Lung Abscess and Empyema.pptx
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This document provides tips for using a PowerPoint presentation on lung abscesses. It recommends freely editing and modifying the slides, which are mostly blank except for titles. It suggests first showing blank slides to elicit what students already know about each topic, then showing the content slides. This active learning process should be repeated three times for revision. The presentation can also be used for self-study, and notes provide a bibliography.
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Open Education Resource: Flipping the classroom with MOODLE
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Present OER is licensed under the Creative Commons Attribution-Share A like 4.0 International License. You are free to use, distribute and modify it, including for commercial purposes, provided you acknowledge the source and share-alike. To view a copy of this license, visit http://creativecommons.org/licenses/by-sa/4.0/
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Open Education Resource: Flipping the classroom with MOODLE
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Work done as part of AICTE approved FDP on the Use of ICT in Education for Online and Blended Learning.
Present OER is licensed under the Creative Commons Attribution-Share A like 4.0 International License. You are free to use, distribute and modify it, including for commercial purposes, provided you acknowledge the source and share-alike. To view a copy of this license, visit http://creativecommons.org/licenses/by-sa/4.0/
BIO 1030, Principles of Biology 1 Course Description .docx
BIO 1030, Principles of Biology 1
Course Description
Principles of Biology contains an introduction to all major areas of general biology. The relevance and contribution of this
discipline to business, health care, policy creation, and other sciences is highlighted in this course.
Course Textbook
Krogh, D. (2014). Biology: A guide to the natural world (5th ed., Technology update). Upper Saddle River, NJ:
Pearson.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Evaluate concepts and theories of basic biological sciences, including the scientific method, cellular processes,
heredity, and biodiversity.
2. Generate logical interpretations and conclusions based on various representations of scientific data.
3. Examine the basic properties of living organisms, to include the categorization of life.
4. Explain various chemical processes within living organisms.
5. Analyze the fundamental structure and function of the cell.
6. Compare and contrast the phases of mitosis and meiosis.
7. Predict genotypes based on patterns of heredity and pedigree information.
8. Examine macromolecules to include synthesis, structure, and function.
9. Relate biological concepts to current real-world issues and technology.
Academic Integrity
Honesty and integrity are taken very seriously at Waldorf University. All students should be familiar with the Waldorf
University Academic Integrity Policy (found in the current Student Handbook) and the consequences that will result from
breaches of this policy.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook
and/or outside resources.
5. Suggested Reading: Suggested Readings are listed in Units I-VII. Students are encouraged to read the
resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested
Readings.
BIO 1030, Principles of Biology
Course Syllabus
BIO 1030, Principles of Biology 2
6. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their
course of study.
7. Discussion Boards: Discussion Boards are part of all Waldorf term courses. More information and specifications
can be found in the Student Resources link listed in the Course Menu bar.
8. Unit Assessments: This course contains six Unit Assessments, one to be comple ...
Day2 am1-tools-lab-rc1137 gvlakhani
This file helps to find suitable video and visualization for your course
Final ProjectCreate a Security Lab Tutorial Look back to t
Final Project
Create a Security Lab Tutorial
Look back to the course labs you’ve performed so far, lecture topics covered, and any other security topics in which you have interest. Which area would you like to further explore?
Your final project is to expand your hands-on learning and understanding of security by creating your own lab. Students choose their security topics and what software to use. This is an opportunity to further explore an area of security you find interesting.
Students may work in teams or individually, as preferred. Up to three students (max) may form a team to complete this final course project. Each student must demonstrate that he or she actively contributed to the project. Model your lab tutorial in a format similar to course labs (e.g., description of what the exercise does; numbered steps; URLs to sources used during an exercise posted as footnotes on the relevant page; screen shots that illustrate important input and output and that provide evidence the shots were taken by you; page numbers; etc.)
Due Dates
Assignment Due
Team project proposal submitted on BB Discussion forum
Tues, Nov 16, 2pm*
Submit final project on Blackboard that includes: **
1. your lab tutorial
2. presentation slides
Thurs, Dec 9, 3pm**
Team presentations
Presentation : Thurs, Dec 9, 6-8pm***
* During class on Nov 16th, we will discuss each student team’s proposal. This is an opportunity for students to get feedback and further flush out their project ideas. Importantly, it is also the time when I’ll review the software and projects being proposed across the class to ensure a variety of projects. Some students may be asked to change their topic because too many students are proposing similar projects. In cases where several student teams propose projects that are too similar, the student/team posting the proposal first gets priority. Note: ensure there is only 1 Discussion forum post per team.
** Final project submissions are per team. If multiple submissions occur from a team, the last submission will be graded. A 3pm deadline is given so that I can organize the order of presentations, and helps me get familiar with your projects prior to your presentation, which is helpful.
*** Students present their final project to the class. Each team member must be present and present some portion of the talk.
IST 656, J. Spears, Fall 2021
Page 1 of 7
Final Project Learning Objective:
1. Expand knowledge gained from course software labs and lectures
2. Create a reasonably detailed lab tutorial that another person could complete
3. Obtain security information on a target in your lab
4. Create a working lab, self-troubleshooting as needed
#1. Choose Project and Submit Proposal
Choose an area of interest to you.
The purpose of this final project is to expand your knowledge from previous course labs in one of the following areas of interest to you:
· Network security operations and/or scanning
· Data analytics of log files
· Ma ...
Assignment Description Congratulations! If you are seeing this .docx
Assignment Description:
Congratulations! If you are seeing this assignment you are getting ready to complete the semester. Kudos for a job well done!
In the last two weeks of the course you will reflect and communicate on what you learned both in written and oral form. We will evaluate you on your ability to communicate major concepts from the course through oral and written communication.
There will be two parts to this assignment – a reflection paper and an oral communication.
The Paper/Reflection – Due by
1. Your reflection should be 750-1000 words double spaced in Microsoft Word (If you are using another word processing application please convert your final submission into .doc)
2. There should be 3 parts to your paper.
a. Each part will be a reflection on one aspect of the course
b. The ‘parts’ includeMap Analysis and Interpretation (weeks 1 –3), Projections and Coordinate Systems (weeks 4 and 5), Spatial Data Analysis (weeks 6-8), and Map Interpretation(Weeks 9 and 10)
c. Pick three of these parts to reflect on (3 out of the 4 mentioned above)
3. Content for each section
a. Choose a lab that is associated with the part(s) of the course you chose
b. Choose a concept/learning objective in one lab from each of the three ‘parts’ above.
1. For example: From lab #5 one of the learning objectives might have been ‘Identify and distinguish between different types of data’ This is a concept you should explore in more detail for this assignment.
c. Define the learning objective/concept in your own words. Please draw on course materials such as lectures and labs for the explanation of the concept.
d. Explain how you used/accomplished this concept/learning objective in a lab you completed this semester. For example, if you were selecting Projections and Coordinate Systems (For Example: Learning objective: Assign projections to different geographic areas based on location and geographic extent) you can explain what projections are (in your own words/as used in the course) and then discuss how you assigned them to different locations. Please be specific about what lab(s) you are referring to and what questions in the labs demonstrate the concept you chose.
e. Explain what successes or difficulties you had dealing with this learning/ objective/concept.
f. Finally do some independent research. Investigate how this concept has been employed to understand or solve real life problems. For the example of projections you might cite how a poor understanding of projections caused experts to totally misinterpret a misslie threat from North Korea. Feel free to use this example if your paper.
g. You will complete this flow 3 times – once for each section of the class you choose. Each reflection should be about 3 pages – so you should 3-4 pages total.
4. To finish write a short conclusion that reflects on your entire experience in the class. Where did you succeeded? Where did you struggle? Is there something in the course you will take with you once our.
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BIO 1030, Principles of Biology 1 Course Description .docx
BIO 1030, Principles of Biology 1
Course Description
Principles of Biology contains an introduction to all major areas of general biology. The relevance and contribution of this
discipline to business, health care, policy creation, and other sciences is highlighted in this course.
Course Textbook
Krogh, D. (2014). Biology: A guide to the natural world (5th ed., Technology update). Upper Saddle River, NJ:
Pearson.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Evaluate concepts and theories of basic biological sciences, including the scientific method, cellular processes,
heredity, and biodiversity.
2. Generate logical interpretations and conclusions based on various representations of scientific data.
3. Examine the basic properties of living organisms, to include the categorization of life.
4. Explain various chemical processes within living organisms.
5. Analyze the fundamental structure and function of the cell.
6. Compare and contrast the phases of mitosis and meiosis.
7. Predict genotypes based on patterns of heredity and pedigree information.
8. Examine macromolecules to include synthesis, structure, and function.
9. Relate biological concepts to current real-world issues and technology.
Academic Integrity
Honesty and integrity are taken very seriously at Waldorf University. All students should be familiar with the Waldorf
University Academic Integrity Policy (found in the current Student Handbook) and the consequences that will result from
breaches of this policy.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook
and/or outside resources.
5. Suggested Reading: Suggested Readings are listed in Units I-VII. Students are encouraged to read the
resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested
Readings.
BIO 1030, Principles of Biology
Course Syllabus
BIO 1030, Principles of Biology 2
6. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their
course of study.
7. Discussion Boards: Discussion Boards are part of all Waldorf term courses. More information and specifications
can be found in the Student Resources link listed in the Course Menu bar.
8. Unit Assessments: This course contains six Unit Assessments, one to be comple ...
Day2 am1-tools-lab-rc1137 gvlakhani
This file helps to find suitable video and visualization for your course
Final ProjectCreate a Security Lab Tutorial Look back to t
Final Project
Create a Security Lab Tutorial
Look back to the course labs you’ve performed so far, lecture topics covered, and any other security topics in which you have interest. Which area would you like to further explore?
Your final project is to expand your hands-on learning and understanding of security by creating your own lab. Students choose their security topics and what software to use. This is an opportunity to further explore an area of security you find interesting.
Students may work in teams or individually, as preferred. Up to three students (max) may form a team to complete this final course project. Each student must demonstrate that he or she actively contributed to the project. Model your lab tutorial in a format similar to course labs (e.g., description of what the exercise does; numbered steps; URLs to sources used during an exercise posted as footnotes on the relevant page; screen shots that illustrate important input and output and that provide evidence the shots were taken by you; page numbers; etc.)
Due Dates
Assignment Due
Team project proposal submitted on BB Discussion forum
Tues, Nov 16, 2pm*
Submit final project on Blackboard that includes: **
1. your lab tutorial
2. presentation slides
Thurs, Dec 9, 3pm**
Team presentations
Presentation : Thurs, Dec 9, 6-8pm***
* During class on Nov 16th, we will discuss each student team’s proposal. This is an opportunity for students to get feedback and further flush out their project ideas. Importantly, it is also the time when I’ll review the software and projects being proposed across the class to ensure a variety of projects. Some students may be asked to change their topic because too many students are proposing similar projects. In cases where several student teams propose projects that are too similar, the student/team posting the proposal first gets priority. Note: ensure there is only 1 Discussion forum post per team.
** Final project submissions are per team. If multiple submissions occur from a team, the last submission will be graded. A 3pm deadline is given so that I can organize the order of presentations, and helps me get familiar with your projects prior to your presentation, which is helpful.
*** Students present their final project to the class. Each team member must be present and present some portion of the talk.
IST 656, J. Spears, Fall 2021
Page 1 of 7
Final Project Learning Objective:
1. Expand knowledge gained from course software labs and lectures
2. Create a reasonably detailed lab tutorial that another person could complete
3. Obtain security information on a target in your lab
4. Create a working lab, self-troubleshooting as needed
#1. Choose Project and Submit Proposal
Choose an area of interest to you.
The purpose of this final project is to expand your knowledge from previous course labs in one of the following areas of interest to you:
· Network security operations and/or scanning
· Data analytics of log files
· Ma ...
Assignment Description Congratulations! If you are seeing this .docx
Assignment Description:
Congratulations! If you are seeing this assignment you are getting ready to complete the semester. Kudos for a job well done!
In the last two weeks of the course you will reflect and communicate on what you learned both in written and oral form. We will evaluate you on your ability to communicate major concepts from the course through oral and written communication.
There will be two parts to this assignment – a reflection paper and an oral communication.
The Paper/Reflection – Due by
1. Your reflection should be 750-1000 words double spaced in Microsoft Word (If you are using another word processing application please convert your final submission into .doc)
2. There should be 3 parts to your paper.
a. Each part will be a reflection on one aspect of the course
b. The ‘parts’ includeMap Analysis and Interpretation (weeks 1 –3), Projections and Coordinate Systems (weeks 4 and 5), Spatial Data Analysis (weeks 6-8), and Map Interpretation(Weeks 9 and 10)
c. Pick three of these parts to reflect on (3 out of the 4 mentioned above)
3. Content for each section
a. Choose a lab that is associated with the part(s) of the course you chose
b. Choose a concept/learning objective in one lab from each of the three ‘parts’ above.
1. For example: From lab #5 one of the learning objectives might have been ‘Identify and distinguish between different types of data’ This is a concept you should explore in more detail for this assignment.
c. Define the learning objective/concept in your own words. Please draw on course materials such as lectures and labs for the explanation of the concept.
d. Explain how you used/accomplished this concept/learning objective in a lab you completed this semester. For example, if you were selecting Projections and Coordinate Systems (For Example: Learning objective: Assign projections to different geographic areas based on location and geographic extent) you can explain what projections are (in your own words/as used in the course) and then discuss how you assigned them to different locations. Please be specific about what lab(s) you are referring to and what questions in the labs demonstrate the concept you chose.
e. Explain what successes or difficulties you had dealing with this learning/ objective/concept.
f. Finally do some independent research. Investigate how this concept has been employed to understand or solve real life problems. For the example of projections you might cite how a poor understanding of projections caused experts to totally misinterpret a misslie threat from North Korea. Feel free to use this example if your paper.
g. You will complete this flow 3 times – once for each section of the class you choose. Each reflection should be about 3 pages – so you should 3-4 pages total.
4. To finish write a short conclusion that reflects on your entire experience in the class. Where did you succeeded? Where did you struggle? Is there something in the course you will take with you once our.
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This OER is about Flipping the Classroom using Quiz and Discussion Forum in Moodle with the content of developing Quiz and Forum in Moodle
Essay writing overview
This presentation mentions the main types of essays and the steps of writing an effective essay in an ESL classroom.
Animal neurophysiology virtual lab: Pedagogical requirements and technologica...
Kachafoutdinova, E., Casel, N., Pecoraro, G., Zampunieris, D. (2008). Animal neurophysiology virtual lab: Pedagogical requirements and technological issues. 75-79, in : Eleonore ten Thij (Ed.), IADIS- International Conference on e-Learning, Amsterdam, Netherlands.
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Physiology of Chemical Sensation of smell.pdf
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
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Physiology of Special Chemical Sensation of Taste
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
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Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
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Taste index relationship: Inversely proportional to taste threshold
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Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
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Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar lead (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
6. Describe the flow of current around the heart during the cardiac cycle
7. Discuss the placement and polarity of the leads of electrocardiograph
8. Describe the normal electrocardiograms recorded from the limb leads and explain the physiological basis of the different records that are obtained
9. Define mean electrical vector (axis) of the heart and give the normal range
10. Define the mean QRS vector
11. Describe the axes of leads (hexagonal reference system)
12. Comprehend the vectorial analysis of the normal ECG
13. Determine the mean electrical axis of the ventricular QRS and appreciate the mean axis deviation
14. Explain the concepts of current of injury, J point, and their significance
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1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. Chapter 3, Cardiology Explained, https://www.ncbi.nlm.nih.gov/books/NBK2214/
7. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
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- 1. Tips on using my ppt. 1. You can freely download, edit, modify and put your name etc. 2. Don’t be concerned about number of slides. Half the slides are blanks except for the title. 3. First show the blank slides (eg. Aetiology ) > Ask students what they already know about ethology of today's topic. > Then show next slide which enumerates aetiologies. 4. At the end rerun the show – show blank> ask questions > show next slide. 5. This will be an ACTIVE LEARNING SESSION x three revisions. 6. Good for self study also. 7. See notes for bibliography.
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