Humans have basic needs that need to be met. Two of these needs are met by feeling safe and secure in their lives. Safety and security can pertain to both physical and emotional components.
The principles involved in morphogenesis and the determination of complex cellular patterns are examined using examples from animal systems in which the tools of genetics, molecular biology and cell biology have been applied to reveal mechanism. This graduate and advanced undergraduate level lecture and literature discussion course covers the current understanding of the molecular mechanisms that regulate animal development. Evolutionary mechanisms are emphasized as well as the discussion of relevant diseases. Vertebrate (mouse, chick, frog, fish) and invertebrate (fly, worm) models are covered. Specific topics include formation of early body plan, cell type determination, organogenesis, morphogenesis, stem cells, cloning, and issues in human development.
The state of Yucatan, located in the southeast of Mexico, is home to many highly marginalized communities. These communities harbor a series of problems that limit their development. On one hand, educational delays in Yucatan affect half the population fifteen years and older.
Educational psychologists work to understand how to structure educational systems in order to meet the mental and emotional needs of students. They study how people learn, identify and suggest efficient teaching methods, and evaluate the effectiveness of various educational policies and practices. Educational psychologists often point out the inherently social nature of our current educational system, study the ways that learning environments affect education, and study the ways that societal, local, and family issues affect learning and classroom practice. Upon completion of this course, the student will be able to: explain why knowledge of psychology is important to effective teaching; discuss, compare, and contrast cognitive and behavioral psychology; discuss, compare, and contrast constructivist and behaviorist models of teaching and learning, as well as their applications in classroom management; identify important cognitive stages of development, the typical age range of each stage, and the ways that teachers can use that knowledge; identify important aspects of personal, emotional, and moral development, and ways that teachers can use that knowledge; identify diversity in terms of differences in learning styles, intelligence, cultures, and gender, as well as specific abilities and disabilities, that a modern classroom might need to accommodate; discuss theories of motivation and defend those you would use in your classroom; discuss classroom management strategies that smooth the learning process and prevent or deal with misbehavior, and defend those strategies you would use in your classroom; identify communication skills that enhance learning, management, and coordination with students' families; identify strategies for enhancing students' ability to use complex cognitive skills; identify the major parts of a lesson or unit plan; identify and discuss types of teacher-made assessments; discuss the uses of and issues surrounding standardized testing; identify and discuss factors that influence job satisfaction in a teaching career. (Psychology 303)
EARTH 105 investigates the interrelationships between geology, hydrology, land use and human development in several areas of Africa. We focus primarily on regions north of the equator, although there is a brife segment on South African mining. Specific topics include the Nile River (sources of the Nile, agricultural practices, effects of damming the Nile, and hydropolitics), the Sahara and Sahel (salt mines, climate change, drought, and wather resources), and natural resources and their role in politics (gold, diamonds, oil, and gas). The theme of climate change cuts across the entire semester. The quantitative and analytical components of the course involve working through a combination of map exercises and data manipulations (flood stage, groundwater age, rainfall, and temperature records). Readings for the course come from the popular scientific literature, current refereed journals, and transcribed oral histories of African people. In addition to those external reading assignments, students read online "lecture" materials and engage in weekly learning activities (some of which are submitted for a grade, while others are for self-practice). Students also engage in weekly online, asynchronous class discussions.
Emphasis will be placed upon application of psychological knowledge to daily situations, and upon accessing and assessing information from a variety of sources about behavior. Skills in scientific reasoning and critical thinking will be developed during this course. Areas of psychology to be included are: research methods, neuroscience, human development, perception, consciousness, learning, memory, intelligence, motivation, emotion, personality, psychological disorders, psychotherapy, stress and health, and social psychology.
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Introduces and examines the basic principles which guide growth and development and the health of individuals across the lifespan, from the prenatal period through senescence. Presents methodological, conceptual and substantive issues necessary for understanding and evaluating empirically based information about growth, development and health at different stages of life and from different academic perspectives. Course covers several themes, including contributions of biological and environmental factors to health and human development, measuring the health of individuals in communities, understanding determinants and consequences of health and development across the lifespan, measuring population health and assessing the implications of health disparities.
Human Development Through the Lifespan is devoted to the study and understanding of constancy and change for human beings, male and female, in the physical, cognitive, social and emotional domains interpreted through a variety of theoretical frameworks, contexts, and interdisciplinary research.
This course examines contemporary theory and research on the development of intellectual processes from infancy through adolescence. It compares cognitive-developmental theories and research to psychometric,information-processing, and other approaches. The final project, the metahobby project, fosters the student's ability to think theoretically and apply good theory in professional and personal ways.
" Our conjoint participation in the 9.70 learning system places us in a consensually-shared social situation. (All of the foregoing words are important. Do you understand their meaning in this context?) We will endeavor to organize ourselves into a community of discourse that approximates (albeit in an altogether partial way) a meaningful, real-world research enterprise: Like all scientific communities, we will work with limited resources. Unlike "real" scientific communities, ours will operate under the constraint of predetermined project duration and contractually agreed-upon limits in the amount of time and effort to be contributed to it by the individual participants. Toward this end, we randomly divide the membership of the class – at the outset — into subsystems – study groups — intended to operate interdependently with others while each remains together as a stable subsystem for the duration of the term, unless or until the participants determine otherwise. This approach creates a "level playing field." The coursework will provide everyone with first hand opportunities to experience and to exchange ideas about what it means to scientifically investigate (experimentally/experientially) the subject before us on individual, small group and large group levels."
