Sentence examples for major introductory from inspiring English sources

Ornithophilic mosquitoes are the principal vectors of West Nile virus in the Old World, and birds of several species, chiefly migrants, appear to be the major introductory or amplifying hosts.

Genetic drift is taught in major introductory biology textbooks (e.g., Freeman, 2005; Campbell et al., 2008) in the context of the Hardy-Weinberg equilibrium, a population genetics model that assumes that no evolution has occurred and, consequently, that the frequency of each allele remains constant.

Following the four drum majors' introductory flourish, the band ran its drills perfectly through Earth, Wind and Fire's "Can't Let Go".

We surveyed three undergraduate introductory classes in the Department of Biological Sciences: Non-Majors Introductory Biology, Honors Introductory Biology, and Human Anatomy and Physiology.

Non-Majors Introductory Biology classes are not open to biology majors or minors or pre-health professionals students.

They studied 110 college students enrolled in non-majors' introductory biology and identified three major ways that student conceptions differed from scientific conceptions.

We used Bloom's taxonomy to characterize the cognitive skills regularly assessed in two introductory science sequences for discipline majors: introductory biology and introductory calculus-based physics.

We investigated some of the key features of effective active learning by comparing the outcomes of three different methods of implementing active-learning exercises in a majors introductory biology course.

This research uses data from students enrolled in a majors introductory biology course to characterize patterns in students' tree thinking and how students' reasoning changes over time and in response to instruction.

The AAMC surveys medical school faculty and students extensively to determine relative importance ratings of MCAT biology and other science content specifications; it then surveys instructors of introductory majors biology courses, those required by AAMC medical schools, to establish the extent to which those instructors include candidate MCAT topics in their majors introductory biology courses.

This "universal design" approach (Burgstahler & Cory, 2008) aimed to benefit struggling students especially by supporting all students generally, while creating an overarching network of support in both a major's introductory and cognate courses.