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2004 gmc 2500 owners manual pdfPlease choose a different delivery location or purchase from another seller.Please choose a different delivery location or purchase from another seller.Please try again. This laboratory textbook is written to accompany Fundamentals of Anatomy and Physiology, Fifth Edition, by Frederic Martini. It includes 71 exercises exploring the concepts integral to an understanding of anatomy and physiology. Ideal for laboratory settings that emphasize hands-on learning, this manual is organized to provide maximum flexibility. Exercises are short enough to be mixed and matched, and both cat and fetal pig dissection are included. Then you can start reading Kindle books on your smartphone, tablet, or computer - no Kindle device required. Although this conceptual laboratory textbook is written primarily to accompany Fundamentals of Anatomy and Physiology, Fifth Edition, by Frederic Martini, it can be used as a stand alone text. Both cat and fetal pig dissection exercises are included, in back-to-back format. Organization The organization of the exercises in this text parallels the order of topics in the Martini text. Concept Links to specific pages or topics within the Martini text are included where appropriate throughout this manual. Anatomy and physiology are presented as separate exercises to allow for greater flexibility in adapting to the constraints of various classroom and laboratory settings. Dissection exercises are separate from the human-oriented exercises for the same reason. We assume that certain exercises will be combined and in the Instructor's Manual we offer suggestions for logical exercise combinations. Unit I provides background information. It is designed specifically for those students who may need to review or conceptualize some basic scientific ideas. Unit II supplies the foundation for anatomy and physiology today by examining both the microscopic and the macroscopic structures and functions of the human body.http://xn--2-7sbddqrtdw3be6jua.xn--p1ai/userfiles/dsc-power-series-manual-pdf.xml
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Units III through XII examine the major systems of the body. Each unit begins with basic systemic anatomy and proceeds through the developmental and physiological aspects of the system., Dissection is included where appropriate. Unit XIII deals with the future of the human species. This unit is recommended particularly for those students who have not had a course in introductory biology prior to studying anatomy and physiology. Pedagogical Features The pedagogical features of this laboratory manual have been designed not only to highlight and integrate the essential concepts and terminology of anatomy and physiology, but to give the student an understanding of the corresponding scientific processes. Most anatomy and physiology labs are hands-on learning centers where the student has the opportunity to use a variety of learning methods unique to the laboratory setting, such as examining models or slides, dissecting real animals, and performing experiments. Laboratory time is also used to practice vocabulary (often putting terms and concepts together for the first time), to create models, or to perform demonstrations which help master essential concepts. We have attempted to emphasize to the student that there are different ways of approaching new material, that there are different kinds of questions that can be answered using each method. Exercise Format We have created an Advance Organizer for each exercise which integrates traditional exercise objectives into a framework of different learning activities. Objectives have been formulated as questions, or Procedural Inquiries. These Socratic Objectives, based on the time-tested Socratic method, help the student see that science is about asking as well as answering questions. This Socratic framework serves as an overview of what is to follow in the laboratory period, and as a vehicle to show that the question asked often determines the procedures used.http://goldmenu.com/userfiles/dsc-power-series-instruction-manual(1).xml The primary learning categories used throughout this lab manual to help the student focus on a particular aspect of an exercise are these: Preparation: Includes physical preparation and safety instructions, as well as certain conceptual overviews and vocabulary background information. Examination: Includes observation of models or slides, in addition to gross or histological specimens. Dissection: Includes all animal and organ dissections. Model-building: Includes certain demonstrations and models made by students. Practice: Includes skill mastery drills and procedures. Experimentation: Includes all tests and actual experiments. Additional Inquiries: Includes important objectives that are not achieved directly by examination or experimentation, but rather by synthesizing information the student has learned or read. Each exercise is organized in a modified Outline Format. The Roman numerals denote the major topics, and the capital letters introduce the subtopics. The procedures themselves are written in a short, step-by-step manner within the outline. All procedures (and only the procedures) are indicated with Arabic numerals. This design helps the student distinguish between background material and the actual tasks at hand, and ensures that all steps in each procedure are accomplished in the correct order. Where appropriate, Drawing Boxes are provided for the student to record gross or microscopic observations. These boxes are labelled for easy reference when the student reviews the exercise. Clinical Comments are included throughout the laboratory manual to provide interesting information on diseases and disorders as they apply to concepts under consideration in the lab. Frequent Concept Check Questions are found in each exercise. These questions quiz the student about the concept under consideration, ask the student to consider the implications of the laboratory procedures, and urge the student to recall relevant personal experience or personal insight. Some of these questions are checked with a distinctive icon. At the end of each exercise, these checked questions are answered in the Answers to Selected Concept Check Questions. In some cases, additional paper may be required. An Additional Activities section is included for enrichment at the end of most laboratory exercises. Some of these additional activities require outside research; others require internal investigation or an extension of what has been covered in the laboratory exercise. Often the needs of the class will dictate the manner in which the additional activities are utilized. The Lab Report begins with a Box Summary, in which the student is asked to organize the factual material presented in the exercise. Numbers given with each box correspond to the numbers found on the Advance Organizer inquiries. After completing the laboratory exercise, the student should be able to fill in these boxes. The second part of the lab report includes a series of questions which the student should be able to answer after working through the procedures. Some of these questions are similar to given inquiries posed in the advance organizer. Some reports may require extra paper. Supplements Instructor's Manual In writing the Instructor's Manual, I have focused on flexibility and conceptualization. Each laboratory is bound by a unique set of constraints, and it is important that each exercise exhibit a great deal of flexibility without sacrificing the central theme of the lesson. Some schools teach anatomy and physiology as two separate courses, while other schools integrate anatomical and physiological concepts throughout the span of a one-, two, or even three-term sequence. Some schools have as little as one hour per week for laboratory work while other schools have as many as four; and some schools have extensive equipment while at other schools, equipment is quite limited. Because of this need for flexibility, the Instructor's Manual offers numerous suggestions for combining or modifying different laboratory exercises to meet specific academic agendas. Recommendations are made to help the instructor with his or her laboratory ideas according to the defined needs of a particular program. Instructors wishing to use equipment other than that prescribed in the text will find suggestions for alternatives or substitutions throughout. Adaptation is further enhanced by the modified outline format used in presenting the exercises. Parts of the outline can be enhanced or omitted according to need. This outline format is also a part of our theme of conceptualization. The philosophy of the manual itself is that an understanding of anatomy and physiology is essential for today's student. In the Instructor's Manual we discuss conceptualization and explain what we believe are the primary concepts or ideas of the individual exercises. I have tried to offer suggestions for the implemeIt includes 71 exercises exploring the concepts integral to an understanding of anatomy and physiology and is organized to provide maximum flexibility. Exercises are short enough to be mixed and matched as needed, and both cat and fetal pig dissections are covered. Features: Cross-references to the main textbook, Fundamentals of Anatomy and Physiology, help students locate in-depth information when required. Focus on Procedures helps students quickly identify the laboratory procedures that need to be performed. Concept Check questions ensure that students understand one section of the exercises before moving forward. Clinical Comments illustrate the relevance of anatomy and physiology to daily life. Lab Reports utilize innovative concept maps to synthesize the concepts discovered in the laboratory exercises to the list of questions posed in the chapter opener. Although this conceptual laboratory textbook is written primarily to accompany Fundamentals of Anatomy and Physiology, Fifth Edition, by Frederic Martini, it can be used as a stand alone text. Both cat and fetal pig dissection exercises are included, in back-to-back format. Organization The organization of the exercises in this text parallels the order of topics in the Martini text. Concept Links to specific pages or topics within the Martini text are included where appropriate throughout this manual. Anatomy and physiology are presented as separate exercises to allow for greater flexibility in adapting to the constraints of various classroom and laboratory settings. Dissection exercises are separate from the human-oriented exercises for the same reason. We assume that certain exercises will be combined and in the Instructor's Manual we offer suggestions for logical exercise combinations. Unit I provides background information. It is designed specifically for those students who may need to review or conceptualize some basic scientific ideas. Unit II supplies the foundation for anatomy and physiology today by examining both the microscopic and the macroscopic structures and functions of the human body. Units III through XII examine the major systems of the body. Each unit begins with basic systemic anatomy and proceeds through the developmental and physiological aspects of the system., Dissection is included where appropriate. Unit XIII deals with the future of the human species. This unit is recommended particularly for those students who have not had a course in introductory biology prior to studying anatomy and physiology. Pedagogical Features The pedagogical features of this laboratory manual have been designed not only to highlight and integrate the essential concepts and terminology of anatomy and physiology, but to give the student an understanding of the corresponding scientific processes. Most anatomy and physiology labs are hands-on learning centers where the student has the opportunity to use a variety of learning methods unique to the laboratory setting, such as examining models or slides, dissecting real animals, and performing experiments. Laboratory time is also used to practice vocabulary (often putting terms and concepts together for the first time), to create models, or to perform demonstrations which help master essential concepts. We have attempted to emphasize to the student that there are different ways of approaching new material, that there are different kinds of questions that can be answered using each method. Exercise Format We have created an Advance Organizer for each exercise which integrates traditional exercise objectives into a framework of different learning activities. Objectives have been formulated as questions, or Procedural Inquiries. These Socratic Objectives, based on the time-tested Socratic method, help the student see that science is about asking as well as answering questions. This Socratic framework serves as an overview of what is to follow in the laboratory period, and as a vehicle to show that the question asked often determines the procedures used. The primary learning categories used throughout this lab manual to help the student focus on a particular aspect of an exercise are these: Preparation: Includes physical preparation and safety instructions, as well as certain conceptual overviews and vocabulary background information. Examination: Includes observation of models or slides, in addition to gross or histological specimens. Dissection: Includes all animal and organ dissections. Model-building: Includes certain demonstrations and models made by students. Practice: Includes skill mastery drills and procedures. Experimentation: Includes all tests and actual experiments. Additional Inquiries: Includes important objectives that are not achieved directly by examination or experimentation, but rather by synthesizing information the student has learned or read. Each exercise is organized in a modified Outline Format. The Roman numerals denote the major topics, and the capital letters introduce the subtopics. The procedures themselves are written in a short, step-by-step manner within the outline. All procedures (and only the procedures) are indicated with Arabic numerals. This design helps the student distinguish between background material and the actual tasks at hand, and ensures that all steps in each procedure are accomplished in the correct order. Where appropriate, Drawing Boxes are provided for the student to record gross or microscopic observations. These boxes are labelled for easy reference when the student reviews the exercise. Clinical Comments are included throughout the laboratory manual to provide interesting information on diseases and disorders as they apply to concepts under consideration in the lab. Frequent Concept Check Questions are found in each exercise. These questions quiz the student about the concept under consideration, ask the student to consider the implications of the laboratory procedures, and urge the student to recall relevant personal experience or personal insight. Some of these questions are checked with a distinctive icon. At the end of each exercise, these checked questions are answered in the Answers to Selected Concept Check Questions. In some cases, additional paper may be required. An Additional Activities section is included for enrichment at the end of most laboratory exercises. Some of these additional activities require outside research; others require internal investigation or an extension of what has been covered in the laboratory exercise. Often the needs of the class will dictate the manner in which the additional activities are utilized. The Lab Report begins with a Box Summary, in which the student is asked to organize the factual material presented in the exercise. Numbers given with each box correspond to the numbers found on the Advance Organizer inquiries. After completing the laboratory exercise, the student should be able to fill in these boxes. The second part of the lab report includes a series of questions which the student should be able to answer after working through the procedures. Some of these questions are similar to given inquiries posed in the advance organizer. Some reports may require extra paper. Supplements Instructor's Manual In writing the Instructor's Manual, I have focused on flexibility and conceptualization. Each laboratory is bound by a unique set of constraints, and it is important that each exercise exhibit a great deal of flexibility without sacrificing the central theme of the lesson. Some schools teach anatomy and physiology as two separate courses, while other schools integrate anatomical and physiological concepts throughout the span of a one-, two, or even three-term sequence. Some schools have as little as one hour per week for laboratory work while other schools have as many as four; and some schools have extensive equipment while at other schools, equipment is quite limited. Because of this need for flexibility, the Instructor's Manual offers numerous suggestions for combining or modifying different laboratory exercises to meet specific academic agendas. Recommendations are made to help the instructor with his or her laboratory ideas according to the defined needs of a particular program. Instructors wishing to use equipment other than that prescribed in the text will find suggestions for alternatives or substitutions throughout. Adaptation is further enhanced by the modified outline format used in presenting the exercises. Parts of the outline can be enhanced or omitted according to need. This outline format is also a part of our theme of conceptualization. The philosophy of the manual itself is that an understanding of anatomy and physiology is essential for today's student. In the Instructor's Manual we discuss conceptualization and explain what we believe are the primary concepts or ideas of the individual exercises. I have tried to offer suggestions for the implementation of these concepts by pointing out the essence of each exercise and demonstrating the logical and sequential framework around which each exercise is constructed. Finally, we stress conceptualization by exploring ways in which the instructor can coordinate the inquiry-based objectives in the advance organizer with the concluding Lab Report which is specifically designed to bring together the various aspects of the laboratory exercise. Full content visible, double tap to read brief content. Videos Help others learn more about this product by uploading a video. Upload video To calculate the overall star rating and percentage breakdown by star, we don’t use a simple average. Instead, our system considers things like how recent a review is and if the reviewer bought the item on Amazon. It also analyzes reviews to verify trustworthiness. The 13-digit and 10-digit formats both work. Please try again.Please try again.Please try again. Used: GoodSatisfaction 100 guaranteed. We adhere to Amazon's conditions guidelines. This book is a solid copy, that shows some signs of wear from use, but it remains in good condition and functions properly. No marks or highlights. Book edges show signs of wear.Something we hope you'll especially enjoy: FBA items qualify for FREE Shipping and Amazon Prime. Learn more about the program. Please choose a different delivery location or purchase from another seller.Then you can start reading Kindle books on your smartphone, tablet, or computer - no Kindle device required. Dr. Marieb began her teaching career at Springfield College, where she taught anatomy and physiology to physical education majors. She then joined the faculty of the Biological Science Division of Holyoke Community College after receiving her Ph.D. in zoology from the University of Massachusetts at Amherst. While teaching at Holyoke Community College, where many of her students were pursuing nursing degrees, she developed a desire to better understand the relationship between the scientific study of the human body and the clinical aspects of the nursing practice. To that end, while continuing to teach full time, Dr. Marieb pursued her nursing education, which culminated in a Master of Science degree with a clinical specialization in gerontology from the University of Massachusetts. It is this experience, along with stories from the field—including those of former students, now in health careers—that has informed the development of the unique perspective and accessibility for which her texts and laboratory manuals are known. In her ongoing commitment to students and her realization of the challenges they face, Dr. Marieb has given generously to provide opportunities for students to further their education. She contributes to the New Directions, New Careers Program at Holyoke Community College by providing several full-tuition scholarships each year for women returning to college after a hiatus or who are attending college for the first time and would otherwise be unable to continue with their studies without financial support. She funds the E. N. Marieb Science Research Awards at Mount Holyoke College, which promotes research by undergraduate science majors, and generously contributed to the University of Massachusetts at Amherst where she provided funding for reconstruction and instrumentation of a cutting-edge cytology research laboratory that bears her name. In 1994, Dr. Marieb received the Benefactor Award from the National Council for Resource Development, American Association of Community Colleges, which recognizes her ongoing sponsorship of student scholarships, faculty teaching awards, and other academic contributions to Holyoke Community College. In May 2000, the science building at Holyoke Community College was named in her honor and in 2012 a new health professions facility at Florida Gulf Coast University was also named after Dr. Marieb. Additionally, while actively engaged as an author, Dr. Marieb serves as a consultant for the Benjamin Cummings Interactive Physiology CD-ROM series, and is an active member of the Human Anatomy and Physiology Society (HAPS), the American Association for the Advancement of Science (AAAS), and Sigma Xi.Full content visible, double tap to read brief content. Videos Help others learn more about this product by uploading a video. Upload video To calculate the overall star rating and percentage breakdown by star, we don’t use a simple average. Instead, our system considers things like how recent a review is and if the reviewer bought the item on Amazon. It also analyzes reviews to verify trustworthiness. Please try again later. Tom 2.0 out of 5 stars Very frustrating. Unless you're certain you won't need to access the exercises and just want it for reference material I recommend the print version.It does not cover all the little details and I would say creates a pretty good Synopsis for the textbook. Labs are good to. Contact your Savvas Learning Company Account General Manager for purchase options.It includes 71 exercises exploring the concepts integral to an understanding of anatomy and physiology. Ideal for laboratory settings that emphasize hands-on learning, this manual is organized to provide maximum flexibility. Exercises are short enough to be mixed and matched, and both cat and fetal pig dissection are included. Provides more thorough coverage of mammalian dissections. Ex. Chapter 35. Page references to specific pages or topics within the Martini text are included where appropriate.Connect with us to Instant Access ISBNs are for individuals purchasing with credit cards or PayPal. 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May contain limited notes, underlining or highlighting that does affect the text. Possible ex library copy, will have the markings and stickers associated from the library. Accessories such as CD, codes, toys, may not be included. May contain limited notes, underlining or highlighting that does affect the text. Possible ex library copy, will have the markings and stickers associated from the library. Accessories such as CD, codes, toys, may not be included. Light rubbing wear to cover, spine and page edges. Very minimal writing or notations in margins not affecting the text. Possible clean ex-library copy, with their stickers and or stamp(s). Light rubbing wear to cover, spine and page edges. Very minimal writing or notations in margins not affecting the text. Possible clean ex-library copy, with their stickers and or stamp(s). Light rubbing wear to cover, spine and page edges. Very minimal writing or notations in margins not affecting the text. 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