zilongwang/ReadingBank huggingface dataset:
AP Macroeconomics (1/2 credit) AP Psychology (1 credit) AP Biology (1 credit) AP Chemistry (1 credit) AP Statistics (1 credit) AP English Language/Composition (1 credit) AP English Literature/Composition (1 credit) AP Spanish (1credit) AP Art History (1 credit) AP Computer Science (1 credit) If you would like to participate in one of these courses, indicate on your pre-registration form by marking the course according to the instructions. Please indicate whether you have a preference for online or IVC or if you are willing to take the course no matter the format offered. There is no guarantee that any or all of the above courses will be available. Decisions will be made based on numbers requesting the courses and availability of equipment. Dual Enrollment Students may earn high school credit as well as college credit by taking an approved college course at Snead State Community College or Wallace State Community College. Student success in Dual Credit/Dual Enrollment is dependent upon both academic readiness and social maturity. Student Eligibility The student must have completed the 9th year, be in grades 10, 11 or 12 The student must have a "B" average, as defined by local board of education policy, in completed high school courses. The student must meet the entrance requirements established by the participating college/post-secondary institution. The student must have written approval of the school counselor and the principal. If a student makes a D, F, or withdraws, he or she must sit out a spring or fall semester. In addition to these eligibility requirements, students must follow all guidelines and agreements as set forth in the Dual Enrollment Agreement between the individual post-secondary institution and the Blount County Board of Education.
Course Plan Give the tentative dates for class work and topics and chapters to be covered with the homework. Course Name and Number Module Name and Number Learning Objective & Content Topic Learning Activities Resources Evaluation Method Tools & Technologies Ex. Related learning outcome from course outline and content topics to be covered for a given week Describes student learning activities (reading, case study, group project, peer assessment, essay, reflection paper, research report, etc.) Resources needed for each module. (textbook pages, “handout”, new content to be written, URL links, etc.) Identifies: types of written quizzes and tests, participation, self-tests, papers & percentage of total An instructional designer will provide you with tools and technologies appropriate for your learner outcomes 1 2
understand how to effectively manage their resources through a better understanding of the spiritual principles, practices, and contributions of Christian stewardship. Generous Life by Mark Powell Congregation 2050 Helping Young People Develop Christian Beliefs Develop methods for teaching people basic Christian beliefs. It engages students in the practices of the principles of Christianity. Children Demand a Verdict by Josh McDowell Mrs. Cynthia Hillery-Jackson of Education Leaders Congregation 5017 The Mission and Ministry of the Church Study and outline the purpose and program of the church. Students will discover how to develop a mission statement for their church, using biblical principles, identity Christ-centered programs that are and complement the programs of the church. What is the Mission of the Church? by Kevin DeYoung & Greg Gilbert Rev. J. O. Jackson New Clergy Church Leaders General Congregation 6001 Church Policy and Polity Focus on the organization and operation of the work of the church. Deal with policy and polity. Increase understanding of church procedures so that clergy and laity may work together more A Baptist Manual of Polity and Practice by Norman H. Maring & Winthrop S. Hudson Dr. W.J. Lawson Senior Clergy Deacons /Trustees Church Leaders General Congregation
harmoniously. Designed for both clergy and laity. 6021 Spiritual Formation This course enables people to mature in their Christian walk. It focuses on a creative and dynamic approach to nurturing people from children to mature adults --- to become better disciples of Jesus Christ. Invitation to a Journey: Road Map for Spiritual Formation by Robert Mulholland Rev. Eddie Bright General Congregation 7014 Equipping Lay Persons to Serve Emphasize the importance of the work and the ministry of the laypersons in the church and how their work will help their church to grow and be of service not only in the church but also to their community. Equipping the Saints Edited by Michael J. Christensen Dr. Amos Williams, Jr. Church Leaders General Congregation Congress Schedule: Tuesday Faculty Meeting – 5:00 pm; Opening Session: 6:00 pm; Classes: 6:30 – 9:00 pm Wednesday Classes: 6:00 – 7:50 pm; Dean’s Address: 8:00 – 9:00 pm Thursday Classes: 6:00 – 7:50 pm; President’s Address: 8:00 – 9:00 pm Friday Classes: 6:00 – 7:15 pm; Children & Youth Rally for Christ: 7:30 – 9:00 pm President’s Office: Room Dean’s Office: Library
Lecture No. Lesson Sequence Contents Required Reading 7 & 8 Restoration of Badly Broken Down Teeth I & II 1 of 2 lectures How to diagnose and manage deep carious lesions, treatment options (pre-operative assessment) Methods of stepwise excavation of carious lesions The difference between indirect and direct pulp capping The dynamics of indirect pulp capping and the steps of treatment for direct pulp capping How to evaluate the rate of success in both direct and indirect pulp capping Treatment options for severely broken down teeth and factors that must be taken into consideration. How and when to use alternative retentive features (like slot, amalgapins, etc.) to restore badly broken down teeth Causes of restoration failure The Art and Sciences of Operative Dentistry, 5th edition, Sturtevant: 5th edition Chapter 15, 500-533 4th edition Chapter 19, pages 807-842 Textbook of Operative Dentistry3rd edition, Baum, Philips & Lund Chapter 8, pages 161-173 & 176-184 Fundamentals of Operative Dentistry: A Contemporary Approach, 3rdedition, Schwartz Chapters 5, pages 101-123 2 of 2 lectures The different kinds of pins available for use with large amalgam restoration When and where to use pin retained amalgam restorations and their clinical technique Clinical steps of the TMS pin retention method Causes and management of failure in pin retained amalgam Techniques for bonding amalgam to tooth structure and its clinical procedures The Art and Sciences of Operative Dentistry, Sturtevant: 5th edition Chapter 15, pages 500-533 4th edition Chapter 19, pages 807-842 Fundamentals of Operative Dentistry: A Contemporary Approach, 3rdedition, Schwartz Chapters 11, pages 354-393 9 & 10 Restoration of Endodontically Treated Teeth I & II 1 & 2 of 2 lecture The importance of proper management of endodontically treated teeth in restorative dentistry How to diagnose and determine the level of treatment in case of badly broken down teeth The different techniques in managing anterior endodontically treated teeth The different technique in managing posterior endodontically treated teeth Fundamentals of Operative Dentistry: A Contemporary Approach, 3rd edition, Schwartz Chapter 20, 570-590
Learning Skills & Work Habits These learning skills and work habits will be taught, assessed and evaluated throughout the course. Unit Outlines Units Curriculum Focus Major Assignments / Evaluations Key Resources 1 Understanding the mechanics of mammalian systems, using physiological readings as well as indicators of disease Quizzes, Research Assignment, Lab(s), Lab Practical Class Notes, Textbook, Online Resources, Teacher Meetings 2 Working with and examining the reactions of chemicals, with focus on safety and use in the workplace Quizzes, Chemical Presentation, Lab(s), Lab Practical Class Notes, Textbook, Online Resources, Teacher Meetings 3 Investigating the indicators of climate change, as well as timelines and effects on ecosystems Quizzes, Climate Change Report, Lab(s), Unit Test Class Notes, Textbook, Online Resources, Teacher Meetings 4 Investigating the use of light in modern technology, as well as the basics of how to create these systems Quizzes, Light Project, Labs, Unit Test Class Notes, Textbook, Online Resources, Teacher Meetings Summary of content of the course as well as application to unique scenarios to demonstrate true learning. Performance Task Final Exam Class Notes, Textbook, Online Resources, Teacher Meetings *Please Note: This list is not exhaustive and is subject to change to best meet the learning goals of the class*
Biology is the study of life including you and all other living organisms, from the molecular level right through to entire ecosystems. Essential principles are taught in the context of today’s themes and issues, such as how our actions enhance the antibiotic resistance of bacteria and studying lifestyle factors that increase the risk of cancer and heart disease. The Curriculum – The main of study are: Biology and disease Variety of living organisms. Populations and environment Control in cells and organisms. The course combines detailed theoretical knowledge with practical research including laboratory work, interpreting data to solve scientific problems and writing in a scientific way. Assessment Breakdown – Assessment is through a mixture of written exams (each main area of study has a written exam) and then there is a practical assessment in each year of study. Career Paths - An A Level in Biology can be the first step towards careers in fields such as; research science, marine biology, healthcare and forensic science, as well as medicine, dentistry and veterinary science. Biology is identified by selective universities as one of the subjects they prefer applicants to have studied at A Level. Business Studies Course Title - A Level Business Studies. Level & Grading - A* - E at A Level Course Overview – A-level Business Studies helps students: develop a critical understanding of organisations, the markets they and the process of adding value
Attendance Policy Please refer to page 6-7 of your student agenda for this policy. In short, it explains that you may not exceed 15 absences or 15 lates in any class. Failure to do so will result in your being removed from the class without the option to repeat it next semester. Rewrite Policy Should an exam, quiz, or assignment go poorly for you, each student has the opportunity to rewrite/resubmit. The following conditions must be met: You do not have any unexcused absence or lates. You must arrange some tutorial time with me. You must re-write outside of class time. Both exam/quiz/assignment marks will be averaged. Class Materials You are to come to each class with your agenda, binder containing loose leaf paper, handouts, pencil, eraser, and pens. You may also want a highlighter. Online Course Materials and Communication Students and parents can visit to keep up to date with important notices, assignment due dates, extra resources, and much more. Students can contact me by commenting on the blog, sending me a tweet @MissThibeault, or by emailing s.thibeault@rcsd.ca. Parents can contact me by email at or by phone at 306-791-7230. Disclaimer: I will communicate all information in either verbally or in writing. Please pay attention, and use your student agenda. I cannot promise that I will always post all information online for you. Do not rely on technology instead of your eyes and ears. Technology We may use different technology for this class. This may include a cell phone, iPad(s)/tablet(s), or computers. We may use technology as a class, or permission may be granted individually depending on the situation. If I have not given you explicit permission to use your phone or any other technology, it should not be seen or heard.
2. To develop skills in developing financial models to solve financial problems and solving them with Microsoft Excel and VBA 3. To utilize and integrate spreadsheet functionalities, programming, and interfaces in financial applications 4. To develop skills in designing, coding, and debugging computer programs. 5. To learn to use Matlab to perform advanced analyses COURSE LEARNING OUTCOMES Course Learning Outcomes Aligned Programme Learning Outcomes (2016 spring version) CLO1. Understand the basic features of Excel spreadsheet functions. CLO2. Analyze and provide optimal solutions for the financial problems related to firms’ cash flows, operations, and financial leverage. CLO3. Understand the basic features of VBA. CLO4. Analyze and assess the fair values of various securities including stocks and bonds CLO5. Understand the pricing tools for European and American options, Including Black-Scholes option formula and binomial trees. PLO 1 PLO 1, 2, 3, 4 PLO 1, 3 PLO 1, 2, 3, 4 PLO 1, 2 COURSE TEACHING AND LEARNING ACTIVITIES Course Teaching and Learning Activities Expected contact hour Study Load (% of study) T&L1. Lectures T&L2. Assignments T&L3. Tutorials T&L4. Self-study 36 hours 36 hours 12 hours 48 hours 27.27% 27.27% 9.09% 36.36% Total 132 hours 100% Assessment Methods Brief Description (Optional) Weight Aligned Course Learning Outcomes A1. Participations A2. Assignments (4) A3. Examinations 10% 40% (10% each) 50% 10% 40% 50% CLO 1, 2, 3, 4, 5 CLO 1, 2, 3, 4, 5 CLO 1, 2, 3, 4, 5 Total 100% 100% STANDARDS FOR ASSESSMENT Course Grade Descriptors A+, A, A- B+, B, B- Exhibited high level of understanding of the course materials through dedicated participations, completion of all assignments with almost perfect scores, and excellent performance in final examination. Exhibited reasonably high level of understanding of the course materials through full participations, completion of all assignments with good scores, and good performance in final examination.
Course Schedule Please review this schedule of tasks. See above for specific assignment due dates. INSTRUCTOR: Please list weekly deliverables for learners in the table below. Date Topic Learning Activities & Assignments Pre-Course Activities Set-up your computer Example: Configure your computer and web browser for . Make note of important course dates and match them against your schedule. Week 1 (date range) Name Textbook: Chapter 1 D2L: Readings and Attend the Adobe Connect Course Orientation Session: Tuesday January 23 from 7-8 PM MST Due Assignment 1: Online Discussion Participation (25%) – Introduce Yourself Week 2 (date range) Name Textbook: Chapter 3 D2L: Readings Begin Assignment 2 Week 3 (date range) Name Textbook: Chapter 5 Due Assignment 2: Written Communication (XX%) Week 4 (date range) Name …………… …………… Due …………… Week 5 (date range) Name …………… …………… Due ……………
Week 6 (date range) Name …………… …………… Due …………… Week 7 (date Name …………… …………… Due …………… Week 8 (date range) Name …………… …………… Due …………… Week 9 (date range) Name …………… …………… Due …………… Week 10 (date range) Name …………… …………… Due …………… Week 11 (date range) Name …………… …………… Due ……………
Week 12 (date range) Name …………… …………… Due …………… Week 13 (date range) Name …………… …………… Due …………… Final Course Task(s) Submit the Course Evaluation Survey Take 15 minutes to fill out the anonymous course evaluation survey that has been emailed to you. Note: Instructors do not see the results of the survey final grades have been submitted.
STEM Ed Certification 2017 June 5-7, 8:30-12:40: EDUC 548 STEM Education in the 21st Century, KERN 1112 (Michael Dragoni) June 8-9, 12 June 13-15 June 16, 19-20 June 21-23 Making a Makerspace EDUC 560-01 Kern 1112 Andrew Goodin Design thinking is a framework for creating student-centered maker experiences. This elective will provide an introduction to design thinking as a basis to explore a variety of maker tools. Educators will leave with a prototype MakerEd activity for their context (classroom, library, etc.) All grade levels are welcome! Automata, the Mechanized Art EDUC 560-03 Kern 1112 Mike Beck When you engineering and art one of the possible outcomes is automata. Automata are small mechanized sculptures which engage the viewer as they turn a crank bringing the work to life. They can be used as an animated project for students to share knowledge in virtually any discipline. With some modification, this art form can be taught to all ages. Participants will create models made of common materials and recycled items for reference in their classrooms. Novel Engineering EDUC 560-05 Kern 1113 Chris Reis Engineering is a model developed through Tufts University. Through this course, teachers will use reading as a means to springboard into an engineering project. Teachers will learn how to integrate curriculum utilizing a Novel Engineering Project. Teachers will experience engineering projects themselves, as well as walk away with ideas on how to bring this back to their school setting. Filmmaking in the Classroom EDUC 560-07 Kern 1112 Michael Dragoni Through this course teachers will use filmmaking as a means of developing student learning in both STEM fields as well as language arts. Teachers will learn to use stop-motion animation, student video portfolios, video and audio editing, green screening and special effects while exploring themes relevant to their classrooms. Both Mac and Windows systems will be explored with options considered for all budgets. Absolutely no experience necessary.
Pre-Med: Bachelor of Science in Neuroscience This Course plan includes Neuroscience Honors Requirements Co-Directors: Dr. Irving Biederman and Dr. Albert Herrera Undergraduate Advisors: Lica Abu-Esba Briana Weiland PLEASE NOTE: This is a SAMPLE course plan only. Please meet with your advisor to ensure completion of all requirements Freshman Sophomore Fall Spring Units Fall Spring BISC-120L or BISC-121L BISC-220L or BISC-221L 4 BISC-421 NEUR-408 4 CHEM-105aL or CHEM-115aL (NEUR, GE Category III) CHEM-105bL or 4 CHEM-322aL CHEM-322bL 4 Foreign Language I Foreign Language II 4 Foreign Language III GE Category I, II, IV, V or VI 4 WRIT-150 PSYC-100 4 SOCI-200 (Diversity) MATH-125 4 FSEM/FYI FSEM/FYI/ Elective* 2 Elective (Optional) Elective (Optional)/ NEUR-490** 2 Junior Senior Fall Spring Units Fall Spring NEUR UD Elective BISC-499 (NEUR UD Elective) 4 MATH-265 NEUR UD Elective 4 PHYS-135bL 4 WRIT-340 NEUR UD Elective 4 PSYC-440 GE Category I, II, IV, V or VI 4 GE Category IV GE Category I, II, V or VI 4 PSYC-274*** NEUR-490 (NEUR UD Elective) 4 GE I, II, or V GE Category I, II, V or VI 4 Elective (Optional)/ NEUR-490** BISC-493 (Honors Seminar) 2/1 BISC-493 (Honors Seminar) BISC-494 (Honors Thesis) 1/2 * A regular full-load is 16 units; 2 unit electives in addition to these 16 units are optional. ** The 4-units of NEUR-490 required for Neuroscience Honors may be split into two semesters of each. 4-units of NEUR490 also satisfy one UD NEUR Elective requirement. *** HP-340 or BISC-305 may be substituted with permission, PSYC-274 pre-req: MATH-114.
Please use the same course titles as given in the Department's course catalogue which is available at kurser.ku.dk and sociologi.ku.dk/english/courses/. You can find a direct link at the Department of Sociology’s education site: www.sociologi.ku.dk/english/courses. The StudentID is a 10 digits ID you receive upon admittance at the University of Copenhagen. Please note that the StudentID is not the same number as the one on your If you cannot remember your StudentID please contact the international office: www.studies.ku.dk Please note that our courses are only BA-level or only MA-level or both BA and MA-level. On the Department of Sociology’s Education Site: and on you will find information on the levels. You are only able to choose courses in compliance with you own level, BA or MA. Questions? If you have questions about your course registration, please contact the Student Advisory Service at the Department of Sociology:
Describe some electrolytic processes involved in extracting and refining some metals Describe the process of corrosion. Explain some methods to prevent it Describe the design of fuel cells and their potential use in automobiles Give some examples of how electrochemistry affects the environment, human health, and safety Unit 4 –Equilibrium and Acids/Bases Terms Equilibrium Dynamic equilibrium Equilibrium constant (Kc) ICE table Le Chatelier’s Principle Hydronium ion Brønsted-Lowry theory of acids and bases Conjugate acid-base pair Conjugate base Conjugate acid Amphiprotic, Polyprotic Acids Strong acid Weak acid Strong base Weak base Ion product constant for water (Kw) pH pOH Polybasic species Salt Acid ionization constant (Ka) Percent ionization Base dissociation constant (Kb) Acid-base indicator Titration Equivalence point Primary standard End point Acid-base titration curve Buffer solution Formulas Keq = [C]c[D]d for the general reaction aA + bBcC + dD [A]a[B]b pH = -log[H3O+] [H3O+] = 10-pH pOH = -log[OH-] [OH-] = 10-pOH Kw = [H+][OH-]=1.0 x 10-14 14 = pH +pOH Ka x Kb = Kw (for a conjugate acid-base pair) Kb = Kw/Ka %ionization = [ion] x 100% [compound] Concepts
TERM: Explanation of Term Codes Terms are six-digit numbers and are based upon the calendar year in which an academic year ends (Academic years begin with fall and end with summer) Fall = 10; Spring = 20; Summer =30 Examples: Fall 2017 = 201810 Spring 2018 = 201820 Summer 2018 = 201830 Fall 2018 = 201910 Spring 2019 = 201920 Summer 2019 = 201930 Adding a New Course Section Term: Enter the term for the course CRN: Type ADD in the box and then Next (Ctrl + Page Down), or click the Create CRN: button Subject: Fill in with appropriate course prefix Course Number: Fill in with appropriate course number Title: The course title will automatically appear as default. DO NOT CHANGE THE TITLE OF A COURSE UNLESS IT IS A TOPICS OR SEMINAR COURSE. If the course does belong to one of these categories, indicate this by adding Tp: or Sem: before the course title. Section: Fill in the appropriate course section number (01, 02, 03, etc.). If the course section is highlighted in blue and Banner does not let you proceed, that number already exists. Cross List: Skip for now Campus: M = Main; OS = Outreach School; UWC = UW/Casper College Center Status: A = Active; C = Cancelled Schedule Type: LEC = Lecture; LAB = Laboratory; DIS = Discussion; PRA = Practicum; IND = Independent etc. Press F9 for options if unsure Instructional Method: TR = Traditional and applies to most courses; NT = Non-traditional (should not be used). Grade Mode: this field empty unless it is a laboratory, discussion, or Satisfactory/Unsatisfactory Only section. This will allow students to enroll in
Total Points Letter Grade Percentage Grade Point A+ 95-100% 4.0 A 90-<95% 3.75 B+ 85-<90% 3.5 B 80-<85% 3.0 C+ 75-<80% 2.5 C 70-<75% 2.0 D+ 65-<70% 1.5 D 60-<65% 1.0 F 0-<60% 0.0 W Withdrawal N/A WP Withdrawal while Pass N/A WF Withdrawal while Fail 0.0 DN Denial 0.0 I Incomplete N/A P Pass N/A Course Outline Week No. Text Chapter Topic Focus 1 & 2 1 The Accountant’s Role in the Organization . Introduction to the course, Management Accounting, Financial Accounting and Cost Accounting, Value chain analysis, Supply chain analysis, key success factors, cost benefit approach, line and staff relationship, professional Ethics 3 2 An introduction to Cost Terms and Purposes Costs and Cost terminology, Direct cost Indirect cost, Variable cost and Fixed cost, Cost Drivers, Relevant Range, Total cost and Unit cost, Inventorial cost, Period cost, Prime Cost, Conversion cost, overtime premium and idle costs. 4 3 Cost – Volume – Profit Analysis Essentials, Equation Method, Contribution Margin Method, Graph method, CVP Assumptions, Breakeven point and Target income, Operating leverage, Contribution Margin Vs. Gross Margin QUIZ 1 (10%) 5 4 Job Costing Job costing, Actual Costing and Normal costing
Grading 90-100 A 80-89 B 70-79 C 60-69 D 0- 59 F It is strongly recommended that you complete and turn in all work on time. All late work from an unexcused absence will receive (one) letter off. It is student’s duty to get their missed work information before or after school from teacher, website or another student. Teacher will not take current class time to talk to students about what they missed when they were absent. If you are absent, you must turn in make-up assignments within the number on days of absences. The more each student completes their own work with their own skill base- the more they will grow in their reading abilities. The ultimate goal for each student is to receive a 350 or higher on their 10th grade FSA assessment in April 2017. (A test they take completely by themselves) New school-wide policy- all students must carry a school notebook and keep all class work organized for each specific class. It will be 15% of student’s grade. Homework There will be homework assigned throughout the semester. Students are expected to complete all homework assignments. Homework will be checked for accuracy and/or completion. Late homework will not be accepted, unless you have an acceptable excuse. Remember—even if I do not assign homework, students should be completing all other of their class’s homework and utilize the reading, writing and note-taking skills they practice in reading class to be successful in every class. All students should also engage in 30 to 60 minutes a day of silent reading at home. Students can read any text- no phones, no music- find a quiet spot and READ!!! Make sure you are reading something you find engaging and remember after every few paragraphs to stop and think about what you have read so far. The more you read ANY TEXT- the more your writing, reading and spelling abilities will increase. If you are absent in ISS or ABS then it is your responsibility to check on High-Tide (school website/lesson plans) for class and homework assignments. Being absent one or more classes is not an excuse not to turn in homework. That is why is posted on the website.
Date Chapter Topic and Assignment Week 2 Syllabus Week 3 Chapter 1 Chapter 3 Introduction to Marketing Research The Marketing Research Process and Defining the Problem and Research Objective Week 4 Chapter 4 Chapter 5 Project progress Research Design Secondary Data and Packaged Information Research Problem Week 5 Chapter 6 Chapter 7 Qualitative Research Techniques Evaluating Survey Data Collection Methods Group Project progress Research Objectives and Hypotheses Week 6 Chapter 8 Chapter 9 Understanding Measurement , Developing Questions, and Designing the Questionnaire Selecting the Sample Week 7 Mid Term 1 Case study #1 Week 8 Chapter 10 Chapter 11 Group Project Progress Determining the Size of a Sample Dealing with Field Work and Data Quality Issues Week 9 Vacation Week 10 Chapter 12 Chapter 13 Using Descriptive Analysis, Performing Population Estimates, and Testing Hypotheses Implementing Basic Differences Tests Week 11 Chapter 14 Chapter 15 Making Use of Associations Understanding Regression Analysis Basics Week 12 Group Project progress Mid Term 2 The questionnaire (Data Collection Instrument) Week 13 Chapter 16 Case study#2 The Research Report
Final grade in this course will be determined by calculation of mean grade of the following: 1) C1+C2+ final exam-practicals (max 70 points) 2) B1+B2 (max 90 points) 3) ORAL EXAM grade Point interval of grade 1) 41-48 sufficient (2) 49-56 good (3) 57-63 very good (4) 64-70 excellent (5) Point interval of grade 2) 52-61 sufficient (2) 62-71 good (3) 72-81 very good (4) 82-90 excellent (5) EXAM TERMS: 29.6.2017. Required literature (available in the library and via other media) Title Number of copies in the library Availability via other media 1. Denise R. Ferrier: Lippincott Illustrated Reviews: Biochemistry, 6th edition. Lippincott Williams & Wilkins, 2013. 5 Optional literature (at the time of submission of study programme proposal) Atkins PW, de Paula J. Physical Chemistry, 10th edition. Macmillian Education, Oxford, 2014. McMurry JE. Fundamentals of Organic Chemistry, 7th edition. Cornell University, 2011. Lieberman M, Marks AD. Mark's Basic Medical Biochemistry-a Clinical Approach, 4th edition. Lippincott Williams & Wilkins, 2013. Quality assurance methods that ensure the acquisition of exit competences Teaching quality analysis by students and teachers Exam passing rate analysis Committee for control of teaching reports External evaluation (as the proposer wishes to add)