Relevant bibliographies by topics / Faculty of biology

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Faculty of biology'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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Journal articles on the topic "Faculty of biology"

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Lockwood, Stephanie A., Amanda J. Miller, and Meghan M. Cromie. "Preparing Future Biology Faculty." American Biology Teacher 76, no. 1 (2014): 17–21. http://dx.doi.org/10.1525/abt.2014.76.1.5.

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Formal professional development programs for biology graduate students interested in becoming faculty members have come far; however, programs that provide advanced teaching experience for seasoned graduate teaching assistants are scarce. We outline an advanced program that focuses on further training of graduate teaching assistants in pedagogy and mentoring opportunities within a biology department. The Graduate Teaching Scholars Program provides opportunities for individualized instruction and learning while working with a faculty mentor. Graduate teaching scholars attend workshops, have their teaching evaluated, and serve as mentors for new graduate teaching assistants in the department. Students in the program are able to contribute to departmental education initiatives while growing professionally as teachers and future faculty.
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Iwema, Carrie L. "Faculty of 1000 Biology." Journal of the Medical Library Association : JMLA 96, no. 3 (2008): 278–79. http://dx.doi.org/10.3163/1536-5050.96.3.024.

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Leiber, Justin. "Faculty before folk." Behavioral and Brain Sciences 21, no. 4 (1998): 579–80. http://dx.doi.org/10.1017/s0140525x98331271.

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Pace Atran, (1) folk physics, (2) folk biology, and (3) folk psychology rest on informationally encapsulated modules that emerge before language: a gifted austic person who can see objects and animals perfectly well can nonetheless be incommunicatively mind blind.
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Owens, Melinda T., Gloriana Trujillo, Shannon B. Seidel, et al. "Collectively Improving Our Teaching: Attempting Biology Department–wide Professional Development in Scientific Teaching." CBE—Life Sciences Education 17, no. 1 (2018): ar2. http://dx.doi.org/10.1187/cbe.17-06-0106.

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Many efforts to improve science teaching in higher education focus on a few faculty members at an institution at a time, with limited published evidence on attempts to engage faculty across entire departments. We created a long-term, department-wide collaborative professional development program, Biology Faculty Explorations in Scientific Teaching (Biology FEST). Across 3 years of Biology FEST, 89% of the department’s faculty completed a weeklong scientific teaching institute, and 83% of eligible instructors participated in additional semester-long follow-up programs. A semester after institute completion, the majority of Biology FEST alumni reported adding active learning to their courses. These instructor self-reports were corroborated by audio analysis of classroom noise and surveys of students in biology courses on the frequency of active-learning techniques used in classes taught by Biology FEST alumni and nonalumni. Three years after Biology FEST launched, faculty participants overwhelmingly reported that their teaching was positively affected. Unexpectedly, most respondents also believed that they had improved relationships with departmental colleagues and felt a greater sense of belonging to the department. Overall, our results indicate that biology department–wide collaborative efforts to develop scientific teaching skills can indeed attract large numbers of faculty, spark widespread change in teaching practices, and improve departmental relations.
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Couch, Brian A., William B. Wood, and Jennifer K. Knight. "The Molecular Biology Capstone Assessment: A Concept Assessment for Upper-Division Molecular Biology Students." CBE—Life Sciences Education 14, no. 1 (2015): ar10. http://dx.doi.org/10.1187/cbe.14-04-0071.

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Measuring students’ conceptual understandings has become increasingly important to biology faculty members involved in evaluating and improving departmental programs. We developed the Molecular Biology Capstone Assessment (MBCA) to gauge comprehension of fundamental concepts in molecular and cell biology and the ability to apply these concepts in novel scenarios. Targeted at graduating students, the MBCA consists of 18 multiple-true/false (T/F) questions. Each question consists of a narrative stem followed by four T/F statements, which allows a more detailed assessment of student understanding than the traditional multiple-choice format. Questions were iteratively developed with extensive faculty and student feedback, including validation through faculty reviews and response validation through student interviews. The final assessment was taken online by 504 students in upper-division courses at seven institutions. Data from this administration indicate that the MBCA has acceptable levels of internal reliability (α = 0.80) and test–retest stability (r = 0.93). Students achieved a wide range of scores with a 67% overall average. Performance results suggest that students have an incomplete understanding of many molecular biology concepts and continue to hold incorrect conceptions previously documented among introductory-level students. By pinpointing areas of conceptual difficulty, the MBCA can provide faculty members with guidance for improving undergraduate biology programs.
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Pakhomov, Olexandr. "The Biology, Ecology and Medicine Faculty of Dnipropetrovsk National University after Oles’ Gonchar." Acta Agraria Debreceniensis, no. 38 (November 3, 2010): 15–17. http://dx.doi.org/10.34101/actaagrar/38/2754.

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The historical rewiev of Biology, Ecology and Medicine Faculty is presented. The Faculty of Biology, Ecology and Medicine has 7 Departments, Aquarium complex, Zoological Museum, Vivarium and Herbarium. It works in cooperation with the Research Institute of Biology, Botanical Garden, O. L. Bel’gard International Biosphere Station, and Biological Station of DNU and forms the regional Centre of Science, Education and Culture in the field of Biology, Ecology and Nature Conservation in Central Ukraine. The Faculty proposes courses in the following specialities: Biology, Zoology, Botany, Microbiology and Virology, Biochemistry, Physiology, Ecology, Environmental Protection and Balanced Nature Management. All of them have the highest IV level of accreditation. Students get a pedagogical education.
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Presley, Morgan L., Rebecca Gehringer, and Deborah L. Hanuscin. "Using Natural Selection Concept Inventories in College Biology Classrooms to Improve Teaching and Learning." American Biology Teacher 79, no. 2 (2017): 91–94. http://dx.doi.org/10.1525/abt.2017.79.2.91.

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The purpose of this study was to investigate how assessment instruments could be used in the college biology classroom for purposes other than researching instructional strategies (as they have been used in the past). Through participatory action research, a science educator and a biology faculty member examined how the CINS (Concept Inventory of Natural Selection) could be incorporated into the biology faculty member's classroom instruction. This paper shows that biology faculty members can use assessment instruments to build in-class activities and labs, to formatively assess student knowledge, and to confront student misconceptions. Several recommendations for incorporating assessment instruments in biology instruction and assessment are provided.
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Hammrich, Penny L. "Preparing Graduate Teaching Assistants to Assist Biology Faculty." Journal of Science Teacher Education 12, no. 1 (2001): 67–82. http://dx.doi.org/10.1023/a:1016660814622.

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Long, David E. "Science ideals and science careers in a university biology department." Learning and Teaching 7, no. 1 (2014): 29–45. http://dx.doi.org/10.3167/latiss.2014.070103.

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In an ethnographic study set within a biology department of a public university in the United States, incongruity between the ideals and practice of science education are investigated. Against the background of religious conservative students' complaints about evolution in the curriculum, biology faculty describe their political intents for fostering science literacy. This article examines differences that emerge between the department's rhetorical commitment to improve science understanding amongst their students and the realities of course staffing and anxieties about promotion and tenure. Because tenure-track faculty are motivated to focus their careers on research productivity and teaching biology majors, other biology courses are staffed with adjunct instructors who are less equipped to negotiate complex pedagogies of science and religion. In practice, faculty avoid risky conversations about evolution versus creationism with religiously conservative students. I argue that such faculty are complicit, through their silence, in failing to equip their students with the science literacy which their own profession avows is crucial for a well-informed citizenry in a democracy.
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Schinske, Jeffrey N., Virginia L. Balke, M. Gita Bangera, et al. "Broadening Participation in Biology Education Research: Engaging Community College Students and Faculty." CBE—Life Sciences Education 16, no. 2 (2017): mr1. http://dx.doi.org/10.1187/cbe.16-10-0289.

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Nearly half of all undergraduates are enrolled at community colleges (CCs), including the majority of U.S. students who represent groups underserved in the sciences. Yet only a small minority of studies published in discipline-based education research journals address CC biology students, faculty, courses, or authors. This marked underrepresentation of CC biology education research (BER) limits the availability of evidence that could be used to increase CC student success in biology programs. To address this issue, a diverse group of stakeholders convened at the Building Capacity for Biology Education Research at Community Colleges meeting to discuss how to increase the prevalence of CC BER and foster participation of CC faculty as BER collaborators and authors. The group identified characteristics of CCs that make them excellent environments for studying biology teaching and learning, including student diversity and institutional cultures that prioritize teaching, learning, and assessment. The group also identified constraints likely to impede BER at CCs: limited time, resources, support, and incentives, as well as misalignment between doing research and CC faculty identities as teachers. The meeting culminated with proposing strategies for faculty, administrators, journal editors, scientific societies, and funding agencies to better support CC BER.
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Dissertations / Theses on the topic "Faculty of biology"

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Salehi, Faiz. "Attitudes Toward Teaching and Research Among Biology Faculty in Texas Institutions of Higher Education." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc279128/.

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This study investigated the attitudes toward teaching and research among biology faculty in Texas institutions of higher learning. The purposes of the study were to: 1) determine what the attitudes of Texas biology faculty were toward teaching; 2) to determine the attitudes of Texas biology faculty toward research; 3) to determine if biology faculty attitudes toward teaching vary according to faculty rank; 4) to determine if biology faculty attitudes toward research vary according to faculty rank; 5) to determine if attitudes of biology faculty in Texas toward teaching vary according to institutional type; and 6) to determine if attitudes of biology faculty in Texas toward research vary according to institutional type.
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MOSKALIK, CHRISTINE LAUREN. "I. IMPACT OF A GENETICS EDUCATION WORKSHOP ON FACULTY PARTICIPANTS II. INVESTIGATIONS OF UNDERGRADUATE GENETIC LITERACY." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1195583851.

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Senate, University of Arizona Faculty. "Faculty Senate Minutes May 6, 2013." University of Arizona Faculty Senate (Tucson, AZ), 2013. http://hdl.handle.net/10150/301423.

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Agboola, Oluwaseun O. "Inclusive Teaching Strategies: An Evaluation of Course Structure and Summative Assessment in Introductory Biology." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3221.

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Several active learning strategies have been used when increasing the structure of a course as increasing course structure has been known to improve student learning in introductory STEM courses. Much has been studied on the value of frequent formative assessment; however, few studies have evaluated the effective modes of delivering summative assessment. This study examines the use of summative assessment as an inclusive teaching practice to improve first generation college student success in introductory biology and also uses faculty surveys to find out how instructors structure their introductory biology course and why they are structured that way. Final exams were evaluated by Bloom’s Taxonomy of Learning. Survey results showed that many instructors used online activities most of the time to supplement face-to-face courses. However, student and faculty viewpoints on assessments offer many interesting insights into how instructors may modify teaching strategies to increase the success of diverse student populations.
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Shepard, Pamela Ann. "The Use of Part-Time Faculty in Associate Degree Nursing, Social Science, and Biological Science Programs." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332403/.

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This study surveyed the opinions of academic administrators of associate degree nursing programs, community college social science programs, and community college biological science programs regarding major benefits and concerns associated with the employment of part-time faculty. This study found that most part-time social science faculty teach in the classroom, half participate in non-teaching faculty activities, and most are paid a contract amount per course or credit hour. Part-time biological science faculty differed only in that most teach a combination of classroom and lab/practicum. Part-time nursing faculty differed in all three areas. Most part-time nursing faculty teach in lab or practicum settings, most participate in more non-teaching activities than other part-time faculty, and most are paid an hourly wage. However, the benefits and concerns associated with the employment of part-time nursing faculty were not significantly different from those identified by academic administrators of the other programs with one exception. Academic administrators felt that part-time nursing faculty expose students to the latest technologies in specialty areas and part-time social science faculty do not. The benefits cited by the respondents, that were in addition to the benefits most frequently cited in the literature, include increased interaction with the community and the ability to "try out" prospective full-time faculty. The concerns cited by respondents, that were in addition to the concerns most frequently cited in the literature, include the inability to find qualified part-time faculty to fill available positions and the concern that the employment of part-time faculty causes resentment among full-time faculty. The results from this study indicate that the literature pertaining to the benefits and concerns associated with the employment of social science and biological science part-time faculty in community colleges can be used to develop policies regarding part-time faculty in associate degree nursing programs.
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Hollingsworth, Amy B. "Q Methodology as a Needs Assessment Tool for Biology Graduate Teaching Assistants Participating in an Instructional Training Program." University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1384775755.

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Longhini, Iara Maria Mora. "Histórias de vida de professoras e ensino de biologia no Brasil : formação, saberes e práticas docentes." Universidade Federal de Uberlândia, 2011. https://repositorio.ufu.br/handle/123456789/13624.

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This study aimed to relate the life stories of teachers of biology, his professional knowledge and their teaching practices to the different political and educational contexts faced by this area of knowledge in the period 1960 to 2010. The research was based on the biographical narrative, using life history as a methodological resource in the field of qualitative educational research. The nine contributors were professors of biology, in post-graduate master's and / or PhD, acting or acted professionally in different geographical regions of the country. Some are graduated in Natural History; other in Biological Sciences - full or short form degree, considering the socio-political contexts of the time. The curriculum of training of some teachers reveal the model of technical rationality. The choice expressed by the area of biology is so diverse: from the love of nature, to the influence of some people, like parents and teachers, for example. Since the choice of teaching happened for reasons ranging from obtaining financial resources for realization of a dream. The continuing education of the study participants occurred in post-graduation lato or sensu stricto in in-service training courses or through partnerships between institutions of higher education and basic education schools. Most of these acts, or has served in teaching in the area of higher education with teacher training. Entry into the teaching profession has caused feelings of loneliness and insecurity. With regard to the curriculum of the discipline, the average level of basic education, we identified different positions, from those who underwent uncritically to its rules, even those who always questioned. Some teachers indicated the influence of the American project Biological Science Curriculum Study, others indicated the textbook as the main feature of the curriculum. Demonstrations about the end of his career teaching varied. Recorded feelings of relief, mainly to free themselves of bureaucracy; considerations of this moment as the climax of his career, when they are recognized for their work, as well as the fact that a lot of time steeped in emotion. Thus, the records of our interviewees, considered to be a biology professor in Brazil, the area has its own characteristics, it allows the construction of knowledge and specific practices, but above all, is a professional activity exercised by human beings who are unique and that permeate this profession of personal and professional aspects which are only revealed from their stories and life contexts.<br>Este trabalho teve como objetivo relacionar as histórias de vida de professoras de Biologia, seus saberes profissionais e suas práticas docentes aos diferentes contextos políticoeducacionais enfrentados por esta área do saber, no período de 1960 a 2010. A pesquisa pautou-se na narrativa biográfica, utilizando-se da história de vida como recurso metodológico no campo da pesquisa educacional qualitativa. As nove colaboradoras eram docentes de Biologia, pós-graduadas em mestrado e/ou doutorado, que atuam ou atuaram profissionalmente em distintas regiões geográficas do país. Algumas são graduadas em História Natural; outras em Ciências Biológicas modalidade licenciatura curta ou plena, considerando os contextos sociopolíticos de época. O currículo dos cursos de formação inicial de algumas professoras revela o modelo da racionalidade técnica. A escolha pela área da Biologia manifestou-se de forma diversificada; desde o gosto pela natureza, até a influência de algumas pessoas, como pais e professores, por exemplo. Já a opção pela docência aconteceu por motivações que iam desde a obtenção de recursos financeiros à realização de um sonho. A formação continuada das participantes da pesquisa ocorreu em cursos de pós-graduação lato ou stricto sensu, em cursos de capacitação em serviço ou por meio de parcerias entre instituições de ensino superior e escolas de educação básica. A maioria delas atua, ou atuou, na docência superior na área de Educação, com a formação de professores. O ingresso na carreira docente provocou sentimentos de solidão e insegurança. Com relação ao currículo dessa disciplina, no nível médio da educação básica, identificamos diferentes posturas, desde aquelas que se submeteram acriticamente a seus ditames, até aquelas que sempre o questionaram. Algumas docentes indicaram a influência do projeto americano Biological Science Curriculum Study, outras indicaram o livro didático como principal recurso curricular. As manifestações a respeito do final da carreira docente variaram. Registramos sentimentos de alívio, principalmente por libertarem-se da burocracia; considerações desse momento como o ápice da carreira, quando são reconhecidas pelo trabalho realizado, bem como o fato de ser um instante impregnado de muita emoção. Assim, pelos registros de nossas depoentes, consideramos que ser professora de Biologia, no Brasil, tem particularidades próprias da área, pois permite a construção de saberes e práticas específicas, mas, antes de tudo, é uma atividade profissional exercida por seres humanos que são únicos e que impregnam esta profissão de aspectos pessoais e profissionais que só são revelados a partir de suas histórias e contextos de vida.<br>Doutor em Educação
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Belda, Cuesta Eugeni. "Genome evolution and systems biology in bacterial endosymbionts of insects." Doctoral thesis, Universitat de València, 2010. http://hdl.handle.net/10803/57466.

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Gene loss is the most important event in the process of genome reduction that appears associated with bacterial endosymbionts of insects. These small genomes were derived features evolved from ancestral prokaryotes with larger genome sizes, consequence of a massive process of genome reduction due to drastic changes in the ecological conditions and evolutionary pressures acting on these prokaryotic lineages during their ecological transition to host-dependent lifestyle. In the present thesis, the process of genome reduction is studied from different perspectives. In the first chapter, genome rearrangements have been studied in a set of 31 complete γ-proteobacterial genomes that includes five genomes of bacterial endosymbionts of insects. This is carried out by comparing the order of a subset of 244 single-copy orthologous genes presents in all the genomes and calculating the number of inversions and breakpoints between each genome pair. This reveals that inversions were the main rearrangement event in γ-proteobacteria evolution, with a progressive increase in the number of rearrangements with increased evolutionary distance. However, significant heterogeneity in different γ-proteobacterial lineages was also detected, with a significant acceleration in the rates of genome rearrangements in bacterial endosymbionts of insects at initial stages of the association. In the second chapter, the structure and functional capabilities of Sodalis glossinidius has been studied. S. glossinidius is the secondary endosymbiont of tsetse flies, and it´s at very initial stages of genome reduction process. It´s genome is experiencing a massive process of gene inactivation, with 972 pseudogenes (inactivated genes) that were described but not annotated in the original annotation of the genome. In this chapter, a complete functional re-annotation of this genome was carried out, that includes the characterization of 1501 pseudogenes though analysis of S. glossinidius intergenic regions. A massive presence of CDSs related with mobile genetic elements and surface proteins were detected, being also the functional classes most affected by pseudogenization. The reconstruction of the metabolic map of S. glossinidius revealed a functional profile very similar to that of free-living enterics, with inactivation of L-arginine biosynthesis pathway, whereas the comparison with Wigglesworthia glossinidia (tsetse primary endosymbiont) reveals possible cases of metabolic complementation between both tsetse endosymbionts at thiamine, coenzyme A and tetrahydrofolate biosynthesis level. Finally, in the third chapter of the thesis, the complete reductive evolution process associated with S. glossinidius was studied from a systems biology perspective through the reconstruction of their genome-scale metabolic networks at different stages of this process and the prediction of their internal reaction fluxes under different external conditions through Flux Balance Analysis. This revealed the decisive role of the pseudogenization of genes involved in L-arginine and glycogen biosynthesis and specially the pseudogenization of the key anaplerotic enzyme phosphoenolpyruvate carboxylase in the ecological transition to a host-dependent lifestyle experienced by S. glossinidius. A progressive decrease in network robustness to gene deletion events and to changes in particular reaction fluxes were detected. Finally, reductive evolution simulations over the functional network of S. glossinidius under different external conditions revealed a higher plasticity in minimal networks evolved in a nutrient-rich environment, and allow defining different sets of essential and disposable genes based on their presence or absence in minimal metabolic networks. These essential genes had more optimized patterns of codon usage and more restricted patterns of sequence evolution than disposable genes that could be lost without affecting the functionality of the network. However, lineage-specific estimates of dN and dS in S. glossinidius and Escherichia coli revealed that common features of ancient bacterial endosymbionts like acceleration in the rates of sequence evolution and the loss of adaptative codon usage were starting to affect S. glossinidius evolution.<br>En esta tesis doctoral, el proceso de reducción genómica característico de bacterias endosimbiontes de insectos ha sido estudiado utilizando diferentes aproximaciones computacionales basadas en la genómica comparada y la biología de sistemas. Por un lado, las dinámicas de reordenaciones genómicas han sido estudiadas en un subconjunto de 31 genomas completos de γ-proteobacterias que incluyen 5 genomas completos de endosimbiontes bacterianos de insectos, revelando una aceleración significativa de las tasas de reordenaciones en estos genomas en etapas iniciales del proceso de reducción. Posteriormente, el genoma de Sodalis glossinidius, el endosimbionte secundario de la mosca tsétsé, fue re-anotado con el objetivo de evaluar el impacto de los procesos de inactivación génica y proliferación de elementos genéticos móviles en etapas tempranas del proceso de reducción, asi como su impacto sobre las capacidades funcionales de la bacteria en el contexto ecológico de su coexistencia con el endosimbionte primario ancestral Wigglesworthia glossinidia. Finalmente, el proceso completo de reducción genómica en S. glossinidius ha sido estudiado a través de la reconstrucción de su red metabólica a diferentes etapas de este proceso y su análisis funcional mediante Análisis de Balance de Flujos, evaluando la robustez de las redes frente a sucesos de deleción asi como las dinámicas evolutivas de genes esenciales y no esenciales en base a su presencia en redes mínimas evolucionadas a partir de la red funcional. Este análisis permitió identificar sucesos de inactivación génica con efectos drásticos sobre las capacidades funcionales del sistema como los genes implicados en la biosíntesis de arginina y glicógeno, y especialmente la inactivación de la enzima fosfoenolpiruvato carboxilasa, asi como una disminución progresiva de la robustez de las redes frente a diferentes sucesos mutacionales asociada al proceso de pérdida génica. Finalmente, simulaciones de evolución reductiva sobre la red funcional bajo diferentes condiciones de entorno ha permitido definir conjuntos de genes esenciales y delecionables en base a su presencia o ausencia en las redes mínimas producto de las simulaciones, revelando una mayor conservación a nivel de secuencia y un uso de codones más optimizado en genes esenciales frente a genes cuya pérdida no afecta a la funcionalidad del sistema.
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史小蘭. "澳門、中國、香港、台灣中學生物課本內容之比較研究". Thesis, University of Macau, 2004. http://umaclib3.umac.mo/record=b1636399.

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Tomás, Aguirre Jesús. "Estudio de la biología de la reproducción de las tortugas marinas del sur de la isla de Bioko (Guinea Ecuatorial)." Doctoral thesis, Universitat de València, 2004. http://hdl.handle.net/10803/10344.

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Cuatro especies de tortugas marinas anidan en la isla de Bioko (Guinea Ecuatorial): la tortuga verde, Chelonia mydas, la tortuga laúd, Dermochelys coriacea, la tortuga olivácea, Lepidochelys olivacea, y la carey, Eretmochelys imbricata. Estas especies realizan sus puestas de huevos en unos 20 kilómetros de playas en el sur de la isla. Debido a la existencia de amenazas de origen humano, es necesario obtener una evaluación del estado de conservación de esta población de tortugas marinas para aplicar medidas efectivas de conservación. En el presente trabajo estudiamos la biología de puesta de las cuatro especies citadas a partir de un programa de marcaje sobre las hembras nidificantes, de muestreos diarios y de recuento de nidos durante dos temporadas de puesta consecutivas, desde octubre de 1996 hasta 1997 y desde septiembre de 1997 hasta marzo de 1998. El área de estudio está formada por seis playas de arena negra volcánica. Las condiciones ambientales en esta zona son extremas, dándose lluvia intensa y tormentas durante todo el año, excepto en una breve estación seca entre enero y febrero. Los dos objetivos principales del presente estudio fueron la descripción de la población de hembras nidificantes y el estudio de su rendimiento reproductivo a partir del análisis y variación del éxito de eclosión. Las recapturas de tortugas marcadas fuera de Bioko nos permitieron analizar también los movimientos migratorios de las tortugas nidificantes hacia sus áreas de alimentación. Dentro del primer objetivo, estudiamos la duración de la temporada de puesta, la distribución de tallas y la estimación del número de hembras nidificantes. La temporada de puesta transcurre desde noviembre hasta febrero, con un pico en diciembre-enero, tanto para las tortugas verdes como para las tortugas laúd y las oliváceas. Las tortugas carey llegarían al área de estudio en el mes de diciembre. Se han detectado emergencias esporádicas de tortuga verde y tortuga laúd fuera de la temporada de puesta descrita. Encontramos una segregación en la distribución de especies, con las tortugas verdes anidando preferentemente en las playas occidentales, con mayor pendiente, y las tortugas laúd en las orientales. Además, las verdes anidaron preferentemente en la zona de vegetación, cuando ésta era accesible. Las tortugas verdes medidas (LCC media= 98.3 &#61617; 6.1; N= 196) fueron, en conjunto, más pequeñas que las de la mayoría de poblaciones nidificantes de esta especie. Las tortugas laúd medidas en Bioko (LCC media= 157.93 &#61617; 14.96) fueron de tallas similares a las de otras poblaciones. Las tortugas oliváceas (LCC media= 71.65 &#61617; 6.42) parecen ser más grandes que las de otras áreas de puesta. Las tortugas verdes de mayor talla parecen llegar antes a anidar en el sur de Bioko. La estimación de tortugas verdes en el área de estudio se realizó a través de un programa de marcaje y recaptura de hembras nidificantes. Empleamos el número medio de puestas por tortuga (2.99&#61617; 1.82) para obtener una estima de 555 (256-<1681) tortugas verdes en la temporada 1996-97. Debido al reducido marcaje, obtuvimos rangos de las poblaciones de las otras especies de tortugas marinas nidificantes en Bioko empleando valores de número medio de puestas por tortuga y por temporada extraídos de la literatura. El número de tortugas laúd nidificantes en la primera temporada osciló entre 114 y 168. El número de nidos de tortuga verde contabilizados en 1997-98 (1257) comparado con el de la temporada anterior (1671) sugiere que no se produjo un cambio importante en el tamaño poblacional tanto para las tortugas verdes como para las tortugas laúd. Aunque para esta segunda especie, el rango estimado en 1997-98 fue ligeramente superior (156-230 tortugas). Las otras dos especies fueron bastante menos abundantes, entre 19 y 43 tortugas oliváceas y entre 4 y 10 tortugas carey. Un muestreo reciente realizado en el área de estudio por otros investigadores no ha mostrado cambios importantes en el número de nidos de tortugas verdes, oliváceas y carey, aunque sí ha evidenciado un aumento significativo del número de puestas de tortuga laúd. El sur de Bioko parece albergar una de las más importantes áreas de puesta para la tortuga verde en la costa atlántica africana, siendo también un área de puesta importante para la tortuga laúd. Aunque se necesita mayor precisión en las estimas, nuestros resultados parecen suficientes para condicionar la toma de decisiones inmediatas sobre la conservación de estas especies y para realizar comparaciones con estudios futuros en la zona. Abordamos el segundo objetivo a partir de la descripción de los datos relacionados con la producción de neonatos y del análisis de factores bióticos y abióticos que pudieron afectar a estos datos; centrándonos básicamente en la especie de tortuga marina más abundante: la tortuga verde. Para esta especie, el tamaño medio de puesta (número de huevos por nido) fue de 104.3 &#61617; 30.9 (N= 119) en la temporada de 1996-97 y de 112.7 &#61617; 31.5 (N= 83) en la temporada siguiente, sin encontrarse diferencias estadísticamente significativas entre ambas temporadas. Encontramos cierta relación entre el tamaño de puesta y la talla de las tortugas. Los periodos de incubación medios para los nidos de tortuga verde en cada una de las temporadas de estudio fueron superiores a los registrados en la mayoría de las poblaciones nidificantes de esta especie por todo el mundo, debido probablemente a las especiales condiciones climáticas del sur de Bioko. Los porcentajes de éxito de eclosión obtenidos fueron, para 1996-97: 64.3%&#61617; 25.4, N= 119, y para 1997-98: 75.2%&#61617; 20.7, N= 83. Encontramos una diferencia significativa entre las dos temporadas, probablemente debido a las diferentes condiciones ambientales registradas. Los porcentajes de éxito de eclosión en el área de estudio fueron similares o ligeramente inferiores a los de otras poblaciones en otras áreas. Observamos que las tormentas esporádicas, las cuales producen reducciones bruscas de la temperatura de incubación, pudieron haber tenido un mayor impacto sobre el desarrollo de los huevos que los factores bióticos y abióticos que definen la temperatura de incubación a lo largo de todo el periodo de puesta. Sin embargo, se deben muestrear más temporadas y controlar otros factores para confirmar los resultados obtenidos. En el presente estudio, identificamos una larga lista de depredadores naturales de las tortugas marinas, de los cuales sólo los cangrejos del género Ocypode parecen tener un efecto significativo sobre los huevos y neonatos. Aunque la tortuga verde es una especie protegida, es explotada en Bioko para consumo humano. Una estimación aproximada del número de neonatos producidos que puedan alcanzar la madurez sexual, a partir de los datos tomados en la temporada 1996-97, reflejó una sobre explotación evidente dadas las capturas que se vienen realizando. Respecto al tercer objetivo, encontramos una dispersión en los movimientos migratorios hacia diferentes áreas de alimentación, tras la puesta. La bahía de Corisco para ser un área de alimentación importante para la tortuga verdes del sur de Bioko.Los resultados obtenidos en el presente estudio deben ser interpretados como un punto de partida para futuros estudios que confirmen las conclusiones descritas.<br>Four sea turtle species nest in 19.4 km of the south coast of Bioko Island (Equatorial Guinea): Chelonia mydas (green turtle), Dermochelys coriacea (leatherbback), Lepidochelys olivacea and Eretmochelys imbricata. The present study summarizes the main aspects of their nesting biology, based on tagging of adult females, nightly surveys and nest census during two nesting seasons. Reproductive success and post-nesting movements are also studied.Main nesting season occurred from October to February, with a peak in December-January. We found some nesting segregation between the two predominant species depending on the characteristics of the beaches. Over 555 (256-<1681) green turtle nesting females were estimated through the mean number of nests (2.99± 1.82) laid by 196 turtles tagged in the 1996-97 season. Nesting leatherbacks ranged from 114 to 230 females. No substantial change in green and leatherback nesting populations were observed in the 1997-98 season. Thus, Bioko Island seems to host one of the most important nesting areas for the green turtle in the atlantic coast of Africa, being also important for leatherbacks. Mean nest size was 107.6&#61617; 31.1 eggs (N= 216). Mean incubation period (66.15&#61617; 11.15 days in 1996-97, and 61.81 &#61617; 6.85 days in 1997-98) was found to be higher than those recorded in other green turtle populations all over the world. Significant difference in the hatching success between seasons (1996-97: 64.27&#61617; 25.35, N= 119; 1997-98: 75.16&#61617; 20.67, N= 83) was found, probably due to the different climatic conditions registered. Sporadic storms might have higher impact on the egg development than biotic and abiotic factors affecting the incubation temperature along the incubation period. Although green turtle is a protected species, nests and adult females are exploited in Bioko, even though our evaluation of the number of hatchlings that could reach to sexual maturity showed an overexploitation of this resource. Recaptures of tagged turtles showed a dispersal to several foraging areas, being Corisco Bay (Equatorial Guinea) an important foraging area for Bioko nesting green turtles. Further studies must be carried out at Bioko sea turtle nesting beaches to confirm the conclusions set forth here.
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Books on the topic "Faculty of biology"

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Odjakova, Mariela. 50 years Faculty of Biology (1963-2013): Biology, the science of XXI century. St. Kliment Ohridski University Press, 2013.

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European, Marine Biology Symposium (22nd 1987 Barcelona Sapin). Topics in marine biology: Proceedings of the 22nd European Marine Biology Symposium (Faculty of Biology, University of Barcelona, Barcelona, Spain, August 1987). Instituto de Ciencias del Mar, 1989.

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Bucke, Richard Maurice. The correlation of the vital and physical forces: A prize thesis for the degree of doctor of medicine and master of chirurgery defended before the Medical Faculty of McGill University, Montreal, May 2, 1862. s.n., 1993.

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German-Israeli Binational Symposium on Computer Science Aspects of Molecular Biology (1995 Tel-Aviv University). German₋Israeli Binational Symposium on Computer Science Aspects of Molecular Biology: Scientific program : Tel-Aviv University, Raymond and Beverly Sackler Faculty of Exact Sciences, School of Mathematics, November 26-28, 1995 / co-sponsored by Tel-Aviv University. Israeli Ministry of Science and the Arts, 1995.

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Hoffmann, Anita. Historia del Departamento de Biología de la Facultad de Ciencias, UNAM: En conmemoración del cincuentenario de su fundación, 1939-1989. Prensas de Ciencias, 1993.

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International Seminar on Librarian Education (2nd 1990 Barcelona, Spain). Segon Seminari Internacional de Docència Bibliotecària =: Second International Seminar on Librarian Education : Escola Universitària Jordi Rubió i Balaguer de Biblioteconomia i Documentació : Sala d'actes de la Facultat de Biologia de la Universitat de Barcelona, 20, 21 i 22 de desembre de 1990. Diputació de Barcelona, 1990.

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Taylor, David, Stephen E. Schecklerl, Stewart A. Hill, and Stephen E. Scheckler. Plant Biology Tutor CD-ROM Faculty Edition. Jones & Bartlett Pub, 1998.

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Pietroski, Paul, and Stephen Crain. The Language Faculty. Edited by Eric Margolis, Richard Samuels, and Stephen P. Stich. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195309799.013.0015.

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The article illustrates that humans have a language faculty, a cognitive system that supports the acquisition and use of certain languages, with several core properties. The faculty is apparently governed by principles that are logically contingent, specific to human language, and innately determined. A naturally acquirable human language (Naturahl) is a finite-yet-unbounded language, with two further properties that include: its signals are overt sounds or signs, and it can be acquired by a biologically normal human child, given an ordinary course of human experience. Any biologically normal human child can acquire any Naturahl, given an ordinary course of experience with users of that language. An E-language is a set of signal-interpretation pairs, while an I-language is a procedure that pairs signals with interpretations. The I-languages that children acquire are biologically implementable, since they are actually implemented in human biology. A function has a unique value for each argument, but Naturahls admit the possibility of ambiguity. A domain general learning procedure might help children learn the environments in which negative polarity items (NPI) can appear but acquiring the constraint on where such expressions cannot appear is another matter. The language faculty makes it possible to acquire an I-language that permits questions with a medial-wh, even if one does not encounter such questions.
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Fundamentals of Biology Laboratory Manual - Investigations Into Life's Phenomena (Custom Edition for the Harford Community College Biology Faculty and Students). Wadsworth/Thompson Learning, 2004.

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Dimitrijevic, Rajko N. Postembryonic Development & Polymorphism in Some Pseudoscorpions from the Families Chthoniidae & Neobisiidae (Faculty of Biology Monographs). Bioloki Fakultet, 2004.

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Book chapters on the topic "Faculty of biology"

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Anthoney, Terence R. "Biology." In The Hidden Curriculum—Faculty-Made Tests in Science. Springer US, 1997. http://dx.doi.org/10.1007/978-1-4899-0482-9_2.

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Keller, Morton, and Phyllis Keller. "The Ascendant Faculty." In Making Harvard Modern. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195144574.003.0016.

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The most substantial legatee of Harvard’s new affluence was the Faculty of Arts and Sciences. These were years of heady growth in that body’s numbers, salary, perks, and power. It is not surprising that many professors later looked back wistfully to a Golden Age stretching from the late 1940s to the late 1960s. When Pusey arrived in 1953, nearly half of the 448 members of the Faculty of Arts and Sciences had Harvard Ph.D.s. But the old Harvard habit of promoting from within was declining. Of 68 senior appointments between 1953 and 1957, more than half came from other schools; only six had come up through the College, the Harvard Graduate School, and the junior faculty. Harvard College graduates, 25 to 30 percent of the faculty in the Conant era, dropped to 5 to 10 percent in the Pusey years. Meritocracy had come into its own. Dean of the Faculty McGeorge Bundy, in office from 1953 until 1961, presided over the ascendancy of the professoriat. He was deeply committed to the meritocratic ideal of a faculty made up of the best and the brightest. He closely tracked the present state and future prospects of the Arts and Sciences departments. Biology worried him: it was a large department dominated by men in their fifties and sixties, “whose center of gravity is toward traditional taxonomy and the fulfillment of the great nineteenth century prospects of biology, rather than toward the new and growing subjects of a biochemical and biophysical character.” It divided into “the traditionalists, the neutralists, and a small fighting group of modernists. . . . The modernists are outnumbered, but it is my strong impression that they are our most promising and significant contributors to biological science. . . . I don’t think we ought to let ourselves be outweighed by entrenched voting power in this field full of growing new edges.”
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"9. The Mathematical and Theoretical Biology." In Doctoral Education and the Faculty of the Future. Cornell University Press, 2020. http://dx.doi.org/10.7591/9780801461569-010.

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Perry, Steven F., Markus Lambertz, and Anke Schmitz. "Respiratory faculties of aquatic invertebrates." In Respiratory Biology of Animals. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780199238460.003.0006.

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This chapter introduces the ‘who has what’ in terms of respiratory organs for major water-breathing invertebrate groups. It begins with sponges and cnidarians—groups that have no recognizable respiratory faculty—and continues through the bilaterian lineage, pointing out how bits and pieces of a respiratory faculty accumulate. The most complex respiratory faculties are found in molluscs and arthropods, which consequently make up the bulk of this chapter. Aside from the ancestral aquatic respiration, this chapter furthermore explains how also within some terrestrial (air-breathing) groups such as arachnids and insects, mechanisms that allow lone—even permanent—stays under water have secondarily arisen.
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Perry, Steven F., Markus Lambertz, and Anke Schmitz. "Prolegomena." In Respiratory Biology of Animals. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780199238460.003.0001.

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Probably no process epitomizes life more than respiration. By respiration we mean the cascade of energy-producing biochemical reactions called oxidative phosphorylation, powered by a gradient of oxidation. Structure and function are intimately connected, forming an entity called a faculty. In this book, we focus on the functional and evolutionary morphology of the respiratory faculty, many of the components of which are older than the first animals, indeed older than life itself. The initial steps until the first animals arose are summarized here in a hypothetical scenario and provided together with an introduction to several other conceptual approaches that we have adhered to throughout this book.
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Allchin, Douglas. "Marxism and Cell Biology." In Sacred Bovines. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190490362.003.0007.

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Few biologists today have likely heard of cell biologist Alex Novikoff (1913–1987) (Figure 3.1). But the fruits of his science are well known. He helped discover the cell organelle called the lysosome. In 1955 he visualized what Christian de Duve had characterized only by chemical means. He documented the first known enzyme of the Golgi body, another cell organelle. He developed ways to stain lysosomes and peroxisomes (also cell organelles) that were critical to identifying them and studying them with the electron microscope. Novikoff also was targeted by the anti-Communist movement in the mid-twentieth century. In 1953 he was dismissed from the University of Vermont for declining to answer questions before a congressional committee. In 1974 he was elected to the National Academy of Sciences. His FBI file then contained 822 pages. Novikoff ’s fascinating case raises important issues about how science and political ideology relate. In 1982 the American Society for Cell Biology honored Novikoff with its prestigious E. B. Wilson Award for his foundational contributions to the emerging field. Yet much earlier, in the late 1930s, he was indeed a member of the Communist Party. For him, it expressed a quest for social justice and an appreciation of Karl Marx’s scientific posture toward society. While he researched experimental embryology as a PhD student at Columbia University, he also helped write and distribute the Communist newsletter at Brooklyn College, where he taught. When the college tried to disrupt the teachers’ union, Novikoff was secretly listed as a suspected Communist. When World War II began, Novikoff wanted to serve the nation. He applied for a medical commission in the military. He was twice denied, however, owing to doubts about his loyalty. He later consulted for the army on two biological films—until it found his vague Communist record. (One wonders: Did someone imagine that he could link enzymes and carbohydrate metabolism to the violent overthrow of the US government?) Later, Novikoff lost his faculty position—not for any political activity but for invoking the Fifth Amendment in anti-Communist hearings, and despite recommendations from fellow faculty describing his “tireless” research efforts.
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Perry, Steven F., Markus Lambertz, and Anke Schmitz. "Control of breathing in invertebrates." In Respiratory Biology of Animals. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780199238460.003.0008.

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Every animal that has a respiratory faculty has some mechanism for regulating its perfusion and ventilation. A prerequisite for such regulation is some way of sensing internal and external levels of respiratory-relevant gases. The regulatory entities can be peripheral, central, or both. This chapter looks at the control of breathing in aquatic and terrestrial invertebrates and concludes that the main signal for aquatic species is oxygen, whereas the internal pH/PCO<sub>2</sub> is most important for the control of air breathing, regardless of the phylogenetic group to which the animal may belong.
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Perry, Steven F., Markus Lambertz, and Anke Schmitz. "The evolution of water-breathing respiratory faculties in craniotes." In Respiratory Biology of Animals. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780199238460.003.0014.

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The major components of the respiratory faculty (gill structure, muscular ventilation, central heart and erythrocyte-containing blood, and pH-sensitive control of breathing) appear to have been present in craniotes from the very beginning. But the details are so different in the most basally radiating group, hagfish, corroborating that they separated very early from the stem line. In the other groups, progressive changes are seen in the structure of the gills, heart, haemoglobin, as well as in the control of breathing. In particular, a major and progressive change in gill structure is seen when comparing sharks to teleosts, with several intermediary forms realized.
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Cardullo, Victoria M., and LeNessa L. Clark. "Exploring Faculty and Student iPad Integration in Higher Education." In Mobile Devices in Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1757-4.ch044.

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Higher education institutions are exploring the impact of technology integration in educational settings since the release of marketed devices like the iPad and Chromebook. A university in the southern region of the United States launched a yearlong feasibility study to explore how mobile technologies support student learning, influence instruction, and identify how faculty and students perceive the usage of mobile devices for teaching and learning. The population consisted of freshman-level participants enrolled in a general education biology course. Student participants ranged from 17-21 years of age. All students were provided with an iPad to use during the year. Researchers used several data sources to collect bi-weekly observations on both faculty and students, a student survey, and post focus group interviews with students and faculty. Using the SAMR model paired with Bloom's taxonomies, findings described the various levels in which iPads were integrated into instruction by faculty and student participants. Research revealed student appreciation of iPad affordances and features of the device. The analysis also identified building infrastructure, technology support, and teacher training in technology integration as vital pieces to a successful schoolwide implementation.
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Metz, Michael V. "The Sexual Rebel: Leo Koch." In Radicals in the Heartland. University of Illinois Press, 2019. http://dx.doi.org/10.5622/illinois/9780252042416.003.0005.

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Koch was an assistant professor of biology and author of a letter to the student newspaper condoning premarital sexual intercourse and cohabitation for sufficiently mature university students. Parents, community leaders, and Illinois newspapers strongly condemned him and called for his firing. A faculty committee quickly recommended dismissal, which President Henry approved. The American Association of University Professors (AAUP), Illinois students, and many faculty, both at Illinois and across the nation, came to Koch’s defense, to no avail. The case was appealed all the way to the U.S. Supreme Court, but the firing stood.
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Conference papers on the topic "Faculty of biology"

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Birzina, Rita, and Dagnija Cedere. "THE 1ST YEAR STUDENTS' READINESS FOR STUDIES: THE CASE OF THE FACULTY OF BIOLOGY AT UNIVERSITY OF LATVIA." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.17.

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The present article reveals the first year students’ readiness for studies in the context of three learning dimensions: content, incentive and interaction. The research was conducted during the implementation of first year study courses of the Bachelor programme at the Faculty of Biology of the University of Latvia. The qualitative data were obtained from students’ answers to open questions related to their conceptions of learning and factors, which influenced their readiness for studies at the Faculty of Biology. The gained results showed that students’ readiness for studies correlates with their science background content knowledge, their previous learning experience, which depends on the teacher and the motivation to learn. Key words: case study, learning dimension, readiness to study.
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Eliaumra, I. Made Budiarsa, Ika Ista Dewi, and Andi Wahab Pidu. "Analyzing Biology Students' Understanding Level on Plant Structure and Development Subject Based on Learning Style and Gender." In First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Conference on Education 2017 (ICE 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/ice-17.2018.28.

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Djufri and Melvina. "Implementing Plan-Do-See Model to Improve Quality of Biology Learning Process at Senior High Schools in Aceh." In First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Conference on Education 2017 (ICE 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/ice-17.2018.135.

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Tellu, A. Tanra, Abdul Kadir, and Amiruddin Kasim. "Effect of Parent's Attention, Self- Concept, and Self-Study on Biology Students' Achievement at SMA Negeri 2 Sigi Biromaru." In First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Conference on Education 2017 (ICE 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/ice-17.2018.73.

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Ryzhaya, A. V., and E. I. Glyakovskaya. "TESTING STUDENTS' KNOWLEDGE IN LABORATORY CLASSES ON THE COURSE "ZOOLOGY", SECTION "INVERTEBRATE"." In V International Scientific Conference CONCEPTUAL AND APPLIED ASPECTS OF INVERTEBRATE SCIENTIFIC RESEARCH AND BIOLOGICAL EDUCATION. Tomsk State University Press, 2020. http://dx.doi.org/10.17223/978-5-94621-931-0-2020-53.

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In laboratory classes on invertebrate zoology for first-year students of the Biology and Ecology Faculty of the Y. Kupala Grodno State University current control of knowledge in a test form is carried out. The number of questions in the task is 11–20, 5– 10 minutes for execution are allotted, one, two or more correct answers are selected from the proposed options. For each correct answer, a point is set; for erroneous answers, penalty points are entered. The regular use of test control increased the level of students' assimilation of educational material and optimized the current control of knowledge.
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Manurung, Nurhasnah, Masnadi M, Pandu Prabowo Warsodirejo, and Army Meidytyarni Siallagan. "The Influence of Green Learning Method of Scientific Process Skill in Biology Studies Faculty of Teacher Training and Education (FKIP) UISU Medan." In International Conference on Multidisciplinary Research. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008890205430548.

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Sudaryadi, Ignatius, Sutikno, Salma Alifah Firdausya, Affinsyah Arrafiqah Rahmah, and Mustafid Rasyiid. "Pollen diversity as feed source of stingless bee, Tetragonula iridipennis (Hymenoptera: Apidae) in the forest of biology faculty, Universitas Gadjah Mada, Indonesia." In THE 6TH INTERNATIONAL CONFERENCE ON BIOLOGICAL SCIENCE ICBS 2019: “Biodiversity as a Cornerstone for Embracing Future Humanity”. AIP Publishing, 2020. http://dx.doi.org/10.1063/5.0015853.

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H a p s a, A. Tanra Tellu, and Abd Hakim Laenggeng. "The Influence of Contextual Teaching-Learning Approach on Biology Toward Students' Motivation, Thinking Skills and Learning Outcomes at Class SMPN 2 Parigi." In First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Conference on Education 2017 (ICE 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/ice-17.2018.77.

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Rathmann, Carl E. "The Onset of Turbulence: Insights Into the Navier-Stokes Equations." In ASME 2017 Fluids Engineering Division Summer Meeting. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/fedsm2017-69491.

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For well over 150 years now, theoreticians and practitioners have been developing and teaching students easily visualized models of fluid behavior that distinguish between the laminar and turbulent fluid regimes. Because of an emphasis on applications, perhaps insufficient attention has been paid to actually understanding the mechanisms by which fluids transition between these regimes. Summarized in this paper is the product of four decades of research into the sources of these mechanisms, at least one of which is a direct consequence of the non-linear terms of the Navier-Stokes equation. A scheme utilizing chaotic dynamic effects that become dominant only for sufficiently high Reynolds numbers is explored. This paper is designed to be of interest to faculty in the engineering, chemistry, physics, biology and mathematics disciplines as well as to practitioners in these and related applications.
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Sudirman, Muhamad Seto. "Effectiveness of Ficus Elastica Roxb. Ex Hornem Leaf Extract in Reducing Total Cholesterol Level in High Fat Induced Diet Wistar Male Rats." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.05.10.

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ABSTRACT Background: Kebo rubber leaves (ficus elastica roxb) contain flavonoids, polyphenols, and tannins. Flavonoids in the leaves of ficus elastica roxb such as catechins, isoflavones are polyphenolic antioxidants from plant metabolites. The leaves of ficus elastica roxb are trusted and proven empirically in the community to reduce cholesterol levels in the blood. Mice choose animals because they are considered to have physiological similarities with humans. This study aimed to determine the effect of ethanol extract of ficus elastica roxb leaves on reducing total cholesterol level in male Swiss Webster mice. Subjects and Method: This was a quasi-experimental study conducted at Biology Laboratory of the Faculty of Agriculture, Fisheries and Biology, University of Bangka Belitung from April to June, 2017. A sample of 25 male Swiss Webster mice was selected at random and allocated into groups. The dependent variable was total cholesterol. The independent variable was the extract of ficus elastica rox. The data were tested by One-Way ANOVA. Result: There were statistically significant mean differences among the study groups (p= 0.002), indicating the effect of ethanol extract of Ficus Elastica Roxb leaves on reducing total cholesterol level in male Swiss Webster mice at various doses. Conclusion: There are statistically significant mean differences among the study groups, indicating the effect of ethanol extract of Ficus Elastica Roxb leaves on reducing total cholesterol level in male Swiss Webster mice at various doses. Keyword: Ethanol extract of Ficus Elastica Roxb leaves, total cholesterol, mice Correspondence: Muhamad Seto Sudirman. School of Health Polytechnic, Pangkalpinang. Email: MuhamadSeto@gmail.com DOI: https://doi.org/10.26911/the7thicph.05.10
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