Enriched media

(noun)

Contains nutrients required to support the growth of a wide variety of organisms.

Related Terms

Examples of Enriched media in the following topics:

  • Enrichment and Isolation

    • Understanding the nutritional requirements of bacteria can aid their enrichment and isolation.
    • An important distinction between growth media types is that of defined versus undefined media.
    • Enriched media contain the nutrients required to support the growth of a wide variety of organisms, including some of the more fastidious ones.
    • Blood agar is an enriched medium in which nutritionally-rich whole blood supplements the basic nutrients.
    • Chocolate agar is enriched with heat-treated blood (40-45°C), which turns brown and gives the medium the color for which it is named.

  • Open Educational Resources (OER)

    • Open Educational Resources (OER) are freely accessible, usually openly licensed documents and media that are useful for teaching and learning.
    • Open Educational Resources (OER) are freely accessible, usually openly licensed documents and media that are useful for teaching, learning, and research.
    • This material is free for all to access, and the OER Commons website is working to broaden and expand curriculum and enrich learning experiences through open educational resources.

  • Applications

    • College and university professional and career-technical programs such as engineering, media arts and business often require cooperative education courses for their degrees.
    • Service learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities with the emphasis on meeting community needs.

  • Generation Time

    • However, exponential growth cannot continue indefinitely because the medium is soon depleted of nutrients and enriched with wastes.
    • It emphasizes clonality, asexual binary division, the short development time relative to replication itself, the seemingly low death rate, the need to move from a dormant state to a reproductive state or to condition the media, and finally, the tendency of lab adapted strains to exhaust their nutrients.

  • Introduction

    • Hartman, the media specialist, was asked to collaborate on a Civil War unit for fourth grade students.Ms.
    • At this point, he turned his attention to audiovisual materials that could enhance the unit and pulled several videos from the media center shelves.In addition, he ordered a few others from the county instructional resource catalog.Mr.
    • Resource-based learning is an educational model designed to actively engage students with multiple resources in both print and non-print form.Ideally, the classroom teacher and media specialist collaborate to plan resource-based units (California Media and Library Educators Association [CMLEA]).Learners take responsibility for selecting resources, human or otherwise, that appeal to their own learning preferences, interests and abilities.Thompson and Henley (2000) provide a comprehensive list of resources ranging from traditional reference books to the Internet, as well as innovative games.Resources incorporated into planned, authentic tasks afford students opportunities to develop the skills and techniques necessary to become autonomous, self-directed learners and effective users of information (Doiron & Davies, 1998; Atlantic Provinces Education Foundation, n.d.).Resource-based learning units often culminate in student products or artifacts, which are presented to an audience (Bleakley & Carrigan, 1994).
    • Teachers often teach lessons or units using a variety of media, including guest speakers, videos, or hypermedia presentations.Because teachers select content and mode of delivery, such instruction is more aptly deemed resource-based instruction (Doiron & Davies, 1998), a pedagogy that is more teacher-centered.Resource-based learning is predicated upon the principle that individual learners will be drawn to the media and content which best match their own processing skills and learning styles (Farmer, 1999).The learning focus shifts from teachers using resources to facilitate instruction to students directing the choice of resources.In a continuum between teacher-centered and student-centered learning, resource-based learning occurs somewhere in the middle.When the constructivist educator uses resource-based learning, instruction is teacher-planned, but student-directed.This was evident in Ms.
    • White planned this unit around resources, her students had little opportunity to direct their own learning.Although the resources probably enriched the unit and raised the interest level of many students, Ms.

  • Creating a Media Plan

    • The standard media plan covers four stages: stating media objectives, evaluating media, selecting and implementing choices, and determining the budget.
    • When choosing the media, you not only need to know which media outlets exist, but also which ones suit your product.
    • The standard media plan covers four stages: (a) stating media objectives; (b) evaluating media; (c) selecting and implementing media choices; and (d) determining the media budget.
    • The media planner must make media mix decisions and timing directions, both of which are restricted by the available budget.
    • The media mix decision involves putting media together in the most effective manner.

  • Alternative Philosophies

    • Three alternatives to job specialization are job enlargement, job enrichment, and job rotation.
    • Three alternatives to job specialization are job enlargement, job enrichment, and job rotation.
    • As such, job enrichment has been described as vertical loading of a job, while job enlargement is horizontal loading.
    • An enriched job should ideally contain:
    • Evaluate job enlargement, job enrichment, and job rotation as solutions to the problems of specialization

  • Selective and Differential Media

    • Selective media allows for the growth of specific organisms, while differential media is used to distinguish one organism from another.
    • Two types of media with similar implying names but very different functions, referred to as selective and differential media, are defined as follows.
    • Some examples of selective media include:
    • Differential media or indicator media distinguish one microorganism type from another growing on the same media.
    • Examples of differential media include:

  • Campaigning: Traditional Media, New Media, and Campaign Advertisements

    • Campaigns seek to engage the public through traditional forms of media, such as television and the press, and more recently, social media.
    • Campaigns seek to actively engage with the media in order to present a particular image of the candidate.
    • Engaging with the media is an essential part of any presidential campaign.
    • Usually, the candidate's campaign manager is tasked with engaging with the media.
    • Campaign engagement with the media has changed again with the proliferation of social media.

  • The Mass Media

    • Media can have an important affect on public opinion in several ways.
    • Media can have an important affect on public opinion in several ways.
    • The formation of public opinion starts with agenda setting by major media outlets throughout the world.
    • Public opinion can be influenced by public relations and the political media.
    • Explain the different ways that the mass media forms public opinion