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Terminology reflects the most recent information in Terminologia Anatomica and Terminologia Histologica. New to This Edition. About the Manual Dozens of full-color figures and photos replace black and white line drawings inthe Exercise Review Sheets. Table of Contents Orientation Exercise 1. The Language of Anatomy Exercise 2. The Microscope The Cell Exercise 4. The Cell: Anatomy and Division Exercise 5. The Axial Skeleton Exercise The Appendicular Skeleton Exercise Gross Anatomy of Muscular System Exercise Histology of Nervous Tissue Exercise Electroencephalography Exercise The Autonomic Nervous System Exercise Human Reflex Physiology Exercise General Sensation Exercise Functional Anatomy of the Endocrine Glands Exercise Blood Exercise Anatomy of the Heart Exercise Conduction System of the Heart and Electrocardiography Exercise Anatomy of Blood Vessels Exercise Frog Cardiovascular Physiology Exercise Anatomy of the Respiratory System Exercise Anatomy of the Digestive System Exercise Anatomy of the Urinary System Exercise Anatomy of the Reproductive System Exercise Survey of Embryonic Development Exercise Principles of Heredity Surface Anatomy Exercise Cell Transport Mechanisms and Permeability Exercise 2.
Skeletal Muscle Physiology Exercise 3. Neurophysiology of Nerve Impulses Exercise 4. Endocrine System Physiology Exercise 5. Cardiovascular Dynamics Exercise 6. Cardiovascular Physiology Exercise 7. Respiratory System Mechanics Exercise 8. Chemical and Physical Processes of Digestion Exercise 9. All texts are part of ongoing conversations, controversies, or debates, so to understand a text, you need to understand its larger context.
To analyze the lyrics of a new hip-hop song, you might need to introduce other artists that the lyrics refer to or explain how the lyrics relate to aspects of hip-hop culture. A clear interpretation or judgment. When you interpret something, you explain what you think it means. In an analysis of a cologne advertisement, you might explain how the ad encourages consumers to objectify themselves. Reasonable support for your conclusions. You might support your interpretation by quoting passages from a written text or referring to images in a visual text.
Most of the time, you will be assigned a text or a type of text to analyze: the work of a political philosopher in a political science class, a speech in a history or communications course, a painting or sculpture in an art class, and so on. You might also analyze three or four texts by examining elements common to all.
In analyzing a text, your goal is to understand what it says, how it works, and what it means. To do so, you may find it helpful to follow a certain sequence for your analysis: read, respond, summarize, analyze, and draw conclusions. Read to see what the text says. Start by reading carefully, noting the main ideas, key words and phrases, and anything that seems noteworthy or questionable. Do you find the text difficult? Do you agree with what the writer says? Decide what you want to analyze.
Think about what you find most interesting about the text and why. Does the language interest you? You might begin your analysis by exploring what attracted your notice. Think about the larger context. All texts are part of larger conversations, and academic texts include documentation partly to weave in voices from the conversation. Does he or she respond to something others have said? Is there any terminology that suggests that he or she is allied with a particular intellectual school or academic discipline?
Words like false consciousness or hegemony, for instance, would suggest that the text was written by a Marxist scholar. Consider what you know about the writer or artist. The credentials, other work, reputation, stance, and beliefs of the person who created the text are all useful windows into understanding it. Write a sentence or two summarizing what you know about the creator and how that information affects your understanding of the text.
Visual texts might be made up of images, lines, angles, color, light and shadow, and sometimes words. Look for patterns in the way these elements are used. Write a sentence or two describing the patterns you discover and how they contribute to what the text says. Analyze the argument. What is the main point the writer is trying to make? Are the reasons plausible and sufficient? Are the arguments appropriately qualified? How credible and current are they? After considering these questions, write a sentence or two summarizing the argument and your reactions to it.
Come up with a thesis. Do you want to show that the text has a certain meaning? Your analysis might be structured in at least two ways. You might discuss patterns or themes that run through the text. Alternatively, you might analyze each text or section of text separately. State your thesis. To read an example rhetorical analysis, go to digital.
Newspapers report on local and world events; textbooks give information about biology, history, writing; websites provide information about products jcrew. Very often this kind of writing calls for research: you need to know your subject in order to report on it.
This chapter describes the key elements found in most reports and offers tips for writing one. Accurate, well-researched information. Reports usually require some research. The kind of research depends on the topic. Library research may be necessary for some topics—for a report on migrant laborers during the Great Depression, for example. Most current topics, however, require internet research. For a report on local farming, for example, you might interview some local farmers.
Various writing strategies. For example, a report on the benefits of exercise might require that you classify types of exercise, analyze the effects of each type, and compare the benefits of each. For a report on the financial crisis for a general audience, for example, you might need to define terms such as mortgage-backed security and predatory lending. Appropriate design. Numerical data, for instance, can be easier to understand in a table than in a paragraph.
A photograph can help readers see a subject, such as an image of someone texting while driving in a report on car accidents. If you get to choose your topic, consider what interests you and what you wish you knew more about. They may be academic in nature or reflect your personal interests, or both. Even if an assignment seems to offer little flexibility, you will need to decide how to research the topic and how to develop your report to appeal to your audience.
And sometimes even narrow topics can be shaped to fit your own interests. Start with sources that can give you a general sense of the subject, such as a Wikipedia entry or an interview with an expert.
Your goal at this point is to find topics to report on and then to focus on one that you will be able to cover. Come up with a tentative thesis. Once you narrow your topic, write out a statement saying what you plan to report on or explain.
Think about what kinds of information will be most informative for your audience, and be sure to consult multiple sources and perspectives. Revisit and finalize your thesis in light of your research findings.
Ways of organizing a report [Reports on topics that are unfamiliar to readers] Begin Explain by with an anecdote, quote, or other means of interesting comparing, Provide background, and state your thesis. Describe classifying, your topic, analyzing defining causes or any key effects, terms. Conclude by restating your thesis or referring to your beginning. Conclude by topic; provide any necessary background information; state your Narrate the second event or procedure. Narrate the third event or procedure.
Repeat as necessary. Conclude by restating your Repeat as necessary. To read an example report, go to digital. Parents read their children bedtime stories as an evening ritual. Preachers base their sermons on religious stories to teach lessons about moral behavior. Grandparents tell how things used to be, sometimes telling the same stories year after year.
College applicants write about significant moments in their lives. Writing students are often called on to compose narratives to explore their personal experiences. This chapter describes the key elements of personal narratives and provides tips for writing one. Most narratives set up some sort of situation that needs to be resolved. That need for resolution makes readers want to keep reading. Vivid detail. Details can bring a narrative to life by giving readers vivid mental images of the sights, sounds, smells, tastes, and textures of the world in which your story takes place.
To give readers a picture of your childhood home in the country, you might describe the gnarled apple trees in your backyard and the sound of crickets chirping on a spring night.
You may reveal its significance in various ways, but try not to state it too directly, as if it were a kind of moral of the story. Describe the setting. List the places where your story unfolds. Think about the key people.
Narratives include people whose actions play an important role in the story. Try narrating the action using active and specific verbs pondered, shouted, laughed to capture what happened. Consider the significance. You need to make clear why the event you are writing about matters.
How did it change or otherwise affect you? What aspects of your life now can you trace to that event? How might your life have been different if this event had not happened? Ways of organizing a personal narrative. Tell about what happened. Say how Say the conflict something was about the resolved.
Fill in details: setting, people, specific actions. Make clear how the situation was resolved. Say something about the significance. To read an example narrative, go to digital. In both cases, you go below the surface to deepen your understanding of how the texts work and what they mean.
This chapter describes the key elements expected in most literary analyses and provides tips for writing one. Your thesis, then, should be arguable. You might argue, for example, that the dialogue between two female characters in a short story reflects current stereotypes about gender roles.
Careful attention to the language of the text. Attention to patterns or themes. Literary analyses are usually built on evidence of meaningful patterns or themes within a text or among several texts. When you write a literary analysis, you show one way the text may be understood, using evidence from the text and, sometimes, relevant contextual evidence to support what you think the text means.
MLA style. Start by considering whether your assignment specifies a particular kind of analysis or critical approach. Look for words that say what to do: analyze, compare, interpret, and so on. Choose a method for analyzing the text. Trace the development and expression of themes, characters, and language through the work.
How do they help to create particular meaning, tone, or effects? Explore the way the text affects you as you read through it. Read closely, noticing how the elements of the text shape your responses, both intellectual and emotional. How has the author evoked your response?
Read the work more than once. When you first experience a piece of literature, you usually focus on the story, the plot, the overall meaning. Compose a strong thesis.
Your goal is not to pass judgment but to suggest one way of seeing the text. Do a close reading. Find specific, brief passages that support your interpretation; then analyze those passages in terms of their language, their context, and your reaction to them as a reader.
Why does the writer choose this language, these words? What is their effect? If something is repeated, what significance does the pattern have? Support your argument with evidence.
The parts of the text you examine in your close reading become the evidence you use to support your interpretation. Paying attention to matters of style. Literary analyses have certain conventions for using pronouns and verbs. Describe the historical context of the setting in the past tense. Document your sources. To read an example literary analysis, go to digital. Lovers propose marriage; students propose that colleges provide healthier food options in campus cafeterias. These are all examples of proposals, ideas put forward that offer solutions to some problem.
All proposals are arguments: when you propose something, you are trying to persuade others to consider—and hopefully to accept—your solution to the problem. This chapter describes the key elements of a proposal and provides tips for writing one. Some problems are self-evident and relatively simple, and you would not need much persuasive power to make people act. While some might not see a problem with colleges discarding too much paper, for example, most are likely to agree that recycling is a good thing.
Other issues are more controversial: some people see them as problems while others do not. For example, some believe that motorcycle riders who do not wear helmets risk serious injury and also raise the cost of health care for all of us, but others think that wearing a helmet—or not—should be a personal choice; you would have to present arguments to convince your readers that not wearing a helmet is indeed a problem needing a solution.
A solution to the problem. Once you have defined the problem, you need to describe the solution you are suggesting and to explain it in enough detail for readers to understand what you are proposing. Sometimes you might suggest several possible solutions, analyze their merits, and then say which one you think will most likely solve the problem.
You need to provide evidence to convince readers that your solution is feasible—and that it will, in fact, solve the problem. A response to questions readers may have. You need to consider any questions readers may have about your proposal—and to show how its advantages outweigh any disadvantages. A proposal for recycling paper, for example, would need to address questions about the costs of recycling bins and separate trash pickups.
A call to action. The goal of a proposal is to persuade readers to accept your proposed solution—and perhaps to take some kind of action. You may want to conclude your proposal by noting the outcomes likely to result from following your recommendations. An appropriate tone. Readers will always react better to a reasonable, respectful presentation than to anger or self-righteousness.
Choose a problem that can be solved. Large, complex problems such as poverty, hunger, or terrorism usually require large, complex solutions. Most of the time, focusing on a smaller problem or a limited aspect of a large problem will yield a more manageable proposal.
Rather than tackling the problem of world poverty, for example, think about the problem faced by people in your community who have lost jobs and need help until they find employment.
Most successful proposals share certain features that make them persuasive. Explore several possible solutions to the problem.
Decide on the most desirable solution s. One solution may be head and shoulders above others, but be open to rejecting all the possible solutions on your list and starting over if you need to, or to combining two or more potential solutions in order to come up with an acceptable fix. Think about why your solution is the best one.
What has to be done to enact it? What will it cost? What makes you think it can be done? Why will it work better than others? Ways of organizing a proposal. You can organize a proposal in various ways, but you should always begin by establishing that there is a problem.
You may then identify several possible solutions before recommending one of them or a combination of several. Sometimes, however, you might discuss only a single solution. Identify possible Propose a Call for action, solutions and solution and or reiterate consider their pros give reasons your proposed and cons one by one.
Anticipate and answer questions. To read an example proposal, go to digital. Such essays are our attempt to think something through by writing about it and to share our thinking with others.
A reflective essay has a dual purpose: to ponder something you find interesting or puzzling and to share your thoughts with an audience. Whatever your subject, your goal is to explore it in a way that will interest others. One way to do that is to start by considering your own experience and then moving on to think about more universal experiences that your readers may share. For example, you might write about your dog, and in doing so you could raise questions and offer insights about the ways that people and animals interact.
Some kind of structure. A reflective essay can be organized in many ways, but it needs to have a clear structure. Whether you move from detail to detail or focus your reflection on one central question or insight about your subject, all your ideas need to relate, one way or another.
The challenge is to keep your readers interested as you explore your topic and to leave them satisfied that the journey was interesting and thought-provoking. Every now and then someone will cheer her on. Details such as these will help your readers understand and care about your subject.
A questioning, speculative tone. So your tone will often be tentative and open, demonstrating a willingness to entertain, try out, accept, and reject various ideas as your essay progresses from beginning to end, maybe even asking questions for which you can provide no direct answers.
Choose a subject you want to explore. Make a list of things that you think about, wonder about, find puzzling or annoying. Explore your subject in detail. Reflections often include descriptive details that provide a base for the speculations to come.
Back away. Ask yourself why your subject matters: why is it important or intriguing or otherwise significant? Your goal is to think on screen or paper about your subject, to see where it leads you.
Think about how to keep readers with you. Reflections must be carefully crafted so that readers can follow your train of thought. Ways of organizing a reflective essay. Reflections may be organized in many ways because they mimic the way we think, sometimes associating one idea with another in ways that make sense but do not necessarily follow the kinds of logical progression found in academic arguments or reports.
Here are two ways you might organize a reflection. To read an example reflective essay, go to digital. You may be assigned to create annotated bibliographies to weigh the potential usefulness of sources and to document your search efforts.
This chapter describes the key elements of an annotated bibliography and provides tips for writing two kinds of annotations: descriptive and evaluative.
Doherty, Thomas. Unwin Hyman, A historical discussion of the identification of teenagers as a targeted film market. Foster, Harold M. An evaluation of the potential of using teen films such as Sixteen Candles and The Karate Kid to instruct adolescents on the difference between film as communication and film as exploitation.
They are often helpful in assessing how useful a source will be for your own writing. Gore, A. An inconvenient truth: The planetary emergency of global warming and what we can do about it.
New York, NY: Rodale. It centers on how the atmosphere is very thin and how greenhouse gases such as carbon dioxide are making it thicker. The thicker atmosphere traps more infrared radiation, causing warming of the Earth. He includes several examples of problems caused by global warming.
Penguins and polar bears are at risk because the glaciers they call home are quickly melting. Coral reefs are being bleached and destroyed when their inhabitants overheat and leave. For example, many highways in Alaska are only frozen enough to be driven on fewer than 80 days of the year.
In China and elsewhere, recordsetting floods and droughts are taking place. Hurricanes are on the rise. It is useful because it relies on scientific data that can be referred to easily and it provides a solid foundation for me to build on. For example, it explains how carbon dioxide is produced and how it is currently affecting plants and animals. This evidence could potentially help my research on how humans are biologically affected by global warming.
It will also help me structure my essay, using its general information to lead into the specifics of my topic. For example, I could introduce the issue by explaining the thinness of the atmosphere and the effect of greenhouse gases, then focus on carbon dioxide and its effects on organisms.
A concise description of the work. Relevant commentary. If you write an evaluative bibliography, your comments should be relevant to your purpose and audience. To achieve relevance, consider what questions a potential reader might have about the sources. Consistent presentation. All annotations should be consistent in content, sentence structure, and format.
If one annotation is written in complete sentences, they should all be. Decide what sources to include. Though you may be tempted to include every source you find, a better strategy is to include only those sources that you or your readers may find useful in researching your topic.
Is this source relevant to your topic? Is it general or specialized? Are the author and the publisher or sponsor reputable? Does the source present enough evidence? Does it show any particular bias? Does the source reflect current thinking or research? Decide whether the bibliography should be descriptive or evaluative.
Read carefully. To quickly determine whether a source is likely to serve your needs, first check the publisher or sponsor; then read the preface, abstract, or introduction; skim the table of contents or the headings; and read the parts that relate specifically to your topic. Research the writer, if necessary. In any case, information about the writer should take up no more than one sentence in your annotation.
Summarize the work. Sumarize it as objectively as possible: even if you are writing an evaluative annotation, you can evaluate the central point of a work better by stating it clearly first.
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Description For one or two-semester, undergraduate or graduate-level courses in Artificial Intelligence. Preface Preface is available for download in PDF format. Nontechnical learning material. The Internet as a sample application for intelligent systems — Examples of logical reasoning, planning, and natural language processing using Internet agents. Promotes student interest with interesting, relevant exercises. Increased coverage of material — New or expanded coverage of constraint satisfaction, local search planning methods, multi-agent systems, game theory, statistical natural language processing and uncertain reasoning over time.
More detailed descriptions of algorithms for probabilistic inference, fast propositional inference, probabilistic learning approaches including EM, and other topics.
More Online Software. Allows many more opportunities for student projects on the web. A unified, agent-based approach to AI — Organizes the material around the task of building intelligent agents. Comprehensive, up-to-date coverage — Includes a unified view of the field organized around the rational decision making paradigm.
A flexible format. Makes the text adaptable for varying instructors' preferences. In-depth coverage of basic and advanced topics. Pseudo-code versions of the major AI algorithms are presented in a uniform fashion, and Actual Common Lisp and Python implementations of the presented algorithms are available via the Internet. New to This Edition. The major changes are as follows: More emphasis is placed on partially observable and nondeterministic environments, especially in the nonprobabilistic settings of search and planning.
The concepts of belief state a set of possible worlds and state estimation maintaining the belief state are introduced in these settings; later in the book, probabilities are added. In addition to discussing the types of environments and types of agents, there is more in more depth coverage of the types of representations that an agent can use. Coverage of planning goes into more depth on contingent planning in partially observable environments and includes a new approach to hierarchical planning.
New material on first-order probabilistic models is added, including open-universe models for cases where there is uncertainty as to what objects exist. The introductory machine-learning chapter is completely rewritten, stressing a wider variety of more modern learning algorithms and placing them on a firmer theoretical footing. Expanded coverage of Web search and information extraction, and of techniques for learning from very large data sets.
Table of Contents I. Artificial Intelligence 1.
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