Exam Board: SQA Level: Higher Subject: Biology First Teaching: September 2014 First Exam: Summer 2015 The perfect practice book for multiple choice and matching exercises that make up 20% of the final CfE Higher exam paper. This book offers ideal material for either classroom or homework activities, and allows students to construct a glossary of terms essential to the course, while banks of multiple choice questions enable them to practise extensivelty for the examination.
The perfect practice book for multiple choice and matching exercises that make up 20% of the final CfE Higher exam paper. This book offers ideal material for either classroom or homework activities, and allows students to construct a glossary of terms essential to the course, while banks of multiple choice questions enable them to practise extensivelty for the examination.
Exam Board: SQA Level: Higher Subject: Human Biology First Teaching: August 2018 First Exam: June 2019 Ensure that students are prepared for every aspect of Higher Human Biology with the new edition of this popular textbook from James Torrance and his renowned author team, completely updated for the 2018 changes to the SQA Higher Human Biology syllabus. - Suggested learning activities throughout help to develop students' knowledge and skills including all new case studies, research topics and investigations - 'Testing your knowledge' questions at the end of each chapter provide opportunities to continually assess Knowledge and Understanding, and are particularly useful for homework tasks - 'What you should know' summaries of key facts and concepts provide an excellent source of material for consolidation and revision prior to the SQA examination. - 'Applying Your Knowledge and Skills' sections at the end of each section have been substantially extended to give students extra practice in exam questions and foster the development of Skills of Scientific Experimentation, Investigation and Enquiry
"College Learning for the New Global Century, published through the LEAP (Liberal Education and America's Promise) initiative, spells out the essential aims, learning outcomes, and guiding principles for a 21st century college education. It reports on the promises American society needs to make - and keep - to all who seek a college education and to the society that will depend on graduates' future leadership and capabilities." -- Foreword (p. vii).
Greenhouse gas emissions by the livestock sector could be cut by as much as 30 percent through the wider use of existing best practices and technologies. FAO conducted a detailed analysis of GHG emissions at multiple stages of various livestock supply chains, including the production and transport of animal feed, on-farm energy use, emissions from animal digestion and manure decay, as well as the post-slaughter transport, refrigeration and packaging of animal products. This report represents the most comprehensive estimate made to-date of livestocks contribution to global warming as well as the sectors potential to help tackle the problem. This publication is aimed at professionals in food and agriculture as well as policy makers.
Student wellbeing is foundational to academic success. One recent survey of postsecondary educators found that nearly 80 percent believed emotional wellbeing is a "very" or "extremely" important factor in student success. Studies have found the dropout rates for students with a diagnosed mental health problem range from 43 percent to as high as 86 percent. While dealing with stress is a normal part of life, for some students, stress can adversely affect their physical, emotional, and psychological health, particularly given that adolescence and early adulthood are when most mental illnesses are first manifested. In addition to students who may develop mental health challenges during their time in postsecondary education, many students arrive on campus with a mental health problem or having experienced significant trauma in their lives, which can also negatively affect physical, emotional, and psychological wellbeing. The nation's institutions of higher education are seeing increasing levels of mental illness, substance use and other forms of emotional distress among their students. Some of the problematic trends have been ongoing for decades. Some have been exacerbated by the COVID-19 pandemic and resulting economic consequences. Some are the result of long-festering systemic racism in almost every sphere of American life that are becoming more widely acknowledged throughout society and must, at last, be addressed. Mental Health, Substance Use, and Wellbeing in Higher Education lays out a variety of possible strategies and approaches to meet increasing demand for mental health and substance use services, based on the available evidence on the nature of the issues and what works in various situations. The recommendations of this report will support the delivery of mental health and wellness services by the nation's institutions of higher education.
Cell-free protein synthesis is coming of age! Motivated by an escalating need for efficient protein synthesis and empowered by readily accessible cell-free protein synthesis kits, the technology is expanding both in the range of feasible proteins and in the ways that proteins can be labeled and modified. This volume follows "Cell-Free Translation Systems", edited by Professor Alexander S. Spirin in 2002. Since then, an impressive collection of new work has emerged that demonstrates a substantial expansion of capability. In this volume, we show that proteins now can be efficiently produced using PCR products as DNA templates and that even membrane proteins and proteins with multiple disulfide proteins are obtained at high yields. Many additional advances are also presented. It is an exciting time for protein synthesis technology.
Americans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities. Education is even more critical today, in the face of economic, environmental, and social challenges. Today's children can meet future challenges if their schooling and informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management - often referred to as "21st century skills." Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century describes this important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments. This report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century summarizes the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education. In this report, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums.
An emerging body of research suggests that a set of broad "21st century skills"-such as adaptability, complex communication skills, and the ability to solve non-routine problems-are valuable across a wide range of jobs in the national economy. However, the role of K-12 education in helping students learn these skills is a subject of current debate. Some business and education groups have advocated infusing 21st century skills into the school curriculum, and several states have launched such efforts. Other observers argue that focusing on skills detracts attention from learning of important content knowledge. To explore these issues, the National Research Council conducted a workshop, summarized in this volume, on science education as a context for development of 21st century skills. Science is seen as a promising context because it is not only a body of accepted knowledge, but also involves processes that lead to this knowledge. Engaging students in scientific processes-including talk and argument, modeling and representation, and learning from investigations-builds science proficiency. At the same time, this engagement may develop 21st century skills. Exploring the Intersection of Science Education and 21st Century Skills addresses key questions about the overlap between 21st century skills and scientific content and knowledge; explores promising models or approaches for teaching these abilities; and reviews the evidence about the transferability of these skills to real workplace applications.
