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Original Essays | September 15, 2014

Lois Leveen: IMG Forsooth Me Not: Shakespeare, Juliet, Her Nurse, and a Novel



There's this writer, William Shakespeare. Perhaps you've heard of him. He wrote this play, Romeo and Juliet. Maybe you've heard of it as well. It's... Continue »
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    Lois Leveen 9781476757445

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Biology: The Dynamic Science, Volume 3, Units 5 & 6

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Synopses & Reviews

Publisher Comments:

Learn how to think and engage like a scientist! BIOLOGY: THE DYNAMIC SCIENCE, Second Edition, provides you with a deep understanding of the core concepts in Biology, building a strong foundation for additional study. In a fresh presentation, the authors explain complex ideas clearly and describe how biologists collect and interpret evidence to test hypotheses about the living world. Russell, Hertz, and McMillan will spark your curiosity about living systems instead of burying it under a mountain of disconnected facts. You will learn what scientists know about the living world, how they know it, and what they still need to learn. The accompanying Aplia for Biology interactively guides you through the thought processes and procedures that scientists use in their research and helps you apply and synthesize content from the text. Overall, you will learn how to think like a scientist and engage in the scientific process yourself.

Synopsis:

Biology: The Dynamic Science is the first general biology text with an experimental approach that connects historical research, recent advances achieved with molecular tools, and a glimpse of the future through the eyes of prominent researchers working on key unanswered questions of the day. This comprehensive framework doesn't come at the expense of essential concepts. Rather, it provides a meaningful, realistic context for learning all of the core material that students must master in their first course. Written "from the ground up" with minimal jargon and crisp, straight forward explanations of the current state of biological knowledge, the text supports students as they learn the scientific process-and how to think as scientists do.

About the Author

Peter J. Russell received a B.Sc. in Biology from the University of Sussex, England, in 1968 and a Ph.D. in Genetics from Cornell University in 1972. He has been a member of the Biology faculty of Reed College since 1972; he is currently a Professor of Biology. He teaches a section of the introductory biology course, a genetics course, an advanced molecular genetics course, and a research literature course on molecular virology. In 1987, he received the Burlington Northern Faculty Achievement Award from Reed College in recognition of his excellence in teaching. Since 1986, he has been the author of a successful genetics textbook; current editions are "iGenetics: A Mendelian Approach, iGenetics: A Molecular Approach," and "Essential iGenetics". He wrote nine of the BioCoach Activities for The Biology Place. Peter Russell's research is in the area of molecular genetics, with a specific interest in characterizing the role of host genes in pathogenic RNA plant virus gene expression; yeast is used as the model host. His research has been funded by agencies including the National Institutes of Health, the National Science Foundation, and the American Cancer Society. He has published his research results in a variety of journals, including "Genetics, Journal of Bacteriology, Molecular and General Genetics, Nucleic Acids Research, Plasmid, and Molecular and Cellular Biology." He has a long history of encouraging faculty research involving undergraduates, including co-founding the biology division of the Council on Undergraduate Research (CUR) in l985. He was Principal Investigator/Program Director of an NSF Award for the Integration of Research and Education (AIRE) to Reed College, 1998-2002. Paul E. Hertz was born and raised in New York City. He received a bachelor's degree in Biology at Stanford University in 1972, a master's degree in Biology at Harvard University in 1973, and a doctorate in Biology at Harvard University in 1977. While completing field research for the doctorate, he served on the Biology faculty of the University of Puerto Rico at Rio Piedras. After spending 2 years as an Isaac Walton Killam Postdoctoral Fellow at Dalhousie University, Hertz accepted a teaching position at Barnard College, where he has taught since 1979. He was named Ann Whitney Olin Professor of Biology in 2000, and he received The Barnard Award for Excellence in Teaching in 2007. In addition to serving on numerous college committees, Professor Hertz chaired Barnard's Biology Department for 8 years. He is also the Program Director of the Hughes Science Pipeline Project at Barnard, an undergraduate curriculum and research program funded continuously by the Howard Hughes Medical Institute since 1992. The Pipeline Project includes the Intercollegiate Partnership, a program for local community college students that facilitates their transfer to 4-year colleges and universities. He teaches one semester of the introductory sequence for Biology majors and preprofessional students, lecture and laboratory course in vertebrate zoology and ecology, and a year-long seminar that introduces first-year students to scientific research. Professor Hertz is an animal physiological ecologist with a specific research interest in the thermal biology of lizards. He has conducted fieldwork in the West Indies since the mid-1970s, most recently focusing on the lizards of Cuba. His work has been funded by the National Science Foundation, and he has published his research in such prestigious journals as "The American Naturalist, Ecology, Nature, Oecologia," and "Proceedings of the Royal Society." Beverly McMillan has been a science writer for more than 25 years and is coauthor of a college text in human biology, now in its eighth edition. She was worked extensively in educational and commercial publishing, including 8 years in editorial management positions in the college divisions of Random House and McGraw-Hill. In a multifaceted freelance career, Bev also has written or coauthored 10 trade books, as well as story panels for exhibitions at the Science Museum of Virginia and the San Francisco Exploratorium. She has worked as a radio producer and speechwriter for the University of California system and as science writer and media relations advisor for the Virginia Institute of Marine Science of the College of William and Mary. She holds undergraduate and graduate degrees from the University of California, Berkeley.

Table of Contents

UNIT V: PLANT STRUCTURE AND FUNCTION. 31. The Plant Body. 32. Transport in Plants. 33. Plant Nutrition. 34. Reproduction and Development in Flowering Plants. 35. Plant Responses to the Environment. UNIT VI: ANIMAL STRUCTURE AND FUNCTION. 36. Introduction to Animal Organization and Physiology. 37. Information Flow and the Neuron. 38. Nervous Systems. 39. Sensory Systems. 40. The Endocrine System. 41. Muscles, Bones, and Body Movements. 42. The Circulatory System. 43. Defenses against Disease. 44. Gas Exchange: The Respiratory System. 45. Animal Nutrition. 46. Regulating the Internal Environment. 47. Animal Reproduction. 48. Animal Development.

Product Details

ISBN:
9780538493741
Author:
Russell, Peter J.
Publisher:
Cengage Learning
Author:
Starr, Cecie
Author:
Hertz, Paul E.
Author:
Russell, Peter J.(Peter J. Russell)
Author:
McMillan, Beverly
Author:
Wolfe, Stephen L.
Subject:
Biology
Subject:
Life Sciences - Biology - General
Subject:
Biology-General
Publication Date:
20110131
Binding:
TRADE PAPER
Grade Level:
College/higher education:
Language:
English
Pages:
480

Related Subjects


Science and Mathematics » Biology » General

Biology: The Dynamic Science, Volume 3, Units 5 & 6 New Trade Paper
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Product details 480 pages Thomson Brooks/Cole - English 9780538493741 Reviews:
"Synopsis" by , Biology: The Dynamic Science is the first general biology text with an experimental approach that connects historical research, recent advances achieved with molecular tools, and a glimpse of the future through the eyes of prominent researchers working on key unanswered questions of the day. This comprehensive framework doesn't come at the expense of essential concepts. Rather, it provides a meaningful, realistic context for learning all of the core material that students must master in their first course. Written "from the ground up" with minimal jargon and crisp, straight forward explanations of the current state of biological knowledge, the text supports students as they learn the scientific process-and how to think as scientists do.
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