a three-and-a-half-year-old boy -- Chapter Eleven Psychoanalytic approach to psychotic disturbances in very young children: a clinical report -- Index.

Anmerkung: Cover -- Title -- Copyright -- Dedication -- Contents -- Foreword -- INTRODUCTION -- Creating Habitat -- Native Nectar Plants for Butterflies -- Involve Your Kids -- Quick ID Tips -- PROFILES OF BACKYARD BUTTERFLIES -- Butterflies by Region -- Swallowtails -- Pipevine Swallowtail -- Zebra Swallowtail -- Black Swallowtail -- Eastern Tiger Swallowtail -- Western Tiger Swallowtail -- Spicebush Swallowtail -- Giant Swallowtail -- Oranges and Sulphurs -- Sleepy Orange -- Clouded Sulphur -- Southern Dogface -- Whites -- Checkered White -- Cabbage White -- Harvesters -- Harvester -- Coppers -- American Copper -- Purplish Copper -- Hairstreaks -- Coral Hairstreak -- Banded Hairstreak -- Brown Elfin -- Eastern and WesternPine Elfin -- Gray Hairstreak -- Blues -- Eastern and WesternTailed-Blue -- Spring Azure -- Snouts -- American Snout -- Monarchs -- Monarch -- Fritillaries -- Variegated Fritillary -- Meadow Fritillary -- Great Spangled Fritillary -- Aphrodite Fritillary -- Admirals -- White Admiral andRed-Spotted Purple -- Viceroy -- Emperors -- Hackberry Emperor -- Tawny Emperor -- Ladies -- American Lady -- Painted Lady -- Red Admiral -- Tortoiseshells and Commas -- Milbert's Tortoiseshell -- Mourning Cloak -- Question Mark -- Eastern Comma -- Buckeyes -- Common Buckeye -- Crescents -- Pearl and Northern Crescent -- Satyrs -- Common Ringlet -- Little Wood Satyr -- Common Wood-Nymph -- Spread-Wing Skipper -- Silver-Spotted Skipper -- Northern Cloudywing -- Juvenal's and Horace'sDuskywings -- Common Checkered-Skipper -- Grass Skippers -- Least Skipper -- Peck's Skipper -- Tawny-Edged Skipper -- Dun Skipper -- Hobomok Skipper -- Zabulon Skipper -- Delaware Skipper -- BEYOND THE BACKYARD: BUTTERFLY HOTSPOTS -- RESOURCES -- INDEX -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- Q -- R -- S -- T -- V -- W -- Z. , MEET ERIN GETTLER -- PHOTO CREDITS.

Anmerkung: Intro -- Contents -- Preface -- Chapter 1 -- Biotechnology-Derived Alternatives to Prevent and Treat Bacterial Infections in Animal Production -- Abstract -- Introduction -- Bacterial Agents Affecting Food- -- Producing Animals -- Antibiotics in Food-Producing Animals -- Antibiotic Growth Promoters and the Emergence of Bacterial Resistances -- Alternatives to Preventive and Therapeutic Antibiotics Use -- Bacteriophages -- Bacteriophage Enzymes - Endolysins -- Antimicrobial Peptides -- Immunostimulant Agents: Antibacterial Vaccines and Others -- Pre-, Pro- and Symbiotics -- Biofilms Control Strategies -- Conclusion -- References -- Chapter 2 -- Medical Applications of Marine Natural Products -- Abstract -- Introduction -- Oceans: The Origin of Life -- Marine Natural Products -- Conclusion -- References -- Chapter 3 -- Nutrient Ecology and the -- Dynamics of Deer Herbivory in a Temperate Ecosystem -- Abstract -- Introduction -- Case Study -- Methods -- Browse Preference -- Browse Chronology -- Browse Exclusion -- Results -- Browse Preference -- Browse Chronology -- Browse Exclusion -- Conclusion -- Conservation Implications -- References -- Biographical Sketch -- Chapter 4 -- Impacts of Outfitters on Free Access to White-Tailed Deer Habitat, Hunting Opportunities, and Local Residents in Illinois -- Abstract -- Introduction -- Methods -- Outfitter Trends of Deer Habitat and Number of Hunters -- Mail Surveys -- Results -- Outfitter Trends of Deer Management -- Mail Surveys -- Discussion -- Impacts of Outfitters on Deer Management -- Impacts on Deer-Hunting Opportunities -- Impacts on Pike and Adams County Deer Hunters -- Impacts on Local Residents in Pike and Adams County -- Conclusion -- References -- Author Note -- Biographical Sketch -- Chapter 5. , A Note on the Distribution and Ecology of Nematodes Belonging to the Families Longidoridae and Trichodoridae( -- Abstract -- Introduction -- Results and Discussion -- References -- Chapter 6 -- GPS Aerial Survey: Decline of Elephants in Laikipia-Samburu-Marsabit Ecosystem, Northern Kenya -- Abstract -- Introduction -- Materials and Methods -- Study Area -- Aircrafts, Flight Paths and Crew -- Data Recording -- Experimental Blocks -- Post Flight Procedures -- Analyses -- Results -- Aerial Census Effort -- Status and Trends of Elephants -- The Distribution and Density of Elephants -- The Number and Distribution of Elephant Carcasses -- Discussion -- Comparison of Aerial and Ground Carcass Sightings -- Conclusion -- References -- Chapter 7 -- Comments on Genome Size, Heterochromatin and Species Diversity in Salamanders and Other Vertebrates -- Abstract -- Introdcution And Discussion -- Variation of Genome Size and Species Diversity in Salamander Families -- Heterochromatin and Euchromatin Compartmentalization of Essential Genomic Functions -- DNA Replication Timing and Compartmentalization of Mutation Rates -- Heterochromatin and Genome Size in Speciation and Evolution -- Other Limits to Genome Size: Physiological and Evolutionary Consequences of Large Genomes -- Final Remarks: Genome Size Diversity, Geographic Isolation and Speciation -- References -- Index -- Blank Page.

Anmerkung: Cover -- Half Title -- Title -- Copyright -- Original Title -- Original Copyright -- CONTENTS -- 1 Preface -- ACKNOWLEDGEMENTS -- 1 Zoogeography -- 2 Environmental Factors -- 3 Tropical Forest -- 4 Savannah -- 5 Desert -- 6 Steppe -- 7 Temperate Forest -- 8 Taiga -- 9 Tundra And Snowlands -- 10 Mountains -- 11 Microenvironments -- 12 Fresh Waters -- 13 The Selective Influence Of The Habitat -- 14 The Influence Of The Organism On Its Habitat -- 15 Ecological Regulation -- Bibliography -- Appendix 1: Classification of World Climates and Vegetation -- Appendix 2: The Deserts of the World -- Index to Authors Cited -- General Index.

Anmerkung: Front Cover -- Spiders, Scorpions, Centipedes and Mites -- Copyright Page -- Table of Contents -- LIST OF PLATES -- PREFACE -- ACKNOWLEDGMENTS -- INTRODUCTION -- CHAPTER I. WOODLICE -- Classification and distribution -- General behaviour -- Food and feeding habits -- Enemies -- Reproduction and life cycle -- BIBLIOGRAPHY -- CHAPTER II. MILLIPEDES -- Classification and distribution -- General behaviour -- Food and feeding habits -- Enemies -- Reproduction and life cycle -- BIBLIOGRAPHY -- CHAPTER III. CENTIPEDES -- Classification and distribution -- General behaviour -- Food and feeding habits -- Enemies -- Reproduction and life cycle -- BIBLIOGRAPHY -- CHAPTER IV. OTHER 'MYRIAPODS' -- Class PAUROPODA -- Class SYMPHYLA -- BIBLIOGRAPHY -- CHAPTER V. SCORPIONS -- Classification and distribution -- General behaviour -- Food and feeding habits -- Enemies -- Poison -- Mating habits -- Reproduction and life cycle -- BIBLIOGRAPHY -- CHAPTER VI. SOLIFUGAE -- Classification and distribution -- General behaviour -- Food and feeding habits -- Enemies -- Mating habits -- Reproduction and life cycle -- BIBLIOGRAPHY -- CHAPTER VII. FALSE-SCORPIONS -- Classification and distribution -- General behaviour -- Food and feeding habits -- Enemies -- Mating habits -- Reproduction and life cycle -- BIBLIOGRAPHY -- CHAPTER VIII. WHIP-SCORPIONS AND OTHERS -- Order PALPIGRADI -- Order THELYPHONIDA -- Order SCHIZOMIDA -- Order PHRYNICHIDA ( = AMBLYPYGI) -- Order RICINULEI -- BIBLIOGRAPHY -- CHAPTER IX. HARVEST-SPIDERS -- Classification and distribution -- General behaviour -- Food and feeding habits -- Enemies -- Mating habits -- Reproduction and life cycle -- BIBLIOGRAPHY -- CHAPTER X. SPIDERS -- Classification and distribution -- General behaviour -- Food and feeding habits -- Enemies -- Mating habits -- Life history -- BIBLIOGRAPHY -- CHAPTER XI. MITES AND TICKS. , Classification and distribution -- General behaviour -- Food and feeding habits -- Enemies -- Reproduction and life cycle -- BIBLIOGRAPHY -- EPILOGUE -- GENERAL BIBLIOGRAPHY -- CLASSIFICATORY INDEX -- GLOSSARY AND INDEX OF SCIENTIFIC TERMS -- INDEX OF GENERAL TOPICS.