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University Physics is designed for the two- or three-semester calculus-based physics course. The text has been developed to meet the scope and sequence of most university physics courses and provides a foundation for a career in mathematics, science, or engineering. The book provides an important opportunity for students to learn the core concepts of physics and understand how those concepts apply to their lives and to the world around them. Due to the comprehensive nature of the material, we are offering the book in three volumes for flexibility and efficiency. Coverage and Scope Our University Physics textbook adheres to the scope and sequence of most two- and three-semester physics courses nationwide. We have worked to make physics interesting and accessible to students while maintaining the mathematical rigor inherent in the subject. With this objective in mind, the content of this textbook has been developed and arranged to provide a logical progression from fundamental to more advanced concepts, building upon what students have already learned and emphasizing connections between topics and between theory and applications. The goal of each section is to enable students not just to recognize concepts, but to work with them in ways that will be useful in later courses and future careers. The organization and pedagogical features were developed and vetted with feedback from science educators dedicated to the project. VOLUME II Unit 1: Thermodynamics Chapter 1: Temperature and Heat Chapter 2: The Kinetic Theory of Gases Chapter 3: The First Law of Thermodynamics Chapter 4: The Second Law of Thermodynamics Unit 2: Electricity and Magnetism Chapter 5: Electric Charges and Fields Chapter 6: Gauss's Law Chapter 7: Electric Potential Chapter 8: Capacitance Chapter 9: Current and Resistance Chapter 10: Direct-Current Circuits Chapter 11: Magnetic Forces and Fields Chapter 12: Sources of Magnetic Fields Chapter 13: Electromagnetic Induction Chapter 14: Inductance Chapter 15: Alternating-Current Circuits Chapter 16: Electromagnetic Waves
From February 24 -28, 1992 an international symposium on Durability of Disease Resistance was held at the International Agricultural Centre in Wageningen, the Netherlands. The symposium, organized by the Department of Plant Breeding of Wageningen Agricultural University and the Centre for Plant Breeding and Repro duction Research, CPRO-DLO, was part of the DGIS funded programme Durable Resistance in Developing Countries. Without any form of prevention or protection nearly all crops will be seriously or even severely damaged by a range of pathogens. In modern agriculture man has been able to control many if not most pathogens using i) pesticides, ii) phyto sanitary methods such as control of seed and plant material in order to start a crop disease free, iii) agronomic measures such as crop rotation, iv) disease resis tance or combinations of these measures. Over the years the use of pesticides has increased enormously and so did the pro blems associated with pesticide use, such as environmental pollution and building of resistance and tolerance to these pesticides in the pathogens. The use of resis tance too increased strongly over the years and here too problems arose.
International Series of Monographs in Pure and Applied Biology: Zoology Division, Volume 34:The Cell and Environmental Temperature documents the proceedings of the International Symposium on Cytoecology held in Leningrad, U.S.S.R., from May 31 to June 5, 1965. This compilation focuses on the role of cellular reactions in the adaptation of multicellular organisms to environmental temperatures. The topics include the biochemical and physiological aspects of plant frost-resistance; mechanisms of resistance of poikilothermic animals to subfreezing temperatures; and changes in carbohydrate content of plants under heat-hardening. The analysis of seasonal changes in thermostability of frog muscles; effect of temperature on respiration and oxidative phosphorylation of pea seedlings; and metabolic and central nervous acclimation of fish to cold are also covered. This publication is intended for biologists concerned with the cytology, physiology, and ecology of plants and animals.
However personally committed faculty may be to helping students learn, their students are not always as eager to participate in this endeavor, and may react with both active and passive resistant behaviors, including poor faculty evaluations. The purpose of this book is to help faculty develop a coherent and integrated understanding of the various causes of student resistance to learning, providing them with a rationale for responding constructively, and enabling them to create conditions conducive to implementing effective learning strategies. In this book readers will discover an innovative integrated model that accounts for student behaviors and creates a foundation for intentional and informed discussion, evaluation, and the development of effective counter strategies. The model takes into account institutional context, environmental forces, students’ prior negative classroom experiences, their cognitive development, readiness to change, and metacognition. The various chapters take the reader through the model’s elements, exploring their practical implications for teaching, whether relating to course design, assessments, assignments, or interactions with students.The book includes a chapter written entirely by students, offering their insights into the causes of resistance, and their reflections on how participating on this project has affected them. While of great value for faculty, this book is also useful to faculty developers advising future and current faculty, as well as to administrators, offering insight into how institutional values impact teaching practice and student attitudes.