In this resource we have explained the process of respiratory system including all the functions that are performed during the process of respiration. The role of each and every part involved in respiratory system is explained with proper diagrams as well.

A responsive support team ready to assist you day and nightMoreover, we have a friendly and professional support team available 24/7 and ready to help you with any issue and answer your questions about ordering and writing process. You can reach them at any time of day and night, and they will solve all of your problems immediately. There are several ways to get in touch with our customer support department, including a phone call, email, and live chat.In other words, we offer you a combination of high quality writing, customer satisfaction, deep expertise and a chance to improve your grades without applying undue exertion. Our customers are students who value their time and aim to improve their academic performance with professional academic assistance of the most qualified writers in the industry. The time has come to become one of them. We are here to take your academic stress away. Trust our professionalism and get the best academic writing help from Essayruler.

How can you use the Engineering Design Process to access a geographically inaccessible location to deliver supplies?

This is a ten-week course broken into thematic topics. Its current design is asynchronous online, though you will find a mix of asynchronous and synchronous activity options. It can be modified for any modality. Included are weekly activities, exercises, projects, and slides following the provided syllabus.

• ART102 Syllabus
• Week 1: What is Art? What do you want from art?
• Week 2: Elements of Art: Formal Elements
• Week 3: Elements of Art: Principles of Design
• Week 4: Describing Art
• Week 5: Media & Materials: Images
• Week 6: Media & Materials: Objects
• Week 7: Symbols & Iconography
• Week 8: Contexts of Art
• Week 9: Art and Artists
• Week 10: Public Art/Art & Controversy

Objective To assess whether randomised controlled trials (RCTs) that were registered were less likely to report positive study findings compared with RCTs that were not registered and whether the association varied by funding source. Design Cross sectional study. Study sample All primary RCTs published in December 2012 and indexed in PubMed by November 2013. Trial registration was determined based on the report of a trial registration number in published RCTs or the identification of the trial in a search of trial registries. Trials were separated into prospectively and retrospectively registered studies. Main outcome measure Association between trial registration and positive study findings. Results 1122 eligible RCTs were identified, of which 593 (52.9%) were registered and 529 (47.1%) were not registered. Overall, registration was marginally associated with positive study findings (adjusted risk ratio 0.87, 95% confidence interval 0.78 to 0.98), even with stratification as prospectively and retrospectively registered trials (0.87, 0.74 to 1.03 and 0.88, 0.78 to 1.00, respectively). The interaction term between overall registration and funding source was marginally statistically significant and relative risk estimates were imprecise (0.75, 0.63 to 0.89 for non-industry funded and 1.03, 0.79 to 1.36 for industry funded, P interaction=0.046). Furthermore, a statistically significant interaction was not maintained in sensitivity analyses. Within each stratum of funding source, relative risk estimates were also imprecise for the association between positive study findings and prospective and retrospective registration. Conclusion Among published RCTs, there was little evidence of a difference in positive study findings between registered and non-registered clinical trials, even with stratification by timing of registration. Relative risk estimates were imprecise in subgroups of non-industry and industry funded trials.

Biology 2e is designed to cover the scope and sequence requirements of a typical two-semester biology course for science majors. The text provides comprehensive coverage of foundational research and core biology concepts through an evolutionary lens. Biology includes rich features that engage students in scientific inquiry, highlight careers in the biological sciences, and offer everyday applications. The book also includes various types of practice and homework questions that help students understand—and apply—key concepts.

Biology 2e is designed to cover the scope and sequence requirements of a typical two-semester biology course for science majors. The text provides comprehensive coverage of foundational research and core biology concepts through an evolutionary lens. Biology includes rich features that engage students in scientific inquiry, highlight careers in the biological sciences, and offer everyday applications. The book also includes various types of practice and homework questions that help students understand—and apply—key concepts.

The 2nd edition has been revised to incorporate clearer, more current, and more dynamic explanations, while maintaining the same organization as the first edition. Art and illustrations have been substantially improved, and the textbook features additional assessments and related resources.

I. The Study of Life
II. The Chemical Foundation of Life
III. Biological Macromolecules
IV. Cell Structure
V. Structure and Function of Plasma Membranes
VI. Metabolism
VII. Cellular Respiration
VIII. Photosynthesis
IX. Cell Communication
X. Cell Reproduction
XI. Meiosis and Sexual Reproduction
XII. Mendel's Experiments and Heredity
XIII. Modern Understandings of Inheritance
XIV. DNA Structure and Function
XV. Genes and Proteins
XVI. Gene Expression
XVII. Ethics and Societal Responsibility

A systematic study of the structure, function, ecology and evolution or organisms including bacteria, protists, fungi, plants and animals.
Chapter I. Evolution and the Origin of Species
Chapter II. The Evolution of Populations
Chapter III. Viruses
Chapter IV. Prokaryotes: Bacteria and Archaea
Chapter V. Protists
Chapter VI. Fungi
Chapter VII. Introduction to Animal Diversity
Chapter VIII. Invertebrates
Chapter IX. Vertebrates
Chapter X. Plant Form and Physiology
Chapter XI. Plant Reproduction
Chapter XII. The Animal Body: Basic Form and Function
Chapter XIII. Animal Nutrition and the Digestive System
Chapter XIV. The Nervous System
Chapter XV. Sensory Systems
Chapter XVI. The Endocrine System
Chapter XVII. The Musculoskeletal System
Chapter XVIII. The Respiratory System
Chapter XIX. The Circulatory System
Chapter XX. Osmotic Regulation and Excretion
Chapter XXI. The Immune System
Chapter XXII. Animal Reproduction and Development
Chapter XXIII. Ecology and the Biosphere
Chapter XXIV. Population and Community Ecology
Chapter XXV. Ecosystems
Chapter XXVI. Conservation Biology and Biodiversity

Health technology innovation in low- and middle-income countries (LMICs), including countries in Africa, falls far short of meeting the healthcare needs of these settings. The result is a heavy reliance on products and technologies imported from industrialised countries that are often not suited to, or sustainable for, LMICs.

Appropriate healthcare products for LMICs are best developed in these countries, where local knowledge and understanding of needs, context and available resources may be incorporated into designs and implementation plans. The objectives for enabling health technology development in LMICs include: 1) expanding the base of expertise through research training programmes with a problem-solving focus; 2) stimulating new knowledge, approaches and solutions by enabling innovation; and 3) integrating research communities within and across institutions to build critical mass.

The field of biomedical engineering is central to health technology innovation. This book is a response to the need for biomedical engineering capacity in Africa. It is grounded in the African context. It serves as a resource for academics and students in biomedical engineering, for those interested in entering the field in any capacity and for practitioners at every stage of product development. University leaders intent on establishing new biomedical engineering programmes or departments, may draw on the content for guidance on structuring their offerings. The book reaches beyond Africa, as it is relevant to other LMIC settings, and provides insights to guide global health initiatives focused on technology innovation.

What is a black hole? How is it formed? And where are they?

In this video, learn from Space Science specialist Douglas Equils about one of the most massive and mysterious things in our universe, black holes.

Lab 1: the students begin by describing on a worksheet their own ideas
of delta formation using concept sketches and written descriptions of
the stages of formation, with only broad guidance from the instructor.
They are also asked to describe the key features of their concept
sketches, and to hypothesize how those features might develop (the
processes). The students have all been exposed to deltas in Physical
Geology, but likely only have rudimentary knowledge of them. Once they
have completed the worksheet, the entire class moves to a lab with a
stream table in it, preset to run a "model delta." The model has both a
web cam and a time-lapse web cam set up over the table to record the
development. The students help start the water flowing and the cameras
recording, then watch as it develops over the next 2-3 days.

Lab 2: In the second lab, we use grain-size analysis of the
stream-table delta as a means of testing some of their ideas from lab
1. The students as a class develop a strategy to sample the
stream-table delta for grain size, using a laser grain-size analyzer.
Each pair of students collect one sample, but are also asked to predict
the changes in grain size distribution for samples elsewhere in the
delta. The particle size analyzer rapidly provides results to the
students near the end of lab.

Lab 3: the final lab is a field trip to a pair of gravel pits that
expose the guts of two natural stranded deltas, including topset and
foreset beds. The students are asked to assess the landforms on a topo
map before arriving, and to describe the deposits at each site we
visit. On the final writeup, the students need to synthesize all the
elements of the three labs, along with input from our readings in the
textbook (Easterbrook) and McPhee's "Control of Nature."Â

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Submitted as part of the California Learning Resource Network (CLRN) Phase 3 Digital Textbook Initiative (CA DTI3), CK-12 Foundation’s high school Biology FlexBook covers cell biology, genetics, evolution, ecology, botany, zoology, and physiology. This digital textbook was reviewed for its alignment with California content standards.

Short Description:
This textbook introduces aspects of the history of Canada since Confederation. “Canada” in this context includes Newfoundland and all the other parts that come to be aggregated into the Dominion after 1867. Much of this text follows thematic lines. Each chapter moves chronologically but with alternative narratives in mind. What Aboriginal accounts must we place in the foreground? Which structures (economic or social) determine the range of choices available to human agents of history? What environmental questions need to be raised to gain a more complete understanding of choices made in the past and their ramifications?

Long Description:
This textbook introduces aspects of the history of Canada since Confederation. “Canada” in this context includes Newfoundland and all the other parts that come to be aggregated into the Dominion after 1867. Much of this text follows thematic lines. Each chapter moves chronologically but with alternative narratives in mind. What Aboriginal accounts must we place in the foreground? Which structures (economic or social) determine the range of choices available to human agents of history? What environmental questions need to be raised to gain a more complete understanding of choices made in the past and their ramifications?

Each chapter is comprised of several sections and some of those are further divided. In many instances you will encounter original material that has been contributed by other university historians from across Canada who are leaders in their respective fields. They provide a diversity of voices on the subject of the nation’s history and, thus, an opportunity to experience some of the complexities of understanding and approaching the past. Canadian History: Post-Confederation includes Learning Objectives and Key Points in most chapter sections, intended to help identify issues of over-arching importance. Recent interviews with historians from across Canada have been captured in video clips that are embedded throughout the web version of the book. At the end of each chapter, the Summary section includes additional features: Key Terms, Short Answer Exercises, and Suggested Readings. The key terms are bolded in the text, and collected in a Glossary in the appendix.

Word Count: 349336

ISBN: 978-1-989623-13-8

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Short Description:
This textbook introduces aspects of the history of Canada since Confederation. “Canada” in this context includes Newfoundland and all the other parts that come to be aggregated into the Dominion after 1867. Much of this text follows thematic lines. Each chapter moves chronologically but with alternative narratives in mind. What Indigenous accounts must we place in the foreground? Which structures (economic or social) determine the range of choices available to human agents of history? What environmental questions need to be raised to gain a more complete understanding of choices made in the past and their ramifications?

Long Description:
This textbook introduces aspects of the history of Canada since Confederation. “Canada” in this context includes Newfoundland and all the other parts that come to be aggregated into the Dominion after 1867. Much of this text follows thematic lines. Each chapter moves chronologically but with alternative narratives in mind. What Indigenous accounts must we place in the foreground? Which structures (economic or social) determine the range of choices available to human agents of history? What environmental questions need to be raised to gain a more complete understanding of choices made in the past and their ramifications?

Each chapter is comprised of several sections and some of those are further divided. In many instances you will encounter original material that has been contributed by other university historians from across Canada who are leaders in their respective fields. They provide a diversity of voices on the subject of the nation’s history and, thus, an opportunity to experience some of the complexities of understanding and approaching the past. Canadian History: Post-Confederation includes Learning Objectives and Key Points in most chapter sections, intended to help identify issues of over-arching importance. Recent interviews with historians from across Canada have been captured in video clips that are embedded throughout the web version of the book. At the end of each chapter, the Summary section includes additional features: Key Terms, Short Answer Exercises, and Suggested Readings. The key terms are bolded in the text, and collected in a Glossary in the appendix.

Word Count: 352702

ISBN: 978-1-77420-065-0

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Canadian History: Pre-Confederation is a survey text that introduces undergraduate students to important themes in North American history to 1867. It provides room for Aboriginal and European agendas and narratives, explores the connections between the territory that coalesces into the shape of modern Canada and the larger continent and world in which it operates, and engages with emergent issues in the field. The material is pursued in a largely chronological manner to the early 19th century, at which point social, economic, and political change are dissected. Canadian History: Pre-Confederation provides, as well, a reconnaissance of historical methodology and debates in the field, exercises for students, Key Terms and a Glossary, and section-by-section Key Points. Although this text can be modified, expanded, reduced, and reorganized to suit the needs of the instructor, it is organized so as to support learning, to broaden (and sometimes provoke) debate, and to engage students in thinking like historians. Written and reviewed by subject experts drawn from colleges and universities, this is the first open textbook on the topic of Canadian history.

Short Description:
Canadian History: Pre-Confederation is a survey text that introduces undergraduate students to important themes in North American history to 1867. It provides room for Indigenous and European agendas and narratives, explores the connections between the territory that coalesces into the shape of modern Canada and the larger continent and world in which it operates, and engages with emergent issues in the field.

Long Description:
Canadian History: Pre-Confederation is a survey text that introduces undergraduate students to important themes in North American history to 1867. It provides room for Aboriginal and European agendas and narratives, explores the connections between the territory that coalesces into the shape of modern Canada and the larger continent and world in which it operates, and engages with emergent issues in the field. The material is pursued in a largely chronological manner to the early 19th century, at which point social, economic, and political change are dissected. Canadian History: Pre-Confederation provides, as well, a reconnaissance of historical methodology and debates in the field, exercises for students, Key Terms and a Glossary, and section-by-section Key Points. Although this text can be modified, expanded, reduced, and reorganized to suit the needs of the instructor, it is organized so as to support learning, to broaden (and sometimes provoke) debate, and to engage students in thinking like historians. Written and reviewed by subject experts drawn from colleges and universities, this is the first open textbook on the topic of Canadian history.

Word Count: 251278

ISBN: 978-1-77420-063-6

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

In this course, we will seek to interpret capitalism using ideas from biological evolution: firms pursuing varied strategies and facing extinction when those strategies fail are analogous to organisms struggling for survival in nature. For this reason, it is less concerned with ultimate judgment of capitalism than with the ways it can be shaped to fit our more specific objectives Š—– for the natural environment, public health, alleviation of poverty, and development of human potential in every child. Each book we read will be explicitly or implicitly an argument about good and bad consequences of capitalism.