El documento describe diferentes aspectos del climaterio o menopausia. Explica que es el período entre la madurez sexual y la vejez en el que disminuye la función ovárica antes de la menopausia. Se divide en climaterio temprano (35-45 años), premenopausia (46-55 años) y climaterio tardío (56-65 años). Los síntomas incluyen sofocos, cambios emocionales, sequedad vaginal y riesgo cardiovascular aumentado. No queda claro si la terapia hormonal reduce este último riesgo.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow and levels of neurotransmitters and endorphins which elevate and stabilize mood.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help regulate emotions and stress levels.
El documento describe diferentes aspectos del climaterio o menopausia. Explica que es el período entre la madurez sexual y la vejez en el que disminuye la función ovárica antes de la menopausia. Se divide en climaterio temprano (35-45 años), premenopausia (46-55 años) y climaterio tardío (56-65 años). Los síntomas incluyen sofocos, cambios emocionales, sequedad vaginal y riesgo cardiovascular aumentado. No queda claro si la terapia hormonal reduce este último riesgo.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow and levels of neurotransmitters and endorphins which elevate and stabilize mood.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help regulate emotions and stress levels.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
El documento trata sobre un evento de bingo familiar que se llevará a cabo en el Colegio Dr. José Gregorio Hernández. El bingo tendrá premios para los ganadores y servirá como una actividad recreativa para las familias. El evento busca recaudar fondos para mejorar las instalaciones educativas de la institución.
Componentes de la prueba ENNES-Nathaly TenorioNathy Tenorio
Este documento describe los diferentes componentes de las pruebas de razonamiento, incluyendo el razonamiento verbal, numérico y abstracto. Detalla los diferentes ámbitos cognitivos evaluados dentro del razonamiento verbal como sinónimos, antónimos y lectura comprensiva. También explica conceptos como la lógica de pensamiento, lectura crítica y diferentes habilidades evaluadas en el razonamiento abstracto como analogías gráficas, secuenciación y matrices gráficas. Finalmente, proporciona enlaces a simuladores y preguntas de ejemplo para
The document discusses the results of a study on the impact of COVID-19 lockdowns on air pollution. The study found that lockdowns led to significant short-term reductions in nitrogen dioxide and fine particulate matter pollution globally as human activity declined. However, the improvements were temporary and air quality returned to pre-pandemic levels as restrictions eased and activity increased again.
Elizabeth Clayton has over 20 years of experience in retail management and customer service. She is currently an Assistant Store Leader at Telefonica O2 UK where she manages a staff of 13 sales associates and 1 team leader. Previous roles include Branch Manager positions at Wine Rack and Thresher where she increased sales and profits. She has a strong track record of developing employees, managing daily operations, and providing excellent customer service.
O padrão Task-based Asynchronous Pattern (TAP) corresponde a uma evolução do padrão Event-based Asynchronous Pattern (EAP) para programação assíncrona na plataforma .NET.
O suporte a funções assíncronas será incorporado à linguagem C# na versão 5. Para isto, serão introduzidas duas novas palavras-chaves na linguagem: async e await.
Informe sobre las páginas usadas año 2014 Informáticamariana687
El documento describe varios programas y herramientas de software, incluyendo Microsoft Word, PowerPoint, Paint y Movie Maker. También describe sitios web como YouTube, SlideShare, Blogger y herramientas en línea como Glogster y Mural.ly que pueden usarse para crear presentaciones, videos, blogs y proyectos digitales.
El documento presenta el entorno personal de aprendizaje de Irene Edith Celaya Muñiz, quien es una A.T.P. en un jardín de niños. Describe las principales herramientas digitales que utiliza, incluyendo Hotmail, WhatsApp, Facebook, PowToon, y Blogger. Ella usa estas herramientas para comunicarse con su equipo de trabajo, compartir materiales educativos, y enriquecer sus conocimientos.
El documento describe cómo realizar una búsqueda avanzada en Google para encontrar información específica. Explica que al comenzar con una sola palabra como "Sigma" se obtienen resultados generales, pero que al agregar calificativos como "menor" y "antigua" la búsqueda se vuelve más delimitada. Finalmente, al usar frases exactas entrecomilladas como "sigma antigua y conservada", la información se depura hasta llegar a ser muy específica, en este caso mostrando una máquina de coser en particular.
Ciber aula ofrece cursos para empresas en modalidad b-learning, que combina clases presenciales con tutorías en línea para que los alumnos puedan disfrutar de las ventajas de la formación presencial y a distancia.
El documento describe los 11 pasos para editar un blog en Blogger. Estos incluyen 1) abrir Blogger en Google, 2) seleccionar un blog para editar, 3) elegir una plantilla, 4) personalizar la plantilla seleccionando un fondo y diseño, y 5) aplicar los cambios para guardar las ediciones realizadas.
1) This document appears to be a submission form for a school project containing information about 5 students.
2) It includes the students' names, ages, grades, as well as the name of their mental health teacher.
3) The form requests the photo and artwork be attached and submitted to the provided email address.
This document analyzes the behaviors of ogres, fairytale creatures, and a talking donkey using behavioral principles. It describes scenarios where an ogre roars to avoid annoying protests from villagers. It also explains how the donkey pesters to avoid having its gumdrop button removed. Finally, it discusses how the donkey gets love from a dragon by pointing out its teeth but no love when pointing out larger teeth.
This document describes a behavioral intervention plan for a 6-year-old girl, Ava, to improve her homework completion. The plan uses principles of extinction by having the mother ignore tantrums. It also uses differential reinforcement by providing breaks on an iPad for asking politely. Additionally, it applies punishment prevention by withholding breaks if Ava asks inappropriately. Through these strategies, Ava's disruptive behaviors decreased from 10 to 1-2 during homework and her completion time improved from 30 to 17-20 minutes.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
El documento trata sobre un evento de bingo familiar que se llevará a cabo en el Colegio Dr. José Gregorio Hernández. El bingo tendrá premios para los ganadores y servirá como una actividad recreativa para las familias. El evento busca recaudar fondos para mejorar las instalaciones educativas de la institución.
Componentes de la prueba ENNES-Nathaly TenorioNathy Tenorio
Este documento describe los diferentes componentes de las pruebas de razonamiento, incluyendo el razonamiento verbal, numérico y abstracto. Detalla los diferentes ámbitos cognitivos evaluados dentro del razonamiento verbal como sinónimos, antónimos y lectura comprensiva. También explica conceptos como la lógica de pensamiento, lectura crítica y diferentes habilidades evaluadas en el razonamiento abstracto como analogías gráficas, secuenciación y matrices gráficas. Finalmente, proporciona enlaces a simuladores y preguntas de ejemplo para
The document discusses the results of a study on the impact of COVID-19 lockdowns on air pollution. The study found that lockdowns led to significant short-term reductions in nitrogen dioxide and fine particulate matter pollution globally as human activity declined. However, the improvements were temporary and air quality returned to pre-pandemic levels as restrictions eased and activity increased again.
Elizabeth Clayton has over 20 years of experience in retail management and customer service. She is currently an Assistant Store Leader at Telefonica O2 UK where she manages a staff of 13 sales associates and 1 team leader. Previous roles include Branch Manager positions at Wine Rack and Thresher where she increased sales and profits. She has a strong track record of developing employees, managing daily operations, and providing excellent customer service.
O padrão Task-based Asynchronous Pattern (TAP) corresponde a uma evolução do padrão Event-based Asynchronous Pattern (EAP) para programação assíncrona na plataforma .NET.
O suporte a funções assíncronas será incorporado à linguagem C# na versão 5. Para isto, serão introduzidas duas novas palavras-chaves na linguagem: async e await.
Informe sobre las páginas usadas año 2014 Informáticamariana687
El documento describe varios programas y herramientas de software, incluyendo Microsoft Word, PowerPoint, Paint y Movie Maker. También describe sitios web como YouTube, SlideShare, Blogger y herramientas en línea como Glogster y Mural.ly que pueden usarse para crear presentaciones, videos, blogs y proyectos digitales.
El documento presenta el entorno personal de aprendizaje de Irene Edith Celaya Muñiz, quien es una A.T.P. en un jardín de niños. Describe las principales herramientas digitales que utiliza, incluyendo Hotmail, WhatsApp, Facebook, PowToon, y Blogger. Ella usa estas herramientas para comunicarse con su equipo de trabajo, compartir materiales educativos, y enriquecer sus conocimientos.
El documento describe cómo realizar una búsqueda avanzada en Google para encontrar información específica. Explica que al comenzar con una sola palabra como "Sigma" se obtienen resultados generales, pero que al agregar calificativos como "menor" y "antigua" la búsqueda se vuelve más delimitada. Finalmente, al usar frases exactas entrecomilladas como "sigma antigua y conservada", la información se depura hasta llegar a ser muy específica, en este caso mostrando una máquina de coser en particular.
Ciber aula ofrece cursos para empresas en modalidad b-learning, que combina clases presenciales con tutorías en línea para que los alumnos puedan disfrutar de las ventajas de la formación presencial y a distancia.
El documento describe los 11 pasos para editar un blog en Blogger. Estos incluyen 1) abrir Blogger en Google, 2) seleccionar un blog para editar, 3) elegir una plantilla, 4) personalizar la plantilla seleccionando un fondo y diseño, y 5) aplicar los cambios para guardar las ediciones realizadas.
1) This document appears to be a submission form for a school project containing information about 5 students.
2) It includes the students' names, ages, grades, as well as the name of their mental health teacher.
3) The form requests the photo and artwork be attached and submitted to the provided email address.
This document analyzes the behaviors of ogres, fairytale creatures, and a talking donkey using behavioral principles. It describes scenarios where an ogre roars to avoid annoying protests from villagers. It also explains how the donkey pesters to avoid having its gumdrop button removed. Finally, it discusses how the donkey gets love from a dragon by pointing out its teeth but no love when pointing out larger teeth.
This document describes a behavioral intervention plan for a 6-year-old girl, Ava, to improve her homework completion. The plan uses principles of extinction by having the mother ignore tantrums. It also uses differential reinforcement by providing breaks on an iPad for asking politely. Additionally, it applies punishment prevention by withholding breaks if Ava asks inappropriately. Through these strategies, Ava's disruptive behaviors decreased from 10 to 1-2 during homework and her completion time improved from 30 to 17-20 minutes.
This document discusses behavioral principles like reinforcement, extinction, escape, discrimination, and pairing procedures as they relate to the characters and plotlines in the television show Friends, which followed the lives of six friends living in New York City over ten seasons from 1994 to 2004. It provides examples of how behaviors were reinforced when followed by desirable outcomes, extinguished when no longer followed by rewards, and how characters would escape uncomfortable feelings or discriminate between opportunities based on social contingencies established between the characters.
This document discusses different techniques for training a dog named Stella, including plain reinforcement, shaping with reinforcement, deprivation as a motivating operation, differential reinforcement procedures, and discrimination training using physical prompts. Plain reinforcement involves reinforcing a behavior after it occurs with a treat. Shaping breaks a behavior down into steps and reinforces progress toward the final behavior. Deprivation is used as a motivating operation by withholding breakfast. Differential reinforcement reinforces one behavior and extinguishes others. Discrimination training uses cues and prompts to teach the dog to respond only to specific commands.
Will is kidnapped by the Demogorgon and displays a survival behavior chain, including going to the phone to call for help, running to the shack to hide, loading a shotgun for self-defense. After being rescued from the Upside Down, Will coughs up a slug from the Upside Down that was causing an aversive feeling in his throat. Eleven lifts a van telepathically to avoid being captured by government henchmen. Eleven starts wearing "pretty clothes" to feel more accepted after receiving praise and approval from her peers. Dustin is able to pass through tunnels by giving Dart, his pet Demogorgon, a nougat bar as a reinforcer.
The document discusses how well-designed video games use principles of behavioral psychology to improve player skills through punishment and reinforcement contingencies. Specifically, it explains that higher difficulty levels feature harsher punishments for ineffective behaviors, encouraging players to experiment with new strategies. In contrast, lower difficulties provide less punishment and more frequent reinforcement, slowing the learning process and allowing suboptimal behaviors to persist. The document concludes that players choosing higher difficulties are effectively forced through behavioral contingencies to expand their skills and strategies.
Squidward has an undying love for his clarinet. He initially struggled to produce sound but learned that blowing air while pressing keys produces notes. However, when the town complained about his playing, he stopped. He then realized the complaints only occurred when his window was open. Later, he played in a field but the jellyfish reacted badly until he learned to play in tune. Eventually his frustration with Spongebob led him to break his clarinet by hitting Spongebob with it, receiving a penalty.
This document summarizes a behavioral analysis of a 12-year-old beagle named Lily. Several of Lily's behaviors were analyzed including sitting, moving after sitting, begging for food, and panting. Marshmallows were used as a reinforcer to increase sitting behavior. Moving after sitting was punished by spraying water and saying "no" to decrease that behavior. Begging and panting occurred more frequently around the author in the kitchen where food was given, demonstrating stimulus discrimination. The author's giving of food to stop Lily's panting reinforced that aversive behavior in a sick social cycle. Extinction without reinforcement was used to decrease panting and begging.
This document provides tips on using behavioral contingencies to train a boyfriend to clean. It discusses using reinforcement like access to the fridge for picking up clothes. It also discusses punishment like making him rewash clothes if they are put in the wrong pile. For taking out the trash, praise is given when the boyfriend does it while home but not when away. Total task presentation breaks cleaning tasks into small, praised steps like picking up, tying, and taking out the trash bag. Vacuuming removes stinky carpet smells.
This document outlines the importance of professionalism and monitoring scores for an undergraduate practicum course at WoodsEdge. Professionalism scores make up 1500 possible points and are deducted for issues like missing data or improper interactions. Monitoring scores involve supervisors observing tutoring sessions to ensure correct implementation of procedures, with students receiving feedback. The document details the components supervisors evaluate for different session types and the point deduction process for errors. Maintaining high professionalism and monitoring scores is essential for obtaining an A in the course.
Dead Man Test Blues: A Final Fiesta Project completed during the Conditioning and Learning course at WMU. This project is based on the Principles of Behavior Analysis 7th Edition authored by Dr. Dick Malott and Joseph Shane.
This document provides guidance on structured play for students with special needs. Structured play is similar to incidental teaching, where learning opportunities are embedded within typical activities to motivate students to practice skills. During structured play, tutors should work on generalization, maintenance of skills, and language development through child-initiated activities lasting 5-7 minutes. Examples of how to incorporate targets during activities like songs, a rocking chair, castle, and ball are provided. Tutors are reminded to keep it child-initiated, fun, and end on a positive note.
1) The document discusses procedures for discrimination training, including using preferred and non-preferred icons, error correction, and correspondence checks.
2) A non-preferred item is something the student does not like, while a neutral item is something they will interact with but is not a strong reinforcer.
3) The four-step error correction procedure involves modeling, practice, distraction, and repetition of the exchange if incorrect.
The document discusses teaching students with communication impairments the skills of persistence and distance using icon exchange. Phase 2 teaches students to persistently travel a distance to exchange an icon with their tutor. Persistence involves repeatedly engaging behaviors to get the tutor's attention, like shoving the icon in their hand. Distance refers to how far the student must travel to make an exchange, such as 2 feet between the student, book, and tutor. The document provides tips for prompting persistence and distance and examples of behaviors to expect from students at different phases of learning.
1. The document discusses strategies for enticing, prompting, and maintaining motivation during icon exchange training. Enticing involves playing with a reinforcer to gain the student's attention and motivate exchange. Prompting is when the tutor models or physically guides the student to complete an exchange. Maintaining motivation requires frequent preference assessments, using a variety of highly preferred reinforcers, and not allowing access to reinforcers for too long.
2. Key tips include playing appropriately with reinforcers during enticing, avoiding unintentional prompts, and coding "No MO" if no reinforcer motivates the student rather than running unmotivated sessions.
3. Examples are provided for enticing, prompting, motivation versus no
This document discusses motivational operations (MOs) and how they affect learning and performance with respect to reinforcers. MOs increase the effectiveness of reinforcement and the number of responses that produce reinforcement. Deprivation of a reinforcer increases relevant learning while satiation temporarily decreases it. To prevent satiation, reinforcers should be limited or broken into smaller portions. MOs are important to consider when running procedures with children to keep them motivated by identifying reinforcers and limiting access to them. Conducting preference assessments can help determine effective reinforcers when motivation decreases.
This document provides information for students enrolled in the Psychology 3570 practicum at WoodsEdge Learning Center. It outlines the schedule and expectations for the practicum. Students are expected to work 10 hours per week at WoodsEdge in 2-hour shifts. They must also attend a weekly 2-hour seminar. The seminar will include discussions of assigned readings from the textbook "Let Me Hear Your Voice" as well as presentations from the teaching assistant. Students will be graded based on their participation at WoodsEdge and in seminars, homework assignments, quizzes over the readings, and professionalism/monitoring evaluations.
The document outlines the phases and subphases of Icon Exchange, a communication program used to teach functional communication skills. It describes Phases 2 through 5, which focus on distance and persistence, discrimination, adding a sentence strip, and tacting. Phase 2 teaches children to communicate from increasing distances and persistently get a communicator's attention. Phase 3 builds discrimination between preferred and non-preferred icons. Phase 4 adds a "I want" sentence strip. Phase 5 introduces tacting, or labeling items, using an "I see" icon.
This document discusses monitoring criteria for tutors working with special populations. It outlines a prompt hierarchy for corrections ranging from verbal to physical prompts. It also lists criteria for monitoring the delivery of reinforcers and corrections, including ensuring reinforcers are delivered immediately and are effective, pairing social with tangible reinforcers, and using neutral intonation for corrections. The timing, attending, implementation, and intonation for both reinforcers and corrections should be monitored to determine if procedures are being followed properly.
Extra learning opportunities (ELOs) are informal teaching moments that occur outside of formal procedures. ELOs involve presenting a stimulus, eliciting a response (correct or incorrect), and providing consequences. ELOs can utilize previously mastered skills and occur in a variety of settings, like the booth, playroom, or common area. ELOs should provide variety, generalize skills, build behavioral momentum, and be used during transitions or downtime to keep the child engaged through constant reinforcement at least every 3 seconds. Only social reinforcers should be used for ELOs, with physical prompting for incorrect responses followed by reinforcement.
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