The document provides information about a modified clinical field experience for an English Language Arts methods course. It includes an outline of topics that will be covered, information about required forms, and descriptions of alternative assignments that can be completed without a physical classroom placement. Specifically, it describes how students can view YouTube videos of sample literacy lessons and complete observation and reflection questions to fulfill the reading topic requirements. The document provides guidance on submitting assignment forms to track practicum hours.
CHAPTER 111 How are project classifications used in the capitaEstelaJeffery653
CHAPTER 11
1 How are project classifications used in the capital budgeting process?
2 What are three potential flaws with the regular payback method? Does the discounted payback method correct all three flaws? Explain.
8 Project X is very risky and has an NPV of $3 million. Project Y is very safe and has a NPV of $2.5million. They are mutually exclusive and project risk has been properly considered in the NPV analyses. Which project should be choses? Explain.
COMPLETE THE FOLLOWING QUESTIONS FROM THE IMAGE-
12-2
12-6
12-8
12-11
12-12
ANSWER THE FOLLOWING QUESTIONS FROM THE IMAGE BELOW
13-1
13-4
Nutrition, Health and Wellness
Nutritional Assessment GuidelinesPurpose
To evaluate, compare, and analyze menus from different agencies and suggest revisions for healthier food choices based on the cultural and age group. Students in a cultural concentration will use that specific cultural focus to complete this assignment. Those students in a cultural concentration (such as the Hispanic concentration) should be grouped together for this assignment. However, should the groups be mixed (with students in the cultural concentration and students not in the cultural concentration), the RUA must explore the cultural concentration (e.g., Hispanic).
Course outcomes: This assignment enables the student to meet the following course outcomes:
CO1. Assess whether nutritional intake provides basic nutrients for optimal health and wellness. (POs 1 & 2)
CO2. Describe nutritional needs for optimal health and wellness throughout the lifespan. (POs 1 & 2)
CO3. Discuss the psychological, sociological, economical, and cultural implications of food on nutritional status. (POs 1 & 2)
CO4. Describe evidence-based practice interventions and modifications in nutrition therapy that can positively influence the outcome of disease and illness. (POs 1 & 8)
Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.
Total points possible: 100 pointsPreparing the assignment
Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.
1. Identify target groups- your team will be assigned the specific type of facility menus to research. As a team, you will select two facilities which care for your population’s demographic (age, culture). For teams with one or more members enrolled in a cultural concentration option, the entire team should select facilities which care for that population’s demographic. The instructor may provide the team’s assigned age group and the type of facility in which the clients receive care. Team size may vary, depending on class size. Three to five students per team is ideal.
2. Search for some differences between the facilities, such as urban versus rural, small versus large, or teaching versus non-teaching organizations.
3. Facilities and populations may include
a. Elementary schools
4. All ...
Sheet1FABRIC AND LINING COSTS PER YARDPOLY JERSEY$ 1.50POLY WITH.docxbjohn46
Sheet1FABRIC AND LINING COSTS PER YARDPOLY JERSEY$ 1.50POLY WITH SPANDEX$ 1.80RAYON JERSEY$ 1.30RAY JER WITH SPAN$ 1.80DENIM$ 3.80CHIFFON$ 2.40NOVELTY FAB$ 4.20PRINTED POLY/SPAN$ 2.80PRINTED RAY SPAN$ 2.50PRINTED CHIFFON$ 3.40LINING$ 1.10ZIPPER$ 0.75BUTTONS$ 0.25ELASTIC$ 0.50
BHS105A Biochemistry1 Assessment Brief
FINAL.Docx Page 1 of 7
ASSESSMENT BRIEF
Subject Code and Title BHS105 Biochemistry 1
Assessment Written report
Individual/Group Individual
Length 1500 words +/- 10%
Learning Outcomes
a) Discuss and interpret the relationship between the
structure and function of biomolecules.
b) Identify and explain the basic properties and
reactions of amines, aldehydes, carboxylic acids,
esters, and amides.
c) Describe the structure and function of
carbohydrates, proteins, amino acids, enzymes
and lipids.
d) By examining the literature, explain the structure
and function of nucleic acids and their roles in the
genetic code and protein synthesis.
e) By examining the literature, discuss genetic
expression, regulation and mutations including
mechanisms of DNA organisation and replication,
RNA synthesis, processing and metabolism.
f) Explain the structure of the biological membrane
and discuss the associated forms of transportation
g) Discuss the role of the cell membrane and
cytoskeleton in relationship to metabolic
processes including protein synthesis, intercellular
communication and hormonal regulation
Submission By 11:55pm AEST/AEDT Sunday of Week 10
Weighting 40%
Total Marks 100 marks
Context:
BHS105A Biochemistry1 Assessment Brief
FINAL.Docx Page 2 of 7
This assessment focuses on developing your understanding of key concepts in Biochemistry related to
health science. You will develop a range of skills as you research the various topics, including:
knowledge, understanding and research. You will be able to exhibit your knowledge by applying the
principles and concepts in Biochemistry.
Instructions:
Length: PART A 250 words +/- 10%, PART B 850 words +/- 10%, PART C 400 words +/- 10%
Word count must be adhered to – otherwise penalties may apply. Note that headings, in-text citations
and reference list are not included in the word limit.
This is a report to be written adhering to academic style. When writing the report, label each section
as Part A, B and C and address the required questions. Label each question with the appropriate
question number. You may include the question in your report, but this will not form a part of the
word count. Please familiarize yourself with academic style writing prior to writing this report.
The report should be submitted in a Word, 12 font (Arial or Times New Roman) and 1.5 spacing
document. Reports should be submitted through the assessment submission link on the class
Blackboard page. It is the student’s responsibility to ensure reports are uploaded by the due date..
PurposeStudents will conduct one brief research exercise that w.docxamrit47
Purpose:
Students will conduct one brief research exercise that will be written up as a research report using APA style. Please note: It needs to be written in paper format, not answers to questions. This paper will give the student practical experience in defining explanatory/independent and response/dependent variables, selecting the appropriate statistical technique, conducting data analysis, and writing up research results in APA format. One important note: This assignment will NOT include collecting data from people or animals. Use the data provided by the instructor in the attached spreadsheet. The data was collected from selected foods in a US commissary in Germany.
Content of the Paper:
Following APA guidelines for laboratory reports, your paper must contain the following:
1. Title Page
2. Abstract
3. Introduction – one to two paragraph introduction based on information from one source provided by the instructor. Must include the research question, statement of the research hypothesis, and identification of the explanatory/independent and response/dependent variables.
4. Method – including procedures and information collected.
5. Results – this section describes the statistical analysis used and presents the results in text, statistical, and graphic formats
6. Discussion – including the strengths and limitations of the design and ethical concerns, if any.
7. References
Content of the Paper:
Your paper must contain the following:
Title Page
1. Abstract – Brief (200 words) summary of the study. This should describe:
a. The problem under investigation, in one sentence, if possible
b. The participants (in this case, it would describe the Soups)
c. Essential features of the study method
d. The basic findings
e. Conclusions and implications or applications
2. Introduction – one to two paragraph introduction. Read the "Limit Fat and Sugar" article available at: http://www.nhlbi.nih.gov/health/educational/wecan/eat-right/limit-fat-sugar.htm. Based on this information contained in this article, develop a research question and hypotheses regarding the data collected from the commissary. Be sure to answer all ofthe following questions:
· What is the research question? Specifically, what is the researcher interested in determining from this study? Please be sure to use the information from the article in your report as background information to justify the research question.
· What are the hypotheses being tested? Describe both the null and alternative hypothesis for each of the four nutrients.
· What are the explanatory/independent and response/dependent variables?
3. Method – brief description including procedures and information collected.
· Are the samples independent or dependent? Please explain.
· How was the data collected? (ex. How was the data obtained for the samples?) Note: the data was collected from nutrition fact labels from selected Soups. For more information on Nutritional Food Fact labels, please go to: http://ww ...
Fig. 2.5
0
2
Fig. 2.5
NUTRITION 130
Homework #2: Food Record
NAME: ( ) SPIRE: ( ) Sect. # : ( )
Please type your HW and bring a hard copy to your discussion group to be looked over by the TA on 9/24-9/28. Following your discussion, you will have until 9/28 @ 11:55pm to submit your final version on MOODLE. For full credit, all submissions must be in a format of doc, docx, xls, xlsx, or pdf files. Pages/numbers will not be accepted. A scanned copy of handwritten HW will also not be accepted.
Instructions:
For 2 DAYS (one weekday and one weekend-day) record what you eat, keeping track of the time you ate and your hunger and fullness before and after the meal. Break each food item down into its components (see example below). Use your textbook for help with food group identification. Be as accurate as you can with amounts (oz, cup, Tbsp, tsp, etc.) as they greatly affect your analysis in HW 3.
Hunger/fullness: Please keep track of your hunger and fullness before and after meals by referring to the hunger/fullness scale below. We will discuss your findings later on in the course.
Hunger/Fullness Discovery Scale
Very hungry ___________________________________ Stuffed
1 2 3 4 5 6 7 8 9 10
1 Starving
6 Comfortably full, satisfied
2 Very hungry, unable to concentrate
7 Very full, feel as if you have overeaten a little
3 Hungry, ready to eat
8 Uncomfortably full, feel stuffed
4 Beginning signs of hunger
9 Very uncomfortably full, need to loosen belt
5 Comfortable, neither hungry nor full
10 Stuffed to the point of feeling sick
Cues: In the cues column please make note of anything that you thought prompted you to eat more or less then you might usually eat. Please keep track of your eating environment, for example, eating alone, in a group, family style, buffet style, eating while working on the computer or watching TV or phone, can impact your eating. We will discuss these effects later on in the course but I want you to notice the cues that may be impacting your food intake while you are recording.
Example:
TIME
FOOD ITEM
COMPONENTS
AMOUNT
FOOD GROUP
HUNGER
FULLNESS
CUES
11:30 AM
Turkey sandwich
White bread
2 slices
Grains
3
7
Eating with friends at
The restaurant
Turkey
3 oz
Protein
Lettuce
1 oz
Vegetable
Mayo
1 Tbsp
Other
WEEKDAY (Day 1) DATE:
TIME
FOOD ITEM
COMPONENTS
AMOUNT
FOOD GROUP
HUNGER
FULLNESS
CUES
WEEKEND-DAY (Day 2) DATE:
TIME
FOOD ITEM
COMPONENTS
AMOUNT
FOOD GROUP
Hunger
Fullness
CUES
.
ASSIGNMENT 2 SUMMARY The task is to collect a data usingBenitoSumpter862
ASSIGNMENT 2 SUMMARY
The task is to collect a data using the questionnaire that you have developed in the
Assignment 1. This assignment accounts for 35% of the overall assessment in this unit. This
task should be completed in pairs. Please report your pair to your lecturer via email.
INSTRUCTIONS:
1. Choose a person from the class with who to work with. You will have to work with the
same person in Assignments 2 & 3.
2. Report your pair to the lecturer.
3. Look at individual questionnaires developed in Assignment 1 and choose your topic
(yours or your partner’s in this task) that your pair wants to work on.
4. Compile a joint questionnaire consisting of AT LEAST 10 best questions to answer your
selected business question.
5. Use SurveyMonkey (or other alternative online tool) to add your questions and to
send the questionnaire to potential respondents. ALTERNATIVELY, you could print out
the questionnaire and hand out to your respondents.
6. Make sure that your respondents are relevant to your business idea. For example, if
you’re investigating whether groceries store is a good idea on campus – your
respondents should be Murdoch University’s students.
7. Collect AT LEAST 20 responses (respondents should answer ALL questions – if you
have some questionnaires that are not fully answered, please collect MORE responses
that are fully answered).
8. Briefly summarize results in the report (up to 5 pages) and upload this report into LMS.
Please also upload evidence that you actually gathered the data (i.e. extract from
Survey Monkey/other tool or scanned copies of your filled questionnaires).
REPORT PRESENTATION
PART 1 – SUMMARY
In the first part of your report, please summarize your topic, process that you undertook and
high-level results. Explain your topic, who did you ask to complete the questionnaire, what was
your response rate, and some very high results (i.e. For example, “Based on results obtained, a
conclusion might be drawn that the idea X might be feasible if established in Y”.
PART 2 – RESULTS
In this section you should briefly summarize your findings. First, report on how many participants
did you get (only 20 or did you have more?), whether all people fully responded to all questions,
what was the overall response rate (i.e. is you sent out 50 questionnaires and got back only 25,
your response rate is only 50%). Then report on main findings based on the questions you chose
to ask your participants. Please use visualizations (graphs, tables, other visuals) in your report.
You will be marked on the data as much as on the presentation and creativity of the report.
PART 3 – PRELIMINARY CONCLUSIONS, NEXT STEPS & RECOMMENDATIONS
In this part of your report make a preliminary conclusion – based on your results, is it feasible to
implement the idea you had? It does not matter whether it is feasible, or not, as long as you
report on why you m ...
EAPP Q 2 – Module 8 Writing the Report Survey Field ReportLaboratoryScientifi...Leah Condina
Here are the key steps to writing a summary:
1. Identify the main topic and purpose of the original text.
2. Determine the most important ideas and events. Focus on the overall thesis or main point.
3. Paraphrase the important information in your own words without copying word-for-word.
4. Organize the summary in a logical order, such as chronologically or by importance.
5. Omit non-essential details and examples.
6. Use transition words and phrases to connect ideas between sentences and paragraphs.
7. Maintain the original author's point of view and intended meaning.
8. Indicated the author and title at the end
Module 05 Homework Assignment· Use the information presented in IlonaThornburg83
Module 05 Homework Assignment
· Use the information presented in the module folder along with your readings from the textbook to answer the following questions.
1. Describe how microbes of the normal flora in the human body can become opportunistic pathogens. Give one (1) example of a normal flora that can become opportunistic in the body:
2. Describe three (3) common bacterial skin infections. Be sure to give the name of the specific organism that causes each and describe some common signs and symptoms of each:
3. Describe three (3) common fungal infections (mycoses) of the skin. Be sure to give the name of the specific organism that causes each and describe some common signs and symptoms of each:
4. Describe three (3) different types of respiratory infections caused by bacteria. Be sure to give the name of the specific organism that causes each and describe some common signs and symptoms of each:
5. Discuss the difference between emerging infectious diseases and reemerging infectious diseases. Give examples of each.
6. Briefly discuss and describe three (3) common viral respiratory infections. Be sure to give the name of the specific virus that causes each as well as some signs and symptoms for each:
7. Describe three (3) common fungal respiratory infections and the name of the specific organism that causes them as well as some signs and symptoms for each:
Special educators will teach comprehension skills, no matter what subjects or grade levels they teach. Students of all ages should also be taught strategies to monitor their own reading abilities and progress, giving them autonomy and power for metacognition. An effective special educator knows the value of using research-based strategies that empower students and enable them to increase their reading comprehension.
Create a digital presentation, to be used for teacher professional development in an elementary school, which creatively and accurately explains current research on how to develop reading comprehension skills. Your presentation should be 10-15 slides, including a title slide, reference slide, and presenter’s notes.
Within your presentation, explain each of the following:
Summarize how language development, fluency, and vocabulary are critical to building a student's capacity to comprehend what he or she reads at a younger age.
Select three of the five recommendations from the practice guide meant to increase reading comprehension for young readers. Demonstrate how each recommendation relates to the research you presented.
Describe evidence-based strategies, different from those in the practice guide, that students can be taught to use to enhance their language development, fluency, and comprehension. Justify why these strategies are useful.
Your digital presentation should include graphics that are relevant to the content, are visually appealing, and use space appropriately.
Support your presentation with a minimum of two scholarly resources.
Whil ...
The document provides guidance for participants on developing assessment items, scoring keys, and rubrics. It discusses:
1. Developing multiple choice items, short answer tasks, extended answer tasks, and extended performance tasks based on targeted content standards.
2. Creating scoring keys for multiple choice items that identify the single correct answer for each item.
3. Constructing rubrics using clear, concise language to describe varying levels of performance and assign point values across dimensions or criteria.
CHAPTER 111 How are project classifications used in the capitaEstelaJeffery653
CHAPTER 11
1 How are project classifications used in the capital budgeting process?
2 What are three potential flaws with the regular payback method? Does the discounted payback method correct all three flaws? Explain.
8 Project X is very risky and has an NPV of $3 million. Project Y is very safe and has a NPV of $2.5million. They are mutually exclusive and project risk has been properly considered in the NPV analyses. Which project should be choses? Explain.
COMPLETE THE FOLLOWING QUESTIONS FROM THE IMAGE-
12-2
12-6
12-8
12-11
12-12
ANSWER THE FOLLOWING QUESTIONS FROM THE IMAGE BELOW
13-1
13-4
Nutrition, Health and Wellness
Nutritional Assessment GuidelinesPurpose
To evaluate, compare, and analyze menus from different agencies and suggest revisions for healthier food choices based on the cultural and age group. Students in a cultural concentration will use that specific cultural focus to complete this assignment. Those students in a cultural concentration (such as the Hispanic concentration) should be grouped together for this assignment. However, should the groups be mixed (with students in the cultural concentration and students not in the cultural concentration), the RUA must explore the cultural concentration (e.g., Hispanic).
Course outcomes: This assignment enables the student to meet the following course outcomes:
CO1. Assess whether nutritional intake provides basic nutrients for optimal health and wellness. (POs 1 & 2)
CO2. Describe nutritional needs for optimal health and wellness throughout the lifespan. (POs 1 & 2)
CO3. Discuss the psychological, sociological, economical, and cultural implications of food on nutritional status. (POs 1 & 2)
CO4. Describe evidence-based practice interventions and modifications in nutrition therapy that can positively influence the outcome of disease and illness. (POs 1 & 8)
Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.
Total points possible: 100 pointsPreparing the assignment
Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.
1. Identify target groups- your team will be assigned the specific type of facility menus to research. As a team, you will select two facilities which care for your population’s demographic (age, culture). For teams with one or more members enrolled in a cultural concentration option, the entire team should select facilities which care for that population’s demographic. The instructor may provide the team’s assigned age group and the type of facility in which the clients receive care. Team size may vary, depending on class size. Three to five students per team is ideal.
2. Search for some differences between the facilities, such as urban versus rural, small versus large, or teaching versus non-teaching organizations.
3. Facilities and populations may include
a. Elementary schools
4. All ...
Sheet1FABRIC AND LINING COSTS PER YARDPOLY JERSEY$ 1.50POLY WITH.docxbjohn46
Sheet1FABRIC AND LINING COSTS PER YARDPOLY JERSEY$ 1.50POLY WITH SPANDEX$ 1.80RAYON JERSEY$ 1.30RAY JER WITH SPAN$ 1.80DENIM$ 3.80CHIFFON$ 2.40NOVELTY FAB$ 4.20PRINTED POLY/SPAN$ 2.80PRINTED RAY SPAN$ 2.50PRINTED CHIFFON$ 3.40LINING$ 1.10ZIPPER$ 0.75BUTTONS$ 0.25ELASTIC$ 0.50
BHS105A Biochemistry1 Assessment Brief
FINAL.Docx Page 1 of 7
ASSESSMENT BRIEF
Subject Code and Title BHS105 Biochemistry 1
Assessment Written report
Individual/Group Individual
Length 1500 words +/- 10%
Learning Outcomes
a) Discuss and interpret the relationship between the
structure and function of biomolecules.
b) Identify and explain the basic properties and
reactions of amines, aldehydes, carboxylic acids,
esters, and amides.
c) Describe the structure and function of
carbohydrates, proteins, amino acids, enzymes
and lipids.
d) By examining the literature, explain the structure
and function of nucleic acids and their roles in the
genetic code and protein synthesis.
e) By examining the literature, discuss genetic
expression, regulation and mutations including
mechanisms of DNA organisation and replication,
RNA synthesis, processing and metabolism.
f) Explain the structure of the biological membrane
and discuss the associated forms of transportation
g) Discuss the role of the cell membrane and
cytoskeleton in relationship to metabolic
processes including protein synthesis, intercellular
communication and hormonal regulation
Submission By 11:55pm AEST/AEDT Sunday of Week 10
Weighting 40%
Total Marks 100 marks
Context:
BHS105A Biochemistry1 Assessment Brief
FINAL.Docx Page 2 of 7
This assessment focuses on developing your understanding of key concepts in Biochemistry related to
health science. You will develop a range of skills as you research the various topics, including:
knowledge, understanding and research. You will be able to exhibit your knowledge by applying the
principles and concepts in Biochemistry.
Instructions:
Length: PART A 250 words +/- 10%, PART B 850 words +/- 10%, PART C 400 words +/- 10%
Word count must be adhered to – otherwise penalties may apply. Note that headings, in-text citations
and reference list are not included in the word limit.
This is a report to be written adhering to academic style. When writing the report, label each section
as Part A, B and C and address the required questions. Label each question with the appropriate
question number. You may include the question in your report, but this will not form a part of the
word count. Please familiarize yourself with academic style writing prior to writing this report.
The report should be submitted in a Word, 12 font (Arial or Times New Roman) and 1.5 spacing
document. Reports should be submitted through the assessment submission link on the class
Blackboard page. It is the student’s responsibility to ensure reports are uploaded by the due date..
PurposeStudents will conduct one brief research exercise that w.docxamrit47
Purpose:
Students will conduct one brief research exercise that will be written up as a research report using APA style. Please note: It needs to be written in paper format, not answers to questions. This paper will give the student practical experience in defining explanatory/independent and response/dependent variables, selecting the appropriate statistical technique, conducting data analysis, and writing up research results in APA format. One important note: This assignment will NOT include collecting data from people or animals. Use the data provided by the instructor in the attached spreadsheet. The data was collected from selected foods in a US commissary in Germany.
Content of the Paper:
Following APA guidelines for laboratory reports, your paper must contain the following:
1. Title Page
2. Abstract
3. Introduction – one to two paragraph introduction based on information from one source provided by the instructor. Must include the research question, statement of the research hypothesis, and identification of the explanatory/independent and response/dependent variables.
4. Method – including procedures and information collected.
5. Results – this section describes the statistical analysis used and presents the results in text, statistical, and graphic formats
6. Discussion – including the strengths and limitations of the design and ethical concerns, if any.
7. References
Content of the Paper:
Your paper must contain the following:
Title Page
1. Abstract – Brief (200 words) summary of the study. This should describe:
a. The problem under investigation, in one sentence, if possible
b. The participants (in this case, it would describe the Soups)
c. Essential features of the study method
d. The basic findings
e. Conclusions and implications or applications
2. Introduction – one to two paragraph introduction. Read the "Limit Fat and Sugar" article available at: http://www.nhlbi.nih.gov/health/educational/wecan/eat-right/limit-fat-sugar.htm. Based on this information contained in this article, develop a research question and hypotheses regarding the data collected from the commissary. Be sure to answer all ofthe following questions:
· What is the research question? Specifically, what is the researcher interested in determining from this study? Please be sure to use the information from the article in your report as background information to justify the research question.
· What are the hypotheses being tested? Describe both the null and alternative hypothesis for each of the four nutrients.
· What are the explanatory/independent and response/dependent variables?
3. Method – brief description including procedures and information collected.
· Are the samples independent or dependent? Please explain.
· How was the data collected? (ex. How was the data obtained for the samples?) Note: the data was collected from nutrition fact labels from selected Soups. For more information on Nutritional Food Fact labels, please go to: http://ww ...
Fig. 2.5
0
2
Fig. 2.5
NUTRITION 130
Homework #2: Food Record
NAME: ( ) SPIRE: ( ) Sect. # : ( )
Please type your HW and bring a hard copy to your discussion group to be looked over by the TA on 9/24-9/28. Following your discussion, you will have until 9/28 @ 11:55pm to submit your final version on MOODLE. For full credit, all submissions must be in a format of doc, docx, xls, xlsx, or pdf files. Pages/numbers will not be accepted. A scanned copy of handwritten HW will also not be accepted.
Instructions:
For 2 DAYS (one weekday and one weekend-day) record what you eat, keeping track of the time you ate and your hunger and fullness before and after the meal. Break each food item down into its components (see example below). Use your textbook for help with food group identification. Be as accurate as you can with amounts (oz, cup, Tbsp, tsp, etc.) as they greatly affect your analysis in HW 3.
Hunger/fullness: Please keep track of your hunger and fullness before and after meals by referring to the hunger/fullness scale below. We will discuss your findings later on in the course.
Hunger/Fullness Discovery Scale
Very hungry ___________________________________ Stuffed
1 2 3 4 5 6 7 8 9 10
1 Starving
6 Comfortably full, satisfied
2 Very hungry, unable to concentrate
7 Very full, feel as if you have overeaten a little
3 Hungry, ready to eat
8 Uncomfortably full, feel stuffed
4 Beginning signs of hunger
9 Very uncomfortably full, need to loosen belt
5 Comfortable, neither hungry nor full
10 Stuffed to the point of feeling sick
Cues: In the cues column please make note of anything that you thought prompted you to eat more or less then you might usually eat. Please keep track of your eating environment, for example, eating alone, in a group, family style, buffet style, eating while working on the computer or watching TV or phone, can impact your eating. We will discuss these effects later on in the course but I want you to notice the cues that may be impacting your food intake while you are recording.
Example:
TIME
FOOD ITEM
COMPONENTS
AMOUNT
FOOD GROUP
HUNGER
FULLNESS
CUES
11:30 AM
Turkey sandwich
White bread
2 slices
Grains
3
7
Eating with friends at
The restaurant
Turkey
3 oz
Protein
Lettuce
1 oz
Vegetable
Mayo
1 Tbsp
Other
WEEKDAY (Day 1) DATE:
TIME
FOOD ITEM
COMPONENTS
AMOUNT
FOOD GROUP
HUNGER
FULLNESS
CUES
WEEKEND-DAY (Day 2) DATE:
TIME
FOOD ITEM
COMPONENTS
AMOUNT
FOOD GROUP
Hunger
Fullness
CUES
.
ASSIGNMENT 2 SUMMARY The task is to collect a data usingBenitoSumpter862
ASSIGNMENT 2 SUMMARY
The task is to collect a data using the questionnaire that you have developed in the
Assignment 1. This assignment accounts for 35% of the overall assessment in this unit. This
task should be completed in pairs. Please report your pair to your lecturer via email.
INSTRUCTIONS:
1. Choose a person from the class with who to work with. You will have to work with the
same person in Assignments 2 & 3.
2. Report your pair to the lecturer.
3. Look at individual questionnaires developed in Assignment 1 and choose your topic
(yours or your partner’s in this task) that your pair wants to work on.
4. Compile a joint questionnaire consisting of AT LEAST 10 best questions to answer your
selected business question.
5. Use SurveyMonkey (or other alternative online tool) to add your questions and to
send the questionnaire to potential respondents. ALTERNATIVELY, you could print out
the questionnaire and hand out to your respondents.
6. Make sure that your respondents are relevant to your business idea. For example, if
you’re investigating whether groceries store is a good idea on campus – your
respondents should be Murdoch University’s students.
7. Collect AT LEAST 20 responses (respondents should answer ALL questions – if you
have some questionnaires that are not fully answered, please collect MORE responses
that are fully answered).
8. Briefly summarize results in the report (up to 5 pages) and upload this report into LMS.
Please also upload evidence that you actually gathered the data (i.e. extract from
Survey Monkey/other tool or scanned copies of your filled questionnaires).
REPORT PRESENTATION
PART 1 – SUMMARY
In the first part of your report, please summarize your topic, process that you undertook and
high-level results. Explain your topic, who did you ask to complete the questionnaire, what was
your response rate, and some very high results (i.e. For example, “Based on results obtained, a
conclusion might be drawn that the idea X might be feasible if established in Y”.
PART 2 – RESULTS
In this section you should briefly summarize your findings. First, report on how many participants
did you get (only 20 or did you have more?), whether all people fully responded to all questions,
what was the overall response rate (i.e. is you sent out 50 questionnaires and got back only 25,
your response rate is only 50%). Then report on main findings based on the questions you chose
to ask your participants. Please use visualizations (graphs, tables, other visuals) in your report.
You will be marked on the data as much as on the presentation and creativity of the report.
PART 3 – PRELIMINARY CONCLUSIONS, NEXT STEPS & RECOMMENDATIONS
In this part of your report make a preliminary conclusion – based on your results, is it feasible to
implement the idea you had? It does not matter whether it is feasible, or not, as long as you
report on why you m ...
EAPP Q 2 – Module 8 Writing the Report Survey Field ReportLaboratoryScientifi...Leah Condina
Here are the key steps to writing a summary:
1. Identify the main topic and purpose of the original text.
2. Determine the most important ideas and events. Focus on the overall thesis or main point.
3. Paraphrase the important information in your own words without copying word-for-word.
4. Organize the summary in a logical order, such as chronologically or by importance.
5. Omit non-essential details and examples.
6. Use transition words and phrases to connect ideas between sentences and paragraphs.
7. Maintain the original author's point of view and intended meaning.
8. Indicated the author and title at the end
Module 05 Homework Assignment· Use the information presented in IlonaThornburg83
Module 05 Homework Assignment
· Use the information presented in the module folder along with your readings from the textbook to answer the following questions.
1. Describe how microbes of the normal flora in the human body can become opportunistic pathogens. Give one (1) example of a normal flora that can become opportunistic in the body:
2. Describe three (3) common bacterial skin infections. Be sure to give the name of the specific organism that causes each and describe some common signs and symptoms of each:
3. Describe three (3) common fungal infections (mycoses) of the skin. Be sure to give the name of the specific organism that causes each and describe some common signs and symptoms of each:
4. Describe three (3) different types of respiratory infections caused by bacteria. Be sure to give the name of the specific organism that causes each and describe some common signs and symptoms of each:
5. Discuss the difference between emerging infectious diseases and reemerging infectious diseases. Give examples of each.
6. Briefly discuss and describe three (3) common viral respiratory infections. Be sure to give the name of the specific virus that causes each as well as some signs and symptoms for each:
7. Describe three (3) common fungal respiratory infections and the name of the specific organism that causes them as well as some signs and symptoms for each:
Special educators will teach comprehension skills, no matter what subjects or grade levels they teach. Students of all ages should also be taught strategies to monitor their own reading abilities and progress, giving them autonomy and power for metacognition. An effective special educator knows the value of using research-based strategies that empower students and enable them to increase their reading comprehension.
Create a digital presentation, to be used for teacher professional development in an elementary school, which creatively and accurately explains current research on how to develop reading comprehension skills. Your presentation should be 10-15 slides, including a title slide, reference slide, and presenter’s notes.
Within your presentation, explain each of the following:
Summarize how language development, fluency, and vocabulary are critical to building a student's capacity to comprehend what he or she reads at a younger age.
Select three of the five recommendations from the practice guide meant to increase reading comprehension for young readers. Demonstrate how each recommendation relates to the research you presented.
Describe evidence-based strategies, different from those in the practice guide, that students can be taught to use to enhance their language development, fluency, and comprehension. Justify why these strategies are useful.
Your digital presentation should include graphics that are relevant to the content, are visually appealing, and use space appropriately.
Support your presentation with a minimum of two scholarly resources.
Whil ...
The document provides guidance for participants on developing assessment items, scoring keys, and rubrics. It discusses:
1. Developing multiple choice items, short answer tasks, extended answer tasks, and extended performance tasks based on targeted content standards.
2. Creating scoring keys for multiple choice items that identify the single correct answer for each item.
3. Constructing rubrics using clear, concise language to describe varying levels of performance and assign point values across dimensions or criteria.
Exercise 1: Data Interpretation
Dissolved oxygen is oxygen that is trapped in a fluid, such as water. Since many living organism requires oxygen to survive, it is a necessary component of water systems such as streams, lakes and rivers in order to support aquatic life. The dissolved oxygen is measured in units of ppm (parts per million). Examine the data in Table 4 showing the amount of dissolved oxygen present and the number of fish observed in the body of water the sample was taken from; finally, answer the questions below.
Post-Lab Questions
1. What patterns do you observe based on the information in Table 4?
This document provides model answers and guidance for common errors on an IGCSE Physics exam. It addresses several multiple choice and long answer questions related to topics like biology, genetics, and human reproduction. For each question, it identifies common mistakes made by students, such as not reading the question carefully or providing irrelevant information. The document emphasizes reading the full question before answering and using data from tables/figures when instructed. It also provides suggestions like understanding biological processes and using practice exams to improve exam performance.
1. The document outlines the daily lesson log and plan for a Cookery class in Cahayagan National High School.
2. Over the course of the week, topics will include preparing salted eggs, classifying and identifying vegetables and their benefits, and factors to consider in preparing vegetables.
3. Learning activities will involve videos, assignments, recipes, and evaluations to help students understand the concepts and apply their knowledge in identifying ingredients, preparing dishes, and planning vegetable-based projects.
School of Community and Environmental HealthMPH Program .docxWilheminaRossi174
School of Community and Environmental Health
MPH Program
Epidemiology: MPH 746
(
Second
Assignment
)
(
Type in you name here as
First Name , Last Name
)
Read the Paper below and answer the following questions. Your answer should be typed in below; and the submitted document should be in Microsoft Word document. The answer for any question should not exceed one paragraph (5-6 lines). The deadline for submission is 11:59 pm EST Nov. 9th, 2022.
(
Ellison LF, Morrison HI:
Low serum cholesterol concentration and risk of suicide
.
Epidemiology
2001,
12
(2):168-172.
)
Question1 (Max. 0.5 point)
What is the purpose of the study?
Question2 (Max. 0.5 point)
What is the study design? What is the exposure? What is the outcome?
Question3 (Max. 2 points)
How the exposure was measured? How the outcome was measured?
Question4 (Max. 1.5 points)
From Table II, calculate the Crude Rate Ratio for serum total cholesterol <4.27 mmol/l compared to >5.77 mmol/l. (must show the details of calculation)
Question5 (Max. 1.5 points)
What is the meaning of this crude Rate Ratio?
Question6 (Max. 1.5 points)
In Table 3, what is the meaning of age and sex adjusted RR of serum total cholesterol <4.27 mmol/l compared to serum total cholesterol >5.77 mmol/l. Was there confounding by age and sex, why or why not? Is the RR statistically significant? What is the meaning of the 95%CI for the RR?
Question7 (Max. 0.5 points)
Was the ascertainment of the outcome as complete as possible? Was there a follow chart?
Question8 (Max. 0.5 points)
The authors stated in the discussion “The possibility of under-ascertainment of suicide deaths is always a concern, although it is probably unlikely that ascertainment varied by serum total cholesterol level”
Explain what the authors meant by their statement.
Question9 (Max. 0.5 points)
Were those who measured the outcome blinded from the exposure status?
Question10 (Max. 0.5 points)
Have the exposures been well measured, or is there any random or systematic misclassification?
Question11 (Max. 5 points)
Do the “exposed” differ from the “unexposed” with respect to other factors? Have these differences taken into account in the design or analysis? i.e. How the authors dealt with confounding?
1
image1.png
Students will synthesize the information they have gathered during the course to formulate a presentation advocating for a practice change in relation to an area of interest to NP practice.
Creating a Professional PowerPoint PresentationDownload Creating a Professional PowerPoint Presentation
In a PowerPoint Presentation, address the following.
1.
Title Slide
2.
Introduction (1 slide): Slide should identify concepts to be addressed and sections of the presentation. Include speaker’s notes that explain, in more detail, what will be covered.
.
Exercise 1: Data Interpretation
Dissolved oxygen is oxygen that is trapped in a fluid, such as water. Since many living organism requires oxygen to survive, it is a necessary component of water systems such as streams, lakes and rivers in order to support aquatic life. The dissolved oxygen is measured in units of ppm (parts per million). Examine the data in Table 4 showing the amount of dissolved oxygen present and the number of fish observed in the body of water the sample was taken from; finally, answer the questions below.
Post-Lab Questions
1. What patterns do you observe based on the information in Table 4?
2. Develop a hypothesis relating to the amount of dissolved oxygen measured in the water sample and the number of fish observed in the body of water.
3. What would your experimental approach be to test this hypothesis?
4. What would be the independent and dependent variables?
How we learn english presentation - elka oct. 17Elka Veselinova
The document outlines a learning plan for a class on learning English as a foreign language. It includes established goals from educational standards in Bulgaria and the US. Key understandings are that students should focus on being understood when speaking English and not be afraid of mistakes. Essential questions address why learn English and why not be shy speaking with mistakes. The plan involves students brainstorming learning methods, surveying classmates, watching videos of footballers discussing English learning, and interviewing partners about their strategies. A performance task challenges students to create a video on their English learning tips and challenges to enter a contest.
DepEd TLE Fish Processing Curriculum Guide Grade 7-10Bogs De Castro
The document provides details about the K to 12 Agri-Fishery Arts - Food (Fish Processing) curriculum for grades 7/8 (exploratory course) and grade 9 (specialization course). It covers four common competencies for grade 7/8 including using and maintaining tools, performing calculations, interpreting technical drawings, and applying food safety. For grade 9 it covers four core competencies from the TESDA Training Regulation including implementing sampling procedures, inspecting and sorting materials, dispensing non-bulk ingredients, and preparing raw materials. The document lists the various lessons, contents, standards, competencies, and codes for each grade level.
The document provides details about the K to 12 Agri-Fishery Arts - Food (Fish Processing) curriculum for grades 7/8 (exploratory course) and grade 9 (specialization course). It covers four common competencies for grade 7/8 including using and maintaining tools, performing calculations, interpreting technical drawings, and applying food safety. For grade 9 it covers four core competencies from the TESDA Training Regulation including implementing sampling procedures, inspecting and sorting materials, dispensing non-bulk ingredients, and preparing raw materials. The document lists the various lessons, contents, standards, competencies, and codes for each grade level.
This course syllabus outlines the key details of a 13-week nutrition course, including course objectives, policies, materials, assignments, and weekly topics. Over the course, students will learn about the components of a healthy diet including nutrients, vitamins, minerals, carbohydrates, proteins, lipids, water and dietary supplements. They will examine nutrition labels, track their diets and set goals. Specific topics include digestion, weight management, nutritional deficiencies and diseases related to diet. Students complete discussions, analyses, research assignments and a brochure to demonstrate their understanding of course concepts.
Sei 300 sei300 sei 300 education for service uopstudy.comssuserd9bf9e
This document provides information and assignments for an online course on Structured English Immersion (SEI). It outlines six weekly assignments that involve analyzing laws and court decisions impacting English learners, comparing English language proficiency standards, examining the differences between basic interpersonal communication skills and cognitive academic language proficiency, creating a presentation on language acquisition for parents, and analyzing a sample student's AZELLA assessment scores to modify an English lesson. Students are asked to complete charts, reflections, presentations, and analyze documents to demonstrate their understanding of key concepts around English language instruction.
Sei 300 sei300 sei 300 best tutorials guide uopstudy.comssuserd9bf9e
This document provides information about an online course on structured English immersion (SEI). It outlines the weekly course content and assignments. In week 2, students are asked to write a memo on the historical and legal foundations of English language education, focusing on a key law or court case. They must discuss how it has influenced policy and their English learner program. Week 3 involves comparing basic interpersonal communication skills and cognitive academic language proficiency. Students create a visual and reflect on supporting both skills. Later weeks address presenting on language elements, analyzing student assessment data to modify lessons, and determining English learner eligibility. The course emphasizes applying linguistic concepts and using technology to support English learners.
This document provides guidelines for an assignment to critique a systematic research review (SRR). Students are required to choose an SRR pertaining to their practice setting and critique various aspects of it, including the relevance of the problem addressed, the levels of evidence and designs of included studies, clarity of presentation, overall findings, and implications for practice and future research. The assignment aims to develop students' ability to synthesize and disseminate research findings as well as compare and critique research designs and methodologies.
1. This document is a mark scheme that provides guidance to examiners on how to mark answers for the Pearson Edexcel International GCSE in Biology exam.
2. It provides general marking guidance, including treating all candidates equally, rewarding what is shown, and awarding all available marks when deserved.
3. The mark scheme then provides specific answers and notes for multiple choice and structured questions on topics in biology, allocating a specific number of marks for each answer.
This document provides guidance for food safety training at the management level. It outlines 37 food safety skills that management should demonstrate, organized under categories such as microbiology, personal hygiene, food safety operations, and staff training. For each skill, it describes how management can demonstrate the skill and any resources or support needed. It also contains additional appendices with reference information to support food safety training.
Question 1 1. Hurdles to sustainability include all except.docxIRESH3
Question 1
1. Hurdles to sustainability include all except:
apathy
consumption levels
adequate knowledge
lack of public awareness
4 points
Question 2
1. __________________ is the maximum rate of resource consumption and waste discharge that can be sustained indefinitely in a given region without progressively impairing the functional integrity and productivity of the ecosystem.
Maximum consumption rate
Minimum ecosystem capacity
Carrying capacity
Resource capacity
4 points
Question 3
1. Which of the following was not one of the outcomes of the Rio conference?
Convention of Climate Change
Convention on Water Waste Elimination
Convention on Biological Diversity
Rio Declaration on Environment and Development
4 points
Question 4
1. Individuals may play a role in sustainability by all of the following except ___________.
changing life styles
cutting down on the need to travel
using clean production technology
minimize hospitalizations
4 points
Question 5
1. The social themes of Agenda 21 include all except:
the just world
the fertile world
the peoples world
none of the above
4 points
Question 6
1. Which of the following is not one of the closely connected precepts of sustainability?
The environment is an integral part of the economy.
Equity between the developing and developed world is essential.
Every entity should have long term goals.
Poverty does not need to be addressed.
4 points
Question 7
1. The basis of the economy in some Third World countries is ___________.
recycled aluminum cans
population growth
tourism
the use of cisterns
4 points
Question 8
1. Which is not a component of a sustainable society?
democratic values
static economy
long-term solutions
research and information
4 points
Question 9
1. The principles of sustainable development strategy making include all except:
focus on issues
cost analysis
consensus building
action orientation
4 points
Question 10
1. Promoting cooperation among various industries is a principal of ____________.
an eco-industrial park
industrial ecology
conservation of resources
the polluter pays
4 points
Question 11 –200 words general keep it simple
1. Summarize the framework involved concerning sustainability. Provide an example of a third world country that implemented a sustainable development project that has achieved some success. (Example: Dr. Wangari Maathat of Kenya founded the Green Belt Movement in 1977 in her native Kenya. In 2004 she received the Nobel Peace Prize for her work – the first time that the award was given for an environmental action).
30 points
Question 12 –200 words keep it simple
1. Discuss 4 industrial ecology principles. Of the four that you have chosen, which do you think is the most valuable and why.
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The document summarizes a study analyzing factors that affect ratings of French fries, including oil type and age used in cooking. Data were collected from volunteers rating fries made from different oil conditions. Models were developed to determine the effects of explanatory variables on an ordinal overall rating variable. The optimal logit mixed model indicated oil age had a significant effect on ratings, while oil type and other variables did not. This suggests oil age is the primary determinant of optimal fries, with older oil associated with higher ratings.
This document contains a daily lesson log for a Grade 6 Agriculture class. Over the course of a week, the students will be learning about planning for the expansion of tree and seedling production. They will identify additional varieties suitable for planting, design expansion plans, and learn about the requirements and proper care for additional plants. The teacher will use various methods like group work, games, demonstrations and discussions to teach these concepts and skills. Formative assessments include written exams, demonstrations, role plays and presentations. The log also records the number of students who achieved mastery of the lessons and those who required additional support activities.
Running Head Title1Title3TitleNameSCI 207 De.docxagnesdcarey33086
Running Head: Title
1
Title
3
Title
Name
SCI 207: Dependence of man on the environment
Instructor
Date
*This template will provide you with the details necessary to finalize a quality Final Lab Report. Utilize this template to complete the Week 5 Final Lab Report and ensure that you are providing all of the necessary information and proper format for the assignment. Before you begin, please note the following important information:
1. Carefully review the Final Lab Report instructions before you begin this assignment.
2. The Final Lab Report should cover all 3 experiments from your Week Two Lab.
3. Review instructor feedback from the Week Three outline of the Final Lab Report and make changes as necessary.
4. Review the Sample Final Lab Report for an example of a final product on a different topic. Your format should look like this sample report before submission.
5. Run your Final Lab Report through Turnitin using the student folder to ensure protection from accidental plagiarism
Title
Abstract
The abstract should provide a brief summary of the methods, results, and conclusions. It should very briefly allow the reader to see what was done, how it was done, and the results. It should not exceed 200 words and should be the last part written (although it should still appear right after the title page).
Introduction
The introduction should describe the background of water quality and related issues using cited examples. You should include scholarly sources in this section to help explain why water quality research is important to society. When writing this section, make sure to cite all resources in APA format.
The introduction should also contain the objective for your study. This objective is the reason why the experiment is being done. Your final report should provide an objective that describes why we want to know the answer to the questions we are asking.
Finally, the introduction should end with your hypotheses. This section should include a hypothesis for each one of the three experiments. These hypotheses should be the same ones posed before you began your experiments. You may reword them following feedback from your instructor to illustrate a proper hypothesis, however, you should not adjust them to reflect the “right” answer. You do not lose points for an inaccurate hypothesis; scientists often revise their hypotheses based on scientific evidence following an experiment.
Materials and Methods
The materials and methods section should provide a brief description of the specialized materials used in your experiment and how they were used. This section needs to summarize the instructions with enough detail so that an outsider who does not have a copy of the lab instructions knows what you did. However, this does not mean writing every little step like “dip the pH test strip in the water, then shake the test strips,” these steps can be simplified to read “we used pH test strips to measure water pH”, etc. Additionally, this se.
this assignment is about Mesopotamia and Egypt. Some of these cu.docxOllieShoresna
this assignment is about
Mesopotamia and Egyp
t. Some of these cultures lasted centuries, others such as Egypt lasted millennia. The goal of this prompt is to dig deeper into the power of religion and visual representations of power from rulers on human culture.
The themes of religion and power dominate artwork from this era of art history. What is the importance of these themes relative to the civilizations at the time? How do these themes manifest themselves in works of art? Choose one culture (Sumerian, Babylonian, Assyrian, Egyptian, etc) and support your answer to that one culture describing specific artifacts.
The goal here is an analysis of a single artifact in support of the theme. Be sure to review week 1's material on writing about art to help you with structuring a response.
Please remember to use MLA format when organizing your response. This means proper in-text citations, captions for images, and references for any work that is cited in-text.
.
This assignment has two goals 1) have students increase their under.docxOllieShoresna
This assignment has two goals: 1) have students increase their understanding of the concept of Protecting Personal Information (PPI) and other ethical issues related to the use of information technology through research, and 2) learn to correctly use the tools and techniques within Word to format a research paper, including use of available References and citation tools. These skills will be valuable throughout a student’s academic career. The paper will require a title page, NO abstract, three to four full pages of content with incorporation of a minimum of 3 external resources from credible sources and a Works Cited/References page. Wikipedia and similar general information sites, blogs or discussion groups are not considered creditable sources for a research project. No more than 10% of the paper may be in the form of a direct citation from an external source.
.
More Related Content
Similar to Data Sheet Activity - LipidsAll Content is Copyright Protected
Exercise 1: Data Interpretation
Dissolved oxygen is oxygen that is trapped in a fluid, such as water. Since many living organism requires oxygen to survive, it is a necessary component of water systems such as streams, lakes and rivers in order to support aquatic life. The dissolved oxygen is measured in units of ppm (parts per million). Examine the data in Table 4 showing the amount of dissolved oxygen present and the number of fish observed in the body of water the sample was taken from; finally, answer the questions below.
Post-Lab Questions
1. What patterns do you observe based on the information in Table 4?
This document provides model answers and guidance for common errors on an IGCSE Physics exam. It addresses several multiple choice and long answer questions related to topics like biology, genetics, and human reproduction. For each question, it identifies common mistakes made by students, such as not reading the question carefully or providing irrelevant information. The document emphasizes reading the full question before answering and using data from tables/figures when instructed. It also provides suggestions like understanding biological processes and using practice exams to improve exam performance.
1. The document outlines the daily lesson log and plan for a Cookery class in Cahayagan National High School.
2. Over the course of the week, topics will include preparing salted eggs, classifying and identifying vegetables and their benefits, and factors to consider in preparing vegetables.
3. Learning activities will involve videos, assignments, recipes, and evaluations to help students understand the concepts and apply their knowledge in identifying ingredients, preparing dishes, and planning vegetable-based projects.
School of Community and Environmental HealthMPH Program .docxWilheminaRossi174
School of Community and Environmental Health
MPH Program
Epidemiology: MPH 746
(
Second
Assignment
)
(
Type in you name here as
First Name , Last Name
)
Read the Paper below and answer the following questions. Your answer should be typed in below; and the submitted document should be in Microsoft Word document. The answer for any question should not exceed one paragraph (5-6 lines). The deadline for submission is 11:59 pm EST Nov. 9th, 2022.
(
Ellison LF, Morrison HI:
Low serum cholesterol concentration and risk of suicide
.
Epidemiology
2001,
12
(2):168-172.
)
Question1 (Max. 0.5 point)
What is the purpose of the study?
Question2 (Max. 0.5 point)
What is the study design? What is the exposure? What is the outcome?
Question3 (Max. 2 points)
How the exposure was measured? How the outcome was measured?
Question4 (Max. 1.5 points)
From Table II, calculate the Crude Rate Ratio for serum total cholesterol <4.27 mmol/l compared to >5.77 mmol/l. (must show the details of calculation)
Question5 (Max. 1.5 points)
What is the meaning of this crude Rate Ratio?
Question6 (Max. 1.5 points)
In Table 3, what is the meaning of age and sex adjusted RR of serum total cholesterol <4.27 mmol/l compared to serum total cholesterol >5.77 mmol/l. Was there confounding by age and sex, why or why not? Is the RR statistically significant? What is the meaning of the 95%CI for the RR?
Question7 (Max. 0.5 points)
Was the ascertainment of the outcome as complete as possible? Was there a follow chart?
Question8 (Max. 0.5 points)
The authors stated in the discussion “The possibility of under-ascertainment of suicide deaths is always a concern, although it is probably unlikely that ascertainment varied by serum total cholesterol level”
Explain what the authors meant by their statement.
Question9 (Max. 0.5 points)
Were those who measured the outcome blinded from the exposure status?
Question10 (Max. 0.5 points)
Have the exposures been well measured, or is there any random or systematic misclassification?
Question11 (Max. 5 points)
Do the “exposed” differ from the “unexposed” with respect to other factors? Have these differences taken into account in the design or analysis? i.e. How the authors dealt with confounding?
1
image1.png
Students will synthesize the information they have gathered during the course to formulate a presentation advocating for a practice change in relation to an area of interest to NP practice.
Creating a Professional PowerPoint PresentationDownload Creating a Professional PowerPoint Presentation
In a PowerPoint Presentation, address the following.
1.
Title Slide
2.
Introduction (1 slide): Slide should identify concepts to be addressed and sections of the presentation. Include speaker’s notes that explain, in more detail, what will be covered.
.
Exercise 1: Data Interpretation
Dissolved oxygen is oxygen that is trapped in a fluid, such as water. Since many living organism requires oxygen to survive, it is a necessary component of water systems such as streams, lakes and rivers in order to support aquatic life. The dissolved oxygen is measured in units of ppm (parts per million). Examine the data in Table 4 showing the amount of dissolved oxygen present and the number of fish observed in the body of water the sample was taken from; finally, answer the questions below.
Post-Lab Questions
1. What patterns do you observe based on the information in Table 4?
2. Develop a hypothesis relating to the amount of dissolved oxygen measured in the water sample and the number of fish observed in the body of water.
3. What would your experimental approach be to test this hypothesis?
4. What would be the independent and dependent variables?
How we learn english presentation - elka oct. 17Elka Veselinova
The document outlines a learning plan for a class on learning English as a foreign language. It includes established goals from educational standards in Bulgaria and the US. Key understandings are that students should focus on being understood when speaking English and not be afraid of mistakes. Essential questions address why learn English and why not be shy speaking with mistakes. The plan involves students brainstorming learning methods, surveying classmates, watching videos of footballers discussing English learning, and interviewing partners about their strategies. A performance task challenges students to create a video on their English learning tips and challenges to enter a contest.
DepEd TLE Fish Processing Curriculum Guide Grade 7-10Bogs De Castro
The document provides details about the K to 12 Agri-Fishery Arts - Food (Fish Processing) curriculum for grades 7/8 (exploratory course) and grade 9 (specialization course). It covers four common competencies for grade 7/8 including using and maintaining tools, performing calculations, interpreting technical drawings, and applying food safety. For grade 9 it covers four core competencies from the TESDA Training Regulation including implementing sampling procedures, inspecting and sorting materials, dispensing non-bulk ingredients, and preparing raw materials. The document lists the various lessons, contents, standards, competencies, and codes for each grade level.
The document provides details about the K to 12 Agri-Fishery Arts - Food (Fish Processing) curriculum for grades 7/8 (exploratory course) and grade 9 (specialization course). It covers four common competencies for grade 7/8 including using and maintaining tools, performing calculations, interpreting technical drawings, and applying food safety. For grade 9 it covers four core competencies from the TESDA Training Regulation including implementing sampling procedures, inspecting and sorting materials, dispensing non-bulk ingredients, and preparing raw materials. The document lists the various lessons, contents, standards, competencies, and codes for each grade level.
This course syllabus outlines the key details of a 13-week nutrition course, including course objectives, policies, materials, assignments, and weekly topics. Over the course, students will learn about the components of a healthy diet including nutrients, vitamins, minerals, carbohydrates, proteins, lipids, water and dietary supplements. They will examine nutrition labels, track their diets and set goals. Specific topics include digestion, weight management, nutritional deficiencies and diseases related to diet. Students complete discussions, analyses, research assignments and a brochure to demonstrate their understanding of course concepts.
Sei 300 sei300 sei 300 education for service uopstudy.comssuserd9bf9e
This document provides information and assignments for an online course on Structured English Immersion (SEI). It outlines six weekly assignments that involve analyzing laws and court decisions impacting English learners, comparing English language proficiency standards, examining the differences between basic interpersonal communication skills and cognitive academic language proficiency, creating a presentation on language acquisition for parents, and analyzing a sample student's AZELLA assessment scores to modify an English lesson. Students are asked to complete charts, reflections, presentations, and analyze documents to demonstrate their understanding of key concepts around English language instruction.
Sei 300 sei300 sei 300 best tutorials guide uopstudy.comssuserd9bf9e
This document provides information about an online course on structured English immersion (SEI). It outlines the weekly course content and assignments. In week 2, students are asked to write a memo on the historical and legal foundations of English language education, focusing on a key law or court case. They must discuss how it has influenced policy and their English learner program. Week 3 involves comparing basic interpersonal communication skills and cognitive academic language proficiency. Students create a visual and reflect on supporting both skills. Later weeks address presenting on language elements, analyzing student assessment data to modify lessons, and determining English learner eligibility. The course emphasizes applying linguistic concepts and using technology to support English learners.
This document provides guidelines for an assignment to critique a systematic research review (SRR). Students are required to choose an SRR pertaining to their practice setting and critique various aspects of it, including the relevance of the problem addressed, the levels of evidence and designs of included studies, clarity of presentation, overall findings, and implications for practice and future research. The assignment aims to develop students' ability to synthesize and disseminate research findings as well as compare and critique research designs and methodologies.
1. This document is a mark scheme that provides guidance to examiners on how to mark answers for the Pearson Edexcel International GCSE in Biology exam.
2. It provides general marking guidance, including treating all candidates equally, rewarding what is shown, and awarding all available marks when deserved.
3. The mark scheme then provides specific answers and notes for multiple choice and structured questions on topics in biology, allocating a specific number of marks for each answer.
This document provides guidance for food safety training at the management level. It outlines 37 food safety skills that management should demonstrate, organized under categories such as microbiology, personal hygiene, food safety operations, and staff training. For each skill, it describes how management can demonstrate the skill and any resources or support needed. It also contains additional appendices with reference information to support food safety training.
Question 1 1. Hurdles to sustainability include all except.docxIRESH3
Question 1
1. Hurdles to sustainability include all except:
apathy
consumption levels
adequate knowledge
lack of public awareness
4 points
Question 2
1. __________________ is the maximum rate of resource consumption and waste discharge that can be sustained indefinitely in a given region without progressively impairing the functional integrity and productivity of the ecosystem.
Maximum consumption rate
Minimum ecosystem capacity
Carrying capacity
Resource capacity
4 points
Question 3
1. Which of the following was not one of the outcomes of the Rio conference?
Convention of Climate Change
Convention on Water Waste Elimination
Convention on Biological Diversity
Rio Declaration on Environment and Development
4 points
Question 4
1. Individuals may play a role in sustainability by all of the following except ___________.
changing life styles
cutting down on the need to travel
using clean production technology
minimize hospitalizations
4 points
Question 5
1. The social themes of Agenda 21 include all except:
the just world
the fertile world
the peoples world
none of the above
4 points
Question 6
1. Which of the following is not one of the closely connected precepts of sustainability?
The environment is an integral part of the economy.
Equity between the developing and developed world is essential.
Every entity should have long term goals.
Poverty does not need to be addressed.
4 points
Question 7
1. The basis of the economy in some Third World countries is ___________.
recycled aluminum cans
population growth
tourism
the use of cisterns
4 points
Question 8
1. Which is not a component of a sustainable society?
democratic values
static economy
long-term solutions
research and information
4 points
Question 9
1. The principles of sustainable development strategy making include all except:
focus on issues
cost analysis
consensus building
action orientation
4 points
Question 10
1. Promoting cooperation among various industries is a principal of ____________.
an eco-industrial park
industrial ecology
conservation of resources
the polluter pays
4 points
Question 11 –200 words general keep it simple
1. Summarize the framework involved concerning sustainability. Provide an example of a third world country that implemented a sustainable development project that has achieved some success. (Example: Dr. Wangari Maathat of Kenya founded the Green Belt Movement in 1977 in her native Kenya. In 2004 she received the Nobel Peace Prize for her work – the first time that the award was given for an environmental action).
30 points
Question 12 –200 words keep it simple
1. Discuss 4 industrial ecology principles. Of the four that you have chosen, which do you think is the most valuable and why.
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The document summarizes a study analyzing factors that affect ratings of French fries, including oil type and age used in cooking. Data were collected from volunteers rating fries made from different oil conditions. Models were developed to determine the effects of explanatory variables on an ordinal overall rating variable. The optimal logit mixed model indicated oil age had a significant effect on ratings, while oil type and other variables did not. This suggests oil age is the primary determinant of optimal fries, with older oil associated with higher ratings.
This document contains a daily lesson log for a Grade 6 Agriculture class. Over the course of a week, the students will be learning about planning for the expansion of tree and seedling production. They will identify additional varieties suitable for planting, design expansion plans, and learn about the requirements and proper care for additional plants. The teacher will use various methods like group work, games, demonstrations and discussions to teach these concepts and skills. Formative assessments include written exams, demonstrations, role plays and presentations. The log also records the number of students who achieved mastery of the lessons and those who required additional support activities.
Running Head Title1Title3TitleNameSCI 207 De.docxagnesdcarey33086
Running Head: Title
1
Title
3
Title
Name
SCI 207: Dependence of man on the environment
Instructor
Date
*This template will provide you with the details necessary to finalize a quality Final Lab Report. Utilize this template to complete the Week 5 Final Lab Report and ensure that you are providing all of the necessary information and proper format for the assignment. Before you begin, please note the following important information:
1. Carefully review the Final Lab Report instructions before you begin this assignment.
2. The Final Lab Report should cover all 3 experiments from your Week Two Lab.
3. Review instructor feedback from the Week Three outline of the Final Lab Report and make changes as necessary.
4. Review the Sample Final Lab Report for an example of a final product on a different topic. Your format should look like this sample report before submission.
5. Run your Final Lab Report through Turnitin using the student folder to ensure protection from accidental plagiarism
Title
Abstract
The abstract should provide a brief summary of the methods, results, and conclusions. It should very briefly allow the reader to see what was done, how it was done, and the results. It should not exceed 200 words and should be the last part written (although it should still appear right after the title page).
Introduction
The introduction should describe the background of water quality and related issues using cited examples. You should include scholarly sources in this section to help explain why water quality research is important to society. When writing this section, make sure to cite all resources in APA format.
The introduction should also contain the objective for your study. This objective is the reason why the experiment is being done. Your final report should provide an objective that describes why we want to know the answer to the questions we are asking.
Finally, the introduction should end with your hypotheses. This section should include a hypothesis for each one of the three experiments. These hypotheses should be the same ones posed before you began your experiments. You may reword them following feedback from your instructor to illustrate a proper hypothesis, however, you should not adjust them to reflect the “right” answer. You do not lose points for an inaccurate hypothesis; scientists often revise their hypotheses based on scientific evidence following an experiment.
Materials and Methods
The materials and methods section should provide a brief description of the specialized materials used in your experiment and how they were used. This section needs to summarize the instructions with enough detail so that an outsider who does not have a copy of the lab instructions knows what you did. However, this does not mean writing every little step like “dip the pH test strip in the water, then shake the test strips,” these steps can be simplified to read “we used pH test strips to measure water pH”, etc. Additionally, this se.
Similar to Data Sheet Activity - LipidsAll Content is Copyright Protected (20)
this assignment is about Mesopotamia and Egypt. Some of these cu.docxOllieShoresna
this assignment is about
Mesopotamia and Egyp
t. Some of these cultures lasted centuries, others such as Egypt lasted millennia. The goal of this prompt is to dig deeper into the power of religion and visual representations of power from rulers on human culture.
The themes of religion and power dominate artwork from this era of art history. What is the importance of these themes relative to the civilizations at the time? How do these themes manifest themselves in works of art? Choose one culture (Sumerian, Babylonian, Assyrian, Egyptian, etc) and support your answer to that one culture describing specific artifacts.
The goal here is an analysis of a single artifact in support of the theme. Be sure to review week 1's material on writing about art to help you with structuring a response.
Please remember to use MLA format when organizing your response. This means proper in-text citations, captions for images, and references for any work that is cited in-text.
.
This assignment has two goals 1) have students increase their under.docxOllieShoresna
This assignment has two goals: 1) have students increase their understanding of the concept of Protecting Personal Information (PPI) and other ethical issues related to the use of information technology through research, and 2) learn to correctly use the tools and techniques within Word to format a research paper, including use of available References and citation tools. These skills will be valuable throughout a student’s academic career. The paper will require a title page, NO abstract, three to four full pages of content with incorporation of a minimum of 3 external resources from credible sources and a Works Cited/References page. Wikipedia and similar general information sites, blogs or discussion groups are not considered creditable sources for a research project. No more than 10% of the paper may be in the form of a direct citation from an external source.
.
This assignment has two parts 1 paragraph per questionIn wh.docxOllieShoresna
This assignment has two parts: 1 paragraph per question
In what instances would Wikipedia be of benefit in conducting research necessary to develop quality deliverables?
what are the drawbacks of using Wikipedia as a primary academic source for conducting research necessary to develop quality deliverables.
.
This assignment is a minimum of 100 word all parts of each querstion.docxOllieShoresna
This assignment is a minimum of 100 word all parts of each querstion MUST be answered
1)
What is an example of past trends pertaining to the development and operation of community based corrections? How does institutional corrections and community corrections differ in relation to operations and development? How can we improve the development and operation of corrections by utilizing past, current, and future trends?
2)
What are the technological functions within correctional environments? How do technological functions relate to security and management functions within correctional environments? What would happen if there was a disconnect among these areas of a correctional facility?
3)
What are the technological functions within correctional environments? How do technological functions relate to security and management functions within correctional environments? What would happen if there was a disconnect among these areas of a correctional facility?
.
This assignment has three elements a traditional combination format.docxOllieShoresna
This assignment has three elements: a traditional combination format resume, a cover letter, and a reference sheet
. Cover letter is no more than one page (3-6 paragraphs) in length
The cover letter must be written to a real company for a real job in Pittsburg, PA.
Please direct a person's name with a complete address. Be sure to use the appropriate salutation such as Mr., Ms., Dr., etc.
Make sure that you have varied your sentence structure so that every sentence does not begin with "I"
Important information about myself:
Name : Nicolas J, an international student from France
Major: Management Information System
Skills: speak two language, native language is France, and second language is English.
Experience: five years working in Freeze company (from 2007 to 2012) in France at IT department before I came to the U.S. to study MIS.
Note: see the attached document for samples of a cover letter and a reference sheet
.
This assignment has four partsWhat changes in business software p.docxOllieShoresna
This assignment has four parts:
What changes in business software platforms have you experienced, and what was the driving force behind the change?
What important trends in business hardware are occurring? What relationship do you see happening between hardware changes and software? In your experience, which seems to drive the other and why?
How important do you perceive databases and data mining to business? How could a small business take advantage of the technology?
In your opinion, should software dictate business processes or should the business process dictate the software structure? Why? What are the risks?
.
This assignment consists of two partsthe core evaluation, a.docxOllieShoresna
This assignment consists of two parts:
the core evaluation,
and
the plan for extending the evaluation through research
in the
Illinois University
, and in sources that will increase the context of the evaluation even further.
My core essay (4 pages) would discuss these criteria through examples, and explanation of why they are important. In developing this essay, I could also use description, definition, comparison/contrast and cause and effect, since these are also ways to evaluate something. My goal is to provide an evaluation that readers find reasonable and thorough.
What I want to come up with based on this questioning, is a plan for research that includes discussion of who I would go to for information and why, a list of potential survey and interview questions and an annotated bibliography with a minimum of three sources accessed through Booth Library databases.
this project is related to my university just look the attached paper for further information.
.
This assignment asks you to analyze a significant textual elemen.docxOllieShoresna
This assignment asks you to analyze a significant textual element from “Welcome to Dataland”. First, provide a brief summary (1-2 sentences) of the essay, including an explanation of Bogost’s main claim. Next, using your tools for textual analysis, identify
one
key element of the text from Bogost’s essay and analyze the significance of this element. How does it contribute to the text’s purpose? In what ways does it relate to the essay’s main claim? How does it impact how an audience receives or interprets the text?
.
This assignment allows you to learn more about one key person in Jew.docxOllieShoresna
This assignment asks students to write a 750-word paper summarizing the life and importance of a key figure in ancient Jewish history such as Abraham, Moses, David, Solomon, Esther, or Ezra. The paper must also explain a connected key event in Jewish history, describe associated rituals or texts, and provide an example of how the figure helped develop Jewish ethics. Completing a worksheet on common Jewish holy days will help with reflecting on the assignment.
This assignment allows you to explore the effects of social influe.docxOllieShoresna
This assignment allows you to explore the effects of social influences on personal development.
Write
a 1,050- to 1,400-word paper in which you examine the concept of the self. Address the following:
·
Identify who was in the radius of significant others that shaped your development through your toddler, child, and adolescent years.
·
Identify verbal messages you recall that suggested situational or dispositional attributions about you.
·
Describe how you developed your current attitudes toward authority, competitors, subordinates, the opposite sex, or another generation.
·
Explore the effects your social world has had on your developing professional identity.
Cite
at least 2 scholarly references.
Format
your paper according to APA guidelines.
Click
the Assignment Files tab to submit your assignment.
This assignment is based on my low-self-esteem. My mother would be the one who shaped my
development. Follow the instructions. Please have the heading
The Self in the Social World
and the running head.
.
This assignment addresses pretrial procedures that occur prior to th.docxOllieShoresna
This assignment addresses pretrial procedures that occur prior to the trial but not the trial itself. Subjects included
but are not limited to
: first appearance, alternatives to bail, Grand Jury proceedings, plea-bargaining, and federal rules of procedures for plea-bargaining. In addition to topics listed in the syllabus, additional information from the textbook and research references is required.
.
This assignment allows you to learn more about one key person in J.docxOllieShoresna
This assignment allows you to learn more about one key person in Jewish history and to relate that person to any specific rituals in Judaism today. In doing so, you will also learn how your chosen individual fits into the larger history of the religion.
Part 1
Complete
the University of Phoenix Material: Common Holy Days in Jewish Religious Traditions Worksheet to help you as you reflect on Part 2 of this assignment.
Part 2
Write
a 700- to 1,050-word paper that includes the following:
A summary of the life and importance of one key person in Jewish history
An explanation of one key event in the history of Judaism that is connected to that person
A description of any rituals, symbols, or sacred texts in Judaism associated with this event or person
Brief explanation of Jewish ethics
Format
your assignment according to appropriate course-level APA guidelines.
Submit
your assignment to the Assignment Files tab
.
This assignment allows you to explore the effects of social infl.docxOllieShoresna
This assignment allows you to explore the effects of social influences on personal development.
Write
a 1,050- to 1,400-word paper in which you examine the concept of the self. Address the following:
Identify who was in the radius of significant others that shaped your development through your toddler, child, and adolescent years.
Identify verbal messages you recall that suggested situational or dispositional attributions about you.
Describe how you developed your current attitudes toward authority, competitors, subordinates, the opposite sex, or another generation.
Explore the effects your social world has had on your developing professional identity.
Cite
at least 2 scholarly references.
Format
your paper according to APA guidelines.
.
this about communication please i eant you answer this question.docxOllieShoresna
this about communication >>>
please i eant you answer this question from book Milestones in Mass Communication Research: Media Research, 3rd ED
Lowery &Defleur ISBN 0-8013-1437-2
I will submit the question and please the answer re write and own word i want rephrase the answer
i add some answor to help you to answer the question and please rephrase and write own words please i want use the book to find correct answer
.
Think of a time when a company did not process an order or perform a.docxOllieShoresna
Think of a time when a company did not process an order or perform a service for you in a timely manner.
What was your reaction?
What actions did the company take to correct the situation?
What actions would you have liked for the company to take?
Discuss possible reasons why the company was not able to complete your order/service in a timely manner and suggest potential areas for improvement.
4 Paragraph minimum.
.
Think_Vision W5- Importance of VaccinationImportance of Vaccinatio.docxOllieShoresna
Think_Vision W5- Importance of Vaccination
Importance of Vaccination
Mary's one year old daughter is due to be given the Measles, Mumps, and Rubella (MMR) vaccine during her next visit to the doctor. Mary is upset and concerned because one of her friend's sons became ill after a similar vaccination. She has also heard rumors that MMR vaccine causes rubella. Mary was also told that her daughter will need to be vaccinated before Mary returns to work.
Mary is not alone. Many parents face this issue. Therefore, it is important for Mary and all such parents to make decisions that are best for their children, based on facts and not emotions.
Place yourself in the role of a health care worker, submit to the discussion area your plan to validate the importance of vaccination by addressing the following questions:
Why are vaccinations necessary components of the healthcare programs?
Are there reasons for people not being vaccinated despite of such elaborate healthcare programs? Explain.
What are the consequences of people not being vaccinated?
What is the impact of religious, cultural, legal, and ethical issues that parents need to consider before vaccination?
What type of information will help the parents make an informed decision about vaccinating their children?
NEED TO BE VERY SPECIFIC VERY DETAILED IS EXTREMLY IMORTANT THIS ONE
.
Thinks for both only 50 words as much for each one1-xxxxd, unf.docxOllieShoresna
Thinks for both only 50 words as much for each one
1
-xxxxd, unfortunately there isn’t any Ethical Code of Conduct that all countries follow to the letter. “When in Rome, you act as the Romans does.” Therefore, Chiquita did what they thought was right under the circumstances. Rather it was for profit or to save the lives of its employees. Their decision may have been considered unethical by the United States standards. But, to them it was the right thing to do to eliminate human causality. A lot of these atrocities stem from the wide gap in wealth distribution, corruption, and greed at the highest level in the government infrastructure. Not too long ago in the distant past in the United States, the government, politicians, influential business men and part of society partake in various atrocities as well against several groups of people all in the name of greed, profit, and racism. At the time, they felt their actions was justified, and continued the course without deviation.
2
-I enjoyed reading your response to question 6 on the civil death policy legal terminology persay. It helped me to understand more clearly that they would be denied rights such as voting, holding public office etc. It is truly not a black or white answer, but a very gray area. I know in some instances yes I could see businesses get that but due to the circumstances they were truly put into a no win situation. Even if they went to the authorities they would probably have been found out and then they would end up still tortured and killed.
this is about the chiquita case.
.
Think of a specific change you would like to bring to your organizat.docxOllieShoresna
Think of a specific change you would like to bring to your organization. Describe the change, the value that you believe the change would bring to the organization, and the methodology that you would use (top-down or bottom-up) in order to implement the change.
I would have mangement work with the employees who would be affected rather than managers making a change and it being a total nightmare. So I would do bottom up.
.
Think of a possible change initiative in your selected organization..docxOllieShoresna
Think of a possible change initiative in your selected organization.
This could be the one you identified in Unit 3. Briefly describe the initiative.
Identify the possible stakeholders – those people or organizations that would positively or negatively affect a successful outcome.
Identify two key stakeholders who would be supportive of the initiative and two who would resist it. Provide recommendations for
PLEASE SEE and FOLLOW the instructions on the Attached Rubric
.
Thinking About Research PaperConsider the research question and .docxOllieShoresna
Thinking About Research Paper
Consider
the research question and hypothesis you created in Week 3, as well as the information you summarized in your literature review in Week 2.
Write
a 4- to 6-page paper that explains the most appropriate research methods for your chosen topic. Keep in mind the following guidelines:
Identify at least two different research methods that could be used to investigate whether your hypothesis is accurate. You may wish to consider quantitative research, secondary data analysis, ethnographic studies, participant observation, or in-depth interviews.
Evaluate the appropriateness of each by explaining their advantages and disadvantages.
Explain which of the two methods you believe is the most appropriate.
Explain specifically how you could use this method to study your research question.
Use
APA writing style guidelines.
Include
an APA-style formatted references page listing the articles you selected.
Hypothesis: Police departments nationwide need to change their mindsets and policies to attract the modern millennial police recruits today.
Must receive by 2/2/2017 by 2000
.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Data Sheet Activity - LipidsAll Content is Copyright Protected
1. Data Sheet: Activity - Lipids
All Content is Copyright Protected and May NOT Be Posted or
Shared Outside Of The Classroom
Name
Course
Date
Activity Data Code ICV
Procedure I - Thin-Layer Chromatography
Using the lipids key for lanes 1-3 found under the Activity
Form tab, list the lipids present in lanes 4 and 5 of the
chromatography plate in the table below. List the lipids using
the abbreviations found under the Activity Form tab (TG for
triglycerides, etc.).
Tip: It is helpful to use a ruler when attempting to match up
lipids on the chromatography plate.
4
TableTop Science – All Rights Reserved
1
TableTop Science – All Rights Reserved
Table I-1. TLC Plate Bands for Fish and Nut Samples
Lane 1
Standards
Lane 2
Standards
Lane 3
Standards
3. PA
FC
PS
Observations and Questions
[1] Closely examine the bands for the fish and nut samples.
Describe the overall appearance (number, intensity, and
distribution) of the bands for each test sample, the fish and nut
samples.
[2] How many bands do the fish and nut samples have in
common?
4. [3] Compare the standard bands with the bands on the TLC plate
that the two test samples have in common. Identify (name) the
lipids that the fish and nut samples have in common. Be specific
and refer to your results in Table I-1 above.
[4] For each of the fatty acids that the fish and nut samples have
in common, discuss which sample (fish or nut) contains the
greater amount of those fats. Hint: Refer back to your Procedure
I screenshot and note that the darkness of a band is an
indication of the amount.
[5] Which lipids are distinct, i.e., not in common, for the fish
and nut samples? In other words, how is the lipid compositio n
different between the fish and nut samples? Be specific and
refer to your results in Table I-1 above.
[6] Omega-3 fatty acids are associated with reductions in the
risks of cardiovascular disease, reduced inflammation, and a
healthy balance of LDL and HDL cholesterol. Based on your
results, can all three omega-3 fatty acids be obtained from fish?
Or from nuts? Discuss information from your Table I-1 results
and your TLC plate to explain how you arrived at your answer.
5. Procedure II - Unsaturation Testing
In the table below indicate the number of drops needed for each
sample to change color.
2
TableTop Science – All Rights Reserved
3
TableTop Science – All Rights Reserved
Table II-1. Unsaturation Test for Presence of Double Bonds
Drops
Needed for
Sample
A
Drops
Needed for
Sample
B
Drops
Needed for
Sample
C
Drops
Needed for
Sample
D
Drops
Needed for
Sample
E
6. Observations and Questions
[7] Based on information you learned from the Background
material, what does the test of unsaturation reveal about the
structural biology of lipids?
[8] Think about your experience dispensing the drops in this
experiment. What is the nutritional significance of the ability of
the lipid samples to retain the color of the solution in the
dropper? For example, how does the colorization process
observed here help you to understand which lipids should be
more abundant in your diet and which should be less abundant?
[9] List the fatty acid samples (A-E) from lowest to highest
saturation. Label the lowest and highest. Discuss how
knowledge of, and experience with, the lipid saturation test can
be used to make decisions about the saturation ranks. BE
CAREFUL: This question is asking about ‘saturation.’
LOWEST SATURATION—
:
:
:
HIGHEST SATURATION—
7. [10] Based on your Procedure II results (Table II-1), identify
which fatty acid sample (A-E) corresponds to each fatty acid
(and its corresponding number of double bonds) given in Table
II-2 below.
Table II-2. Test Sample-to-Fatty Acid Family Member
Correspondence
Fatty Acid
Number of Double Bonds
Fatty Acid Sample
Omega-# Fatty Acid Identification
DHA
6
EPA
5
ALA
3
LA
2
OA
1
8. [11] The fatty acid acronyms listed in Table II-2 all belong to
the omega fatty acid family. Conduct research or an internet
search to determine the corresponding omega-# identification
for each of the five fatty acids in the table. Add the
corresponding names to the rightmost column of Table II-2.
[12] Choose one of the omega fatty acid family members you
listed in Table II-2 to address questions (a) and (b) below. Cite
all sources used to answer the question.
(a) What are the known health benefits associated with
including this member of the omega fatty acid family as a
regular part of your dietary intake?
(b) Is the omega fatty acid member that you selected regarded
as an essential fatty acid? Explain your reasoning.
4
TableTop Science – All Rights Reserved
3
TableTop Science – All Rights Reserved
Grand Canyon University
ELM-580-0501/500 Methods and Strategies of Teaching English
Language Arts
9. MODIFIED CLINICAL FIELD EXPERIENCE
Updated 5/4/2021
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Grand Canyon University Modified Practicum
Campus Teacher: Elementary
Course: ELM-580-0501 Methods and Strategies of Teaching
English Language Arts
1
Welcome
GCU's Mission and Vision
Vision
Grand Canyon University is a premier Christian University,
educating people to lead and serve.
Mission
Grand Canyon University prepares learners to become global
citizens, critical thinkers, effective communicators and
responsible leaders by providing an academically challenging,
values-based curriculum from the context of our Christian
heritage.
We are still here to support you through PRAYER, in reaching
your educational goals.
2
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Outline
Alternative Mentor
Course Description
Required Forms
Topic 2: Reading
a. Topic 2: Alternative Methods
V. Topic 3: Writing
a. Topic 3: Alternative Methods
b. Topic 3: Alternative Students (Randy/Morris/Billy Bob)
Topic 4: Listening and Speaking
a. Topic 4: Alternative Methods
VII. Topic 5: Differentiation for All Students
a. Topic 5: Alternative Methods
VIII. Topic 6: Integrating Technology to Enhance English
Language Arts
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11. Grand Canyon University
ALTERNATIVE MENTOR
4
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MODIFIED CLINICAL FIELD EXPERIENCE
ALTERNATIVE MENTOR
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ELM-580 – 0501
Methods and Strategies of Teaching English Language Arts
12. ALTERNATIVE MENTOR
The purpose of this powerpoint is to provide GCU students, who
do not have a “Mentor” another option for completing their
practicum hours.
If you require me to be your “Mentor” please request me to be
your mentor in the course “Private Forum” ASAP.
On the other hand, if you had your own mentor at the beginning
of the course, and now you need me to be your mentor, please
reach out to me in the private forum.
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ELM-580 – 0501
Methods and Strategies of Teaching English Language Arts
ALTERNATIVE MENTOR
Jeanne M. Hines PhD.,LSSP
Grand Canyon University
[email protected]
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Grand Canyon University
COURSE DESCRIPTION
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ELM-580 – 0501
Methods and Strategies of Teaching English Language Arts
Course Description
Teacher candidates examine a variety of instructional strategie s
to encourage learners to develop deep understanding of reading,
writing, and oral language and their connections, and to build
skills to apply knowledge in meaningful ways. Teacher
14. candidates build foundational knowledge on how to use the
concepts from reading, language, and child development to
teach reading, writing, speaking, viewing, listening, and
thinking skills, and to help students successfully apply their
developing skills to many different situations, materials, and
ideas.
Practicum/Field experience Hours: 12
Fingerprint clearance required. Prerequisite: ELM-530 or ELM-
570.
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ELM-580 – 0501
Methods and Strategies of Teaching English Language Arts
Require Practicum/Field Experience Hours
The course requires…
Practicum/Field experience Hours: 12
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Modified Clinical Field Experience REQUIRED FORMS
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MODIFIED CLINICAL FIELD EXPERIENCE
REQUIRED FORMS
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GCU Modified Clinical Field Experience
What are the Forms?
16. GCU Students, you have two different types of forms.
Clinical Field Experience
Clinical Field Experience Verification Form
13
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Instructions and Submissions
Topic 2 is the beginning of your “Clinical Field Experience
Forms” to
be submitted in the GCU course portal. Topic 6 is the location
of the
Clinical Field Experience Verification Form” which is the last
17. form
to be submitted.
The assignments will be submitted based on the course syllabus
starting
With Topic 2.
Topic’s submission:
Topic 2: Reading
Topic 3: Writing
Topic 4: Listening and Speaking
Topic 5: Differentiation for all Students
Topic 6: Integrating Technology to Enhance English Language
Arts
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18. Submission
Clinical Field Experience Form
Submit the “Clinical Field Experience Form” for that Topic
Week, with your assignments as an attachment. This will
Start in Topic 2.
The form is how you will track what you have done in the
course
and the time it took to do the work
The clinical forms (4) are:
Clinical Field Experience Form – A: Literacy Assessment and
Framework
Clinical Field Experience Form – B: ELA Pre-Assessment
Clinical Field Experience Form – C: Literacy Pre-Assessment
and Lesson Plan, and
Clinical Field Experience Form – D: Assessment and
Reflection.
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Clinical Field Experience Forms
Four Clinical Field Experience Forms are…
Topic 2: Reading
FORM: Clinical Field Experience A: Literacy Assessment and
Framework
2. Topic 3: Writing
FORM: Clinical Field Experience B: Student Needs and
Instructional Planning
3. Topic 4: Listening and Speaking
FORM: Clinical Field Experience C: Literacy Pre-Assessment
and Lesson Plan
4. Topic 5: Differentiation for all Students
FORM: Clinical Field Experience D: Assessment and Reflection
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Clinical Field Experience Verification Form
The “Clinical Field Experience Verification Form”
summarizes
the number of hours completed (12hours).
When filling out the Clinical Field Experience Verification
Form it will ask you how many hours requires (12 hours for this
course) and
then how many hours you have completed ( 12 hours).
If you submitted all of the required assignments, you
will have completed 12 hours.
Please follow the instructions provided in the course
syllabus.
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Topic 2: Reading
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GCU Modified Clinical Field Experience
Topic 2: Reading
Topic 2: Reading
Objectives:
Create instructional opportunities that are adapted to diverse
students and foster active
engagement through supportive learning environments. [ACEI
22. 3.2, 3.4; InTASC 4 (f), 7(b), 8(b), 8(l)]
Describe strategies related to language development and reading
acquisition that are designed for
diverse populations. [ACEI 2.13.1; InTASC 1(g), 2(e), 8(a),
8(h), 8(k)]
Examine strategies readers use to construct meaning from print
and to monitor their
comprehension. [ACEI 2.1; InTASC 4(e), 5(h), 8(a)]
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GCU Modified Clinical Field Experience
Topic 2: Reading
Submit the following form….
Clinical Field Experiences A: Literacy
Assessment and Framework
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Topic 2: Reading
Alternative Assignments
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GCU Modified Clinical Field Experience
Clinical Field Experiences A:
Literacy Assessment and Framework
Part 1: Observation and Collaboration:
View the YouTube videos and the article for Topic 2 Reading .
After viewing the videos describe the lesson cycle and answer
the questions below. (250 – 300 words). Take notes during your
viewing of the YouTube video and with your mentor teacher
discuss the following:
24. Answer the following questions to the best of your abilities,
during and after viewing the YouTube video.
Take notes during your viewing of the YouTube video and with
your mentor teacher discuss the following:
Which literacy assessments have proved to be successful in
identifying student needs? How were these assessments chosen?
What data collection methods are used to track and monitor
student progress?
How does assessment data drive curriculum and the literacy
framework?
What steps are taken to develop a literacy framework that meets
the needs of all students?
What does a comprehensive literacy framework include?
What technology tools are used to focus on continuous and
effective data?
How is data information shared with students and students’
families?
What does a typical literacy block of instruction include?
How are the cognitive, emotional, social, and developmental
needs of students factored into instruction choices?
What steps are taken to monitor and adjust curriculum based on
student needs
What technology tools are utilized in the classroom to reinforce
and develop literacy curricular concepts outlined in the literacy
framework?
22
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YouTube: Mrs. G's First Grade Morning Meeting- Hit the Floor
The Morning Meeting has four components: Greeting, Share.
Morning Message, and an Activity. Today, we did our Hit The
Floor greeting and several students shared with us. During the
morning message, students shared "why they feel lucky" and our
activity encourages
https://www.youtube.com/watch?v=oV5k6Ft8eMI
Time to Complete YouTube Video: 16:12
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YouTube: Literacy Lesson First Grade
First grade ESL/ELL inclusion classroom. Literacy Lesson:
question of the day, review of story vocabulary, picture
walk/recording predictions (4:37), actively listening to the story
while recording key concepts (10:59), group reading fluency
games(13:45), lesson closure (19:44).
https://www.youtube.com/watch?v=NkxJSwa_b3A
26. Time to Complete YouTube Video: 20:34
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YouTube: Instructional Strategies -- The Ten Plus Two
Teaching Method
Are you looking for a strategy that allows you to do some
lecture but also builds in time for student interaction? Well, in
this video I'll explain the Ten Plus Two strategy.
https://www.youtube.com/watch?v=Y2udPWz_3vg
Time to Complete YouTube Video: 3:00
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PowerPoint: The Learning Cycle: Model & Steps
26
27. The learning cycle is a sequential process for both learning and
instruction. It places focus on a series of steps that encourage a
more thorough understanding and a deeper application of
content. It also pushes students toward inquiry and discovery in
their learning. The learning cycle gives teachers a process for
instruction, while giving students a formula for learning.
https://study.com/academy/lesson/the-learning-cycle-model-
steps.html
Time to Complete YouTube Video: 5:07
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26
Article: What Does Blended Learning Really Look Like in
2021?
27
Review the following articles, “What Does Blended Learning
Really Look Like in 2021?”. Next write a short summary of the
article. (250 – 300 wordcount).
https://clarityconsultants.com/blog/what-does-blended-learning-
really-look-like-in-
2021/#:~:text=Ultimately%2C%20blended%20learning%20is%2
0evolving%20in%202021.%20The,return%20to%20in-
person%20instruction%20is%20a%20beneficial%20one.
Time to Complete Article: 30 mins.
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GCU Modified Clinical Field Experience
Clinical Field Experiences A:
Literacy Assessment and Framework
Part 1I: Observation: Use the YouTube videos provides earlier
and the article to meet this assignment requirements.
In 250-500 words, summarize and reflect upon your
observations of 1st Grade English Language Arts class. Please
answer the following questions.
Describe the teacher’s doing the lesson cycle
Describe her instructional strategies
Describe the student’s classroom behaviors
Describe how you will use what you have learned viewing the
1st grade class observation.
APA format is not required, but solid academic writing is
expected.
This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the
expectations for successful completion.
You are required to submit this assignment to LopesWrite.
Refer to the LopesWrite Technical Support articles for
assistance.
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GCU Modified Clinical Field Experience
Clinical Field Experience B: Student Needs
and Instructional Planning
With the help of your mentor teacher, identify 3-5 students
above, at, or below standard achievement in the classroom
environment that would benefit from additional learning
support. The students you will be using throughout the course
are listed below.
Students to be evaluated:
Randy ~ 1st grade (above grade level)
Gifted & Talented
Billy Bob ~ 1st grade (below grade level)
Specific Learning Disability in Reading and Written Expression
Morris ~ 1st grade (below grade level)
Autism
If you have children, you can give the assessment over the
phone, then use that data collected. Consider family and friends
so we can keep the social distancing.
Pick the Book of your Choice
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Topic 3: Writing
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GCU Modified Clinical Field Experience
Topic 3: Writing
Objectives:
Identify techniques to generate thought-provoking questions by
31. activating
students’ prior knowledge and developing skills. [ACEI 3.1;
InTASC 4(d), 5(d), 5(f),
6(e), 7(d), 8(f), 8(i)]
Examine a variety of instructional strategies to support and
expand students’ communication
through reading and writing. [ACEI 2.1, 3.1; InTASC 5(e), 5(n),
8(h), 8(m), 8(q)]
Implement teaching strategies that encourage elementary
students to use the
writing process. [ACEI 2.1, 3.1; InTASC 8(h), 8(m), 8(q)]
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GCU Modified Clinical Field Experience
Topic 3: Writing
Submit the following form….
Clinical Field Experience B: Student
Needs and Instructional Planning
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Topic 3: Writing
Alternative Assignments
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GCU Modified Clinical Field Experience
Clinical Field Experience B: Student Needs
and Instructional Planning
Part 1: Pre-Assessment and Implementation
Allocate at least 3 hours to complete this field experience.
Use the “Clinical Field Experience B- ELA Pre-Assessment”
33. template to complete this assignment.
Part 1: Pre-Assessment and Implementation Pick the Book of
your Choice
During your previous observation in your field experience
classroom, you identified 3-5 students, above, at, or below
standard achievement who would benefit from additional
learning support. You also identified the standards and unit that
your mentor class is currently learning.
With this information, develop a pre-assessment in the English
Language Arts content area using the “ELA Pre-Assessment”
template. The pre-assessment must align with the standards and
unit that your mentor teacher shared with you during Clinical
Field Experience A. This pre-assessment can be oral, written, or
completed through technology. The pre-assessment should
identify how well selected students know the concept, and
provide data that would allow you to determine learning gaps
and needs in order to develop an appropriate lesson to support
learning needs.
Administer the pre-assessment that you created to the selected
group of students and use the data to prepare for the lesson plan
in Clinical Field Experience C. Create some data that you will
be able to use in Clinical Field Experience C.
Use the Common Core Standards for English Language Arts to
develop your pre-assessment.
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GCU Modified Clinical Field Experience
Clinical Field Experience B: Student Needs
and Instructional Planning
Part 2: Reflection
In 250-500 words, summarize and reflect on how your created
the pre-assessment and the steps you took to identify students
for the pre-assessment. What are some learning gaps for the
three children: Randy, Billy Bob, and Morris.
How did the pre-assessment provide data to determine the
learning gaps and needs of students?
What challenges did you face when developing and delivering
the pre-assessment?
Explain how you will use your findings in your future
professional practice.
Submit the “ELA Pre-Assessment” and reflection as one
deliverable.
APA format is not required, but solid academic writing is
expected.
This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the
expectations for successful completion.
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Handout: Common Core Standards – First Grade Assessment
Common Core Standards – First Grade Assessment“Educational
standards are the learning goals for what students should know
and be able to do at each grade level. Education standards, like
Common Core are not a curriculum. Local communities and
educators choose their own curriculum, which is a detailed plan
for day to day teaching. In other words, the Common Core is
what students need to know and be able to do, and curriculum is
how students will learn it. The Common Core State Standards
are educational standards for English language arts
(ELA)/literacy and mathematics in grades K-12. Please click
here to read the ELA Common Core State Standards and click
here to read the mathematics standards” (Common Core
Standards n.d., p.1).
https://www.corecommonstandards.com/core-standards/first-
grade-common-core-assessment-workbook-sample.pdf
Time to Complete YouTube Video: 30:00
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Website: Lesson Plans
First grade is a very exciting year filled with curiosity and new
learning opportunities. Below you will find various lesson plans
to help guide your instruction. The lessons cover multiple
subject areas and objectives. Our first-grade lesson plan section
will continuously grow as more teachers from
https://www.teacher.org/lesson-plans/1st-grade/
Time to Complete YouTube Video: 30:00
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Website: How to Create an Effective Lesson Plan
https://www.russell.k12.ky.us/userfiles/indexblue/how%20to%2
0create%20effective%20lesson%20plan.pdf
Time to Complete YouTube Video: 30:00
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Website: Common Core Standards
The following provides answers to some of the frequently asked
questions about the Common Core State Standards, from how
they were developed to what they mean for states and local
communities.
http://www.corestandards.org/about-the-standards/frequently-
asked-questions/
Time to Complete YouTube Video: 30:00
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YouTube: Creating Pre-Assessments
https://www.youtube.com/watch?v=kQkgnbXD8YU
38. Time to Complete YouTube Video: 2:01
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YouTube: Formative Assessment in the Classroom
https://www.youtube.com/watch?v=9FZR3-l8Y5Y
Time to Complete YouTube Video: 6:40
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YouTube: Formative vs. Summative vs. Diagnostic Assessment
https://www.youtube.com/watch?v=JI-YgK-l4Sg
Time to Complete YouTube Video: 2:55
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Topic 3: Writing
Alternative Students
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GCU Modified Clinical Field Experience
Clinical Field Experience B: Student Needs
and Instructional Planning
Students to be evaluated:
Randy ~ 1st grade (above grade level)
Gifted & Talented
Billy Bob ~ 1st grade (below grade level)
Specific Learning Disability in Reading and Written Expression
Morris ~ 1st grade (below grade level)
40. Autism
If you have children, you can give the assessment over the
phone, then use that data collected. Consider family and friends
so we can keep the social distancing.
Pick the Book of your Choice
44
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Topic 3: Writing
Student: RANDY
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GCU Modified Clinical Field Experience
Randy ~ 1st grade (above grade level)
Gifted & Talented
“Gifted and talented student” means a child or youth who
performs at or shows the potential for performing at a
remarkably high level of accomplishment when compared to
others of the same age, experience, or environment and who:(1)
exhibits high performance capability in an intellectual, creative,
or artistic area;(2) possesses an unusual capacity for leadership;
or (3) excels in a specific academic field.(Texas Education
Code 29.121) (State definitions of Giftedness n.d p, 1.)
View the following videos to answer the clinical form.
YouTube:
Teaching Gifted Students
https://www.youtube.com/watch?v=Ur64bToMpv4
How to Identify Gifted Learners in Diverse Classrooms
https://www.youtube.com/watch?v=ZWMVREl3YNk
STATE DEFINITONS OF GIFTEDNESS retrieved from
https://www.nagc.org/sites/default/files/Advocacy/State%20defi
nitions%20(8-1-13).pdf
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Topic 3: Writing
Student: BILLY BOB
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GCU Modified Clinical Field Experience
Billy Bob ~ 1st grade (below grade level)
Specific Learning Disability in Reading
A specific learning disability is a disorder in one or more of the
neural processes involved in using or comprehending language.
In other words, the brain connections dealing with spoken and
written language do not work the way they're supposed to.
43. These missed or disrupted connections can create difficulties
with speaking, listening, reading, writing, spelling, reasoning or
mathematical computations. (What is a Specific Learning
Disability n.d. p,1 )
View the following videos to answer the clinical form.
YouTube:
Learning disability - definition, diagnosis, treatment, pathology
https://www.youtube.com/watch?v=RKCNqHEzLwQ
Learning Disability Identification: Linking Assessment to
Intervention
https://www.youtube.com/watch?v=hSGjLBN_Ajk
What Is a Specific Learning Disability?
https://study.com/academy/lesson/specific-learning-disability-
definition-types.html
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Topic 3: Writing
Student: MORRIS
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GCU Modified Clinical Field Experience
Morris ~ 1st grade (below grade level)
Autism
Autism, also called autism spectrum disorder (ASD), is a
complicated condition that includes problems with
communication and behavior. It can involve a wide range of
symptoms and skills. ASD can be a minor problem or a
disability that needs full-time care in a special facility (What is
Autism n.d., p.1)
View the following videos to answer the clinical form.
YouTube:
Autism Program @ Fruitville Elementary School
https://www.youtube.com/watch?v=pzh7M60ujyE
Teaching Children with Autism
https://www.youtube.com/watch?v=cnWQWa7U29s
What Is Autism?
https://www.webmd.com/brain/autism/understanding-autism-
basics
50
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Topic 4:
Listening and Speaking
51
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51
GCU Modified Clinical Field Experience
Topic 4: Submission Checklist
Objectives:
Determine a variety of teaching strategies that encourage
elementary students to apply a personal
opinion toward the interpretation of texts. [ACEI 2.1, 3.3;
InTASC 4(a), 7(a), 8(e)]
46. Use a variety of teaching strategies that encourage elementary
students to apply listening,
speaking, and writing skills. [ACEI 3.1; InTASC 5(e), 5(n),
8(h), 8(m), 8(q)]
Implement effective verbal, nonverbal, and media
communication techniques to foster elementary
students’ active inquiry, collaboration, and supportive
interaction. [ACEI elements 3.5; InTASC 5(e),
8(h)]
Identify appropriate accommodations and the proper preparation
related to assessment and testing
conditions for students with diverse needs. [ACEI 3.1, 4.0;
InTASC 6(p)
52
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52
GCU Modified Clinical Field Experience
Topic 4: Submission Checklist
Topic 4: Listening and Speaking
Required Form:
47. Clinical Field Experience C: Literacy Pre-Assessment and
Lesson Plan
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Topic 4:
Listening and Speaking
Alternative Assignments
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48. 54
GCU Modified Clinical Field Experience
Clinical Field Experience C:
Literacy Pre-Assessment and Lesson
Allocate at least 4 hours in the field to complete this field
experience.
Part 1: Mini-Lesson Plan -
Use the data received from the “Clinical Field Experience B”
pre-assessment to complete the “ELA Mini-Lesson Plan”
template. Use the book pick you picked in Topic 2 for the mini -
lesson. This mini-lesson plan will be administered to the
selected group of students to support instruction to meet the
selected standards.
Your mini-lesson should include.
Grade level, ELA standards, learning objectives, description
of the unit the field experience class is currently learning
Book that can be used to create ELA activities appropriate
for the identified students.
Instructional strategies that encourage students to apply
listening, speaking, and writing skills OR apply personal
opinions toward the interpretation of texts.
A 100-150 word description of the ELA learning activity that
is directly related to the data received from the pre-assessment
Formative Assessment (to be created and administered in
Clinical Field Experience D)
49. 55
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GCU Modified Clinical Field Experience
Clinical Field Experience C:
Literacy Pre-Assessment and Lesson
Part 2: Mini-Lesson Plan Implementation
After completing the “ELA Mini-Lesson Plan,” share it with
your the process for it’s development, how you would help
Randy, Billy Bob, and Morris with their strengths and
weakness. Provided permission, teach the mini-lesson plan to
the small group of selected students. During your lesson, ensure
you are answering questions from your students, asking
questions that support critical thinking and problem solving,
and observing the understanding from each student. (This might
require formative assessments before, during, and after the
lesson to determine understanding.) Make sure to answer all of
the questions on the form.
mentor teacher for feedback.
56
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56
GCU Modified Clinical Field Experience
Clinical Field Experience C:
Literacy Pre-Assessment and Lesson
Part 3: Reflection
In 250-500 words, summarize and reflect upon the strengths
and weakness of your lesson plan, as well as lesson delivery.
Identify successes of your lesson plan delivery as well as areas
of potential growth. What accommodations, if any would you
implement during testing to meet the needs of diverse students?
Be sure to explain how you will use your findings in your future
professional practice. Submit the “ELA Mini-Lesson Plan” and
reflection as one deliverable.
APA format is not required, but solid academic writing is
expected.
This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the
expectations for successful completion.
You are required to submit this assignment to LopesWrite.
Refer to the LopesWrite Technical Support articles for
assistance.
51. 57
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YouTube: Station Rotation: Differentiating Instruction to Reach
All Students
https://www.youtube.com/watch?v=Kg38A1ggYiE
Time to Complete YouTube Video: 5:15
58
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58
YouTube:1st Grade Phonics Assessment
1st Grade Phonics Assessment
52. https://www.youtube.com/watch?v=xs4LUDPZ32A
Time to Complete YouTube Video: 11:53
59
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59
YouTube:
How to Quickly Assess for Small Group Reading Instruction
(1st Grade and Older)
https://www.youtube.com/watch?v=7eb6kkid99o
Time to Complete YouTube Video: 12:34
60
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60
YouTube: How I Lesson Plan Introduction and Reading
53. https://www.youtube.com/watch?v=3KzfyNQwI2A
Time to Complete YouTube Video: 29:05
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Topic 5:
Differentiation for all Students
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GCU Modified Clinical Field Experience
Topic 5: Submission Checklist
54. Topic 5: Differentiation for all Students
Objectives:
Plan instruction on literacy skills, incorporating English
language arts concepts on reading,
language and child development, with the application of
developing skills to different situations,
materials, and ideas. [ACEI 2.1; InTASC 4(b), 4(d); ISTE-T 1a]
Use formative and summative assessment strategies to
strengthen instruction. [ACEI 4.0; InTASC
6(a), 6(b), 6(e), 6(h), 7(d)]
Incorporate digital tools and resources that are learner -centered,
provide equitable access, and
develop cultural understanding and global awareness. [ACEI
3.1; InTASC 4(g), 5(l), 7(k); ISTE-T 4b,
4d]
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55. 63
GCU Modified Clinical Field Experience
Topic 5: Submission Checklist
Topic 5: Differentiation for all Students
Required Form: Clinical Field Experience D: Assessment and
Reflection
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Topic 5:
Differentiation for all Students
Alternative Assignments
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65
GCU Modified Clinical Field Experience
Clinical Field Experience D:
Assessment and Reflection
Allocate at least 2 hours in the field to support this field
experience.
For this field experience, you will assess students, provide them
with feedback, and reflect on the summative assessment
administration; Randy, Billy Bob, and Morris.
Part 1: Assessment
In the previous field experience, you designed and implemented
a lesson that provided additional learning support to a selected
group of students. In the final part of the assessment process,
you will conduct a summative assessment for the same group of
students; Randy, Billy Bob, and Morris.
Your summative assessment should be designed to determine
mastery of identified standards. Prior to completing the
assessment, review the pre-assessment to ensure appropriate
57. concepts are measured in the final assessment. Once your
summative assessment is complete, ask your mentor teacher to
review it for approval. You may provide multiple assessment
methods (oral, written, technology driven, etc.), and
differentiate assessment based on the needs of the students.
54 different examples of formative assessment
http://cmrweb.gfps.k12.mt.us/uploads/2/7/3/6/27366965/formati
ve_assessment_ppt.pdf
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GCU Modified Clinical Field Experience
Clinical Field Experience D:
Assessment and Reflection
Part 2: Provide Feedback
Individually conference and review each student’s assessment
results with him or her. During each conference, ask the
following questions to engage the student; Randy, Billy Bob,
58. and Morris. Speculate on the student’s responses.
How do you feel about the lesson?
What was most difficult?
What was easy?
During this time, begin with a positive strength of each student.
Provide effective, descriptive feedback by identifying
instructional goals for the student to continue working on. End
on a positive note that shows compassion, justice, and concern.
Speak with your mentor teacher and, provided permission, use
any remaining time to seek out opportunities to observe and/or
assist your mentor teacher or another teacher and work with a
small group of students on instruction in the classroom. Your
mentor teacher must approve any hours spent observing another
classroom environment.
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67
GCU Modified Clinical Field Experience
Clinical Field Experience D:
Assessment and Reflection
59. Part 3: Reflection
Submit a 250-500 word reflection of your experience creating
and administering a summative assessment, and providing
effective student feedback. Why is it important to provide
feedback to students? How will this help them? Did the data you
collected in the pre-assessment help you prepare an applicable
summative assessment?
Submit a description or copy of your assessment, along with
your reflection as one deliverable.
APA format is not required, but solid academic writing is
expected.
This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the
expectations for successful completion.
You are required to submit this assignment to LopesWrite.
Refer to the LopesWrite Technical Support articles for
assistance.
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68
YouTube: Break down comprehension strategies by subskills
https://www.youtube.com/watch?v=jcHvwSAdumE
Time to Complete YouTube Video: 5:59
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69
YouTube: Formative assessment in the classroom
https://www.youtube.com/watch?v=9FZR3-l8Y5Y
Time to Complete YouTube Video: 6:49
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70
61. YouTube:
What is SUMMATIVE ASSESSMENT? What does
SUMMATIVE ASSESSMENT mean?
https://www.youtube.com/watch?v=xgwSZVM0jGU
Time to Complete YouTube Video: 2:44
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Topic 6
Integrating Technology to Enhance
English Language Arts
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62. GCU Modified Clinical Field Experience
Clinical Field Experience Verification Form*
Read the course syllabus
Candidates must complete all programmatic requirements,
including practicum/field experiences hours defined in their
coursework. Additional information about practicum/field
experiences can be found on the Student Success Center.
To earn credit for this assignment, all required course hours
must be completed and submitted by the assignment due date.
Access the Clinical Field Experience Verification Form in the
My Documents section in the Student Portal.
Complete all required fields on the Clinical Field Experience
Verification Form.
Submit by clicking “click to sign.” An email will be sent to the
classroom teacher/mentor to complete and verify the
practicum/field experiences.
Communicate with the classroom teacher/mentor to request he
or she verify the practicum/field experience. Once verified by
the classroom teacher/mentor, an email will be sent to the
candidate’s primary email address on file with the final
completed document.
Save a .pdf copy of the completed Clinical Field Experience
Verification Form to your computer.
Submit the Clinical Field Experience Verification Form to
LoudCloud.
*The data entered into this document is subject to a verification
audit. Candidates who engage in fabricating, falsifying, forging,
altering, or inventing information related to practicum/field
experiences, internships, clinical practice, and/or any associated
documentation may be subject to sanctions for violating GCU
academic integrity policies, which may include expulsion from
GCU.
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GCU Modified Clinical Field Experience
Topic 6: Submission Checklist
Topic 6: Integrating Technology to Enhance English Language
Arts
Required Form: Clinical Field Experience Verification Form*
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Clinical Field – B
Experience Form
a
AA Discipline
Clinical Field Planning Template
_______Topic 2: Reading
____X___Topic 3: Writing
______Topic 4: Listening & Speaking
65. _______Topic 5: Differentiation for all Students
Weekly Newsletter
Name:
Student ID#:
Course:ELM-580-0501/500 Methods and Strategies of Teaching
English Language Arts
Starting May 27, 2021
Ending July 7, 2021
Modified Practicum: Due to COVID-19 Pandemic Virus
Course Instructor/Mentor: Jeanne M. Hines PhD
[email protected]
Course Title:
ELM-580- 0501/500Methods and Strategies of Teaching English
Language Arts
Total Required Hours:
12 Hours
Required Setting:
Modified – Due to the COVID19 Pandemic Virus
66. ACTIVITIES COMPLETED
TIME
Website Lesson Plans https://www.teacher.org/lesson-plans/1st-
grade (30 minutes)
Common Core Standards (30 minutes)
Youtube: Creating Pre-Assessments (2:01 minutes)
Youtube: Formative Assessment in the Classroom (6:40
minutes)
YouTube: Formative vs. Summative vs. Diagnostic Assessment
(2:55 minutes)
YouTube: How to Identify Gifted Learners in Diverse
Classrooms (1:01:14) (Randy)
YouTube: Learning Disability Identification: Linking
Assessment to Intervention (1:32:55) Billy Bob
YouTube: Autism Program at Fruitville Elementary School
(13:30 minutes) (Morris)
ELA Mini-Lesson Plan
Part 1: Mini-Lesson Plan
Grade Level:
ELA Standards:
Learning Objectives:
Description of the unit the class is currently learning:
68. content in foods
Differentiate among different types of lipids using appropriate
technology
Discuss how lipids can be characterized based on electric
charge (polarity) of the fatty acid backbone
Explain how thin-layer chromatography works
Discuss how chemical reagents can be used to distinguish the
degree of unsaturation in lipids
Monounsaturated Fatty Acids and Polyunsaturated Fatty Acids
MUFA and PUFA sound like names of characters that might
appear in a version of Disney's Lion King. In the lipid story of
nutrition, MUFAs and PUFAs are the 'good guys.' MUFA is an
abbreviated way to say monounsaturated fatty acid while
PUFA refers to a polyunsaturated fatty acid, the heroes in the
tale of the 20-35% daily requirement of fat in the human
diet. Fatty acids come in many shapes and sizes, and these
differences are important to our health and can be studied
using a simple experimental design.
Meet your Lipid Heroes
It is commonly accepted that salmon is a healthy fish to eat and
dietary intake recommendations include 3-7 servings per
week of salmon or other wild-caught fatty fish from cold
northern oceans around the world 1 These fish are sources of
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It is commonly accepted that salmon is a healthy fish to eat and
dietary intake recommendations include 3-7 servings per
week of salmon or other wild-caught fatty fish from cold,
northern oceans around the world.1 These fish are sources of
PUFAs, one of our fatty acid diet heroes that have anti -
inflammatory properties and even protect DNA from attack by
mutagenic agents.2 In the early 20th century, researchers
discovered that fat, particularly from these cold-water fish, was
75% of the native Alaskan Inuit diet. Additional research
revealed that the Inuits did not show any signs of heart disease,
joint disorders, or skin afflictions, which were ailments that
plagued citizens of the lower 48 states in the United States of
America.3 In the lower 48 states, more than 79 million U.S.
citizens have three or more risk factors for cardiovascular
disease and Type 2 diabetes, whereas none of the Inuits showed
signs of cardiovascular disease.4 To address this
public health epidemic, the United States Department of
Agriculture's 2015-2020 Dietary Guidelines for Americans and
the National Academies Institute of Medicine set detailed
dietary reference intake recommendations for fat consumption.
Total fat intake each day should be no more than 20-35% of
daily calorie levels for adults; this range is referred to as the
Acceptable Macronutrient Distribution Range (AMDR). In
addition to the range of fat consumption, the guidelines state
that the amount of daily saturated fat should be less than 10% of
70. fat consumed each day, while the essential fatty acids
omega-3 and omega-6 should be in the range of 1.1-1.6 grams
per day and 11-17 grams per day, respectively.
Omega-3 and omega-6 fatty acids are PUFAs and can be found
in cold-water fish as well as in walnuts, pecans, soybean
oil, and flaxseed oil.5 The other hero in the nutrition lipid story,
MUFAs, can be found in olive oil, sunflower oil, canola oil,
peanuts, walnuts, avocados, whole grains, and green leafy
vegetables. Unlike a Disney movie, the lipid good guys in the
nutrition story tend to mingle inextricably with many of the
other lipid players. Scientific evidence demonstrates that olive
6
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oil, and flaxseed oil.5 The other hero in the nutrition lipid story,
MUFAs, can be found in olive oil, sunflower oil, canola oil,
71. peanuts, walnuts, avocados, whole grains, and green leafy
vegetables. Unlike a Disney movie, the lipid good guys in the
nutrition story tend to mingle inextricably with many of the
other lipid players. Scientific evidence demonstrates that olive
oil is one of the healthiest choices-if not the healthiest choice-
for cooking oil and salads.6 However, even a superhero
like olive oil is a diverse collection of lipids rather than a
single, 'good guy' mono-lipid. Olive oil is made up of several
different fatty acids. The distribution of these lipids in olive oil
is roughly 72% MUFAs, 10% PUFAs, and about 14%
saturated fat.7 Let's take a look at the distribution of lipid types
in a few other foods. See Table 1 below.8 As you can see,
irrespective of whether the source is animal or plant, MUFAs,
PUFAs, and saturated fats have been found to be present.
In this laboratory, you will explore how researchers learn about
the composition of lipids.
Table 1. Lipid Types as a Percentage of Total Fat in Selected
Foods
Food % Saturated Fat % MUFAs % PUFAs % Cholesterol
Olive oil 14 72 10 0
Shrimp 29 29 29 13
Venison 45 29 21 4
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Venison 45 29 21 4
Hamburger (¼ lb) 47 49 3 0.5
Mango 30 50 20 0
Avocado 16 71 13 0
Oatmeal (in H2O) 21 38 41 0
Soybeans 15 24 61 0
Lipids and Technology: How Do We Know the Composition and
Health Effects of Fats?
The composition of olive oil, other lipids, and all food sources
are studied using tools that have been engineered to
separate and extract the building blocks of these foods. Because
the building blocks of foods are essentially organic
chemicals, food technology makes use of chemical properties of
macronutrients such as reactivity and electronegativity
9,10 to study how the organic chemical components of food
relate to health outcomes For example an experiment can
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chemicals, food technology makes use of chemical properties of
macronutrients such as reactivity and electronegativity
9,10 to study how the organic chemical components of food
relate to health outcomes. For example, an experiment can
be conducted over several years (these type studies are referred
to as longitudinal studies) to study the health benefits
or harm of eating meals cooked using cold-pressed extra virgin
olive oil versus meals cooked using chemically extracted
olive oil. In fact, several studies have been conducted involving
olive oil and have shown repeatedly that using extra
virgin olive oil, which retains all the natural lipids and
phytochemicals (antioxidants) of natural olive oil, is associated
with
better health outcomes than chemically extracted olive oils. As
a regular part of diets and in cooking, cold-pressed olive
oil reduces the percentage of heart attacks, leads to a decrease
in the number of genetic mutations in DNA, improves
74. endothelial function (which directly improves cardiovascular
circulation), lowers levels of glucose and lipids in the blood,
and confers several additional other health benefits.11 Equipped
with the outcomes from longitudinal studies, nutrition
science researchers can use technology to isolate and
characterize the composition of cold-pressed olive oil and
chemically extracted olive oil, determine how the two oils differ
in composition, and draw inferences (correlations) about
how the differing composition of the oils contributed to the
health outcomes data obtained in the longitudinal study.
Chromatography Technique
Nutrition science relies heavily on biotechnology to gain
insights about the composition, function, and health impacts of
lipids. Research studies use similar technology to study
nutrition in human participants as well as animal subjects.
Techniques in lipid analysis often include separation of lipids
into constituent parts and chemical extraction.12 A subset of
lipids are separable based on chemical polarity such as the
presence of alcohols, e.g., glycerol in triglycerides.
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Separation of constituent parts is straightforward for polar
molecules such as salts and alcohols and can be slightly more
complex for lipids. Consider digestion: During lipid digestion in
the gastrointestinal tract, fatty foods are emulsified and
shuttled into the blood supply by a distinct mechanism that is
separate from processing stream for water-soluble foods
like carbohydrates and proteins. Fats are oily and do not mix
well with water. This 'oily' characteristic makes fats nearly
immiscible in water (unable to be mixed with water), but there
are techniques to increase immiscibility. For example, the
digestive system uses emulsification which is a way to break up
fats into tiny fat globules that can then float about in
water, suspended and flowing in the aqueous environment.
Researchers prepare fats for analysis by exposing them to
specialized reagents such as emulsifiers (e.g. lecithin) and
solvents (e.g. an acid-alcohol mixture) that first break up the
different fats in each test food, e.g. a researcher might want
to know about the constituent lipids in a piece of hamburger and
in a comparable amount of avocado, and, to begin the
analysis, each of these foods would be exposed to a solvent first
to aid in separating all the different fatty acids and lipid
subtypes in each test lipid.13
After chemical separation, the constituents of each fat can be
introduced to a number of other popular lipid analysis
techniques including thin-layer chromatography (TLC), high-
performance liquid chromatography, capillary
electrophoresis, mass spectrometry, nuclear magnetic resonance,
and more. In this laboratory, you will have the
opportunity to use TLC to conduct your lipid analysis.
76. A chromatograph can be as simple as a sheet of paper or a paper
towel. The main idea is that the chromatograph serves
as a surface along which fluid and components of the samples
can flow The chromatograph is referred to as the
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as a surface along which fluid and components of the samples
can flow. The chromatograph is referred to as the
stationary surface while the flowing liquid is the moving
phase.14 Lipids that tend to be more polar (more hydrophilic)
will
be more closely associated with the polar stationary
chromatographic plate (stationary phase), while less polar (more
hydrophobic) lipid constituents move along with the nonpolar
solution (moving phase).
To conduct the lipid analysis, a small sample of each lipid is
77. placed at the bottom edge of a chromatographic plate as
shown in Figure 1 below. Each constituent in the lipid sample
retains its own properties such as size and polarity
(whether polar (hydrophilic) or nonpolar (hydrophobic)). The
sheet is then placed in a container that has a small amount
of the moving phase solution (which can be a solvent that will
aid in separating the constituent lipids). As shown in Figure
1 below for three separate samples, each of the original samples
contains two separate components, red and blue, that
have separated over time and in space.
4
3
2
1
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78. Figure 1. Sequence of Thin-Layer Chromatography.
The content on a TLC plate also provides clues about the
relative abundance of different constituents in the test
samples. The intensity and thickness of bands on a TLC plate
are representative of the relative amounts of a constituent
in the sample (see Figure 2 below). In research studies,
separated bands are often subjected to additional techniques
such as mass spectrometry to further characterize the content in
each band. Essentially, the bands are exposed to
additional chemicals and solvents to precisely extract each of
them from the TLC plate. New techniques that use
spectroscopy and digital imaging processing are capable of
quantitative analysis (intensity, size, and content) of the
constituent bands on a TLC plate without extraction.15
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79. Figure 2. Intensity differences of bands on a TLC plate indicate
the relative amounts of a constituent in a sample.
Saturation, Carbon Bonds, and Chemical Reactivity
In addition to chromatography, another popular lipid research
tool is one that uses chemical elements called halogens to
serve as colorimetric indicators of the number of double bonds
(degree of unsaturation) in lipids. Interestingly, halogens,
such as iodine and bromine, can also be used to visualize the
bands of separated lipids on thin-layer chromatographic
plates due to the color characteristics of halogens.16 Halogens
are a highly reactive chemical species due to their
tendency to strongly attract electrons to completely fill their
outermost (valence) electron shell. Halogen reactivity has
been used in lipid analysis research to distinguish between
saturated and unsaturated fatty acids. Double bonds in
unsaturated fatty acids chemically bind to iodine.17
Iodine reacts with double bonds in unsaturated oils and fats.
The colorimetric test for iodine and binding to bonds in
unsaturated fats and oils works, say, similar to absorption.
Iodine reacts with the double bonds and can be regarded as
absorbed into the lipid chemical structure. For example, when a
color halogen solution is added to a solution containing
unsaturated lipids, the color will appear initially but will fade
due to binding between the halogen and the double bonds in
the unsaturated lipid. The halogen becomes part of the lipid.
After adding the color halogen solution to the unsaturated
lipid many times the color ceases to fade an indication that the
iodine has bound with all available double bonds in the
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p g p p g g
lipid many times, the color ceases to fade, an indication that the
iodine has bound with all available double bonds in the
lipid solution. If halogens are added to a solution containing
saturated lipids, the lipid solution remains the color of the
halogen solution, i.e., no fading occurs. The iodine test is said
to be a test of unsaturation.
To quantify the unsaturation test, one approach is to count the
number of drops of halogen solution, e.g., iodine or
bromine, needed to retain the color intensity of the solution;
this serves as an objective measurement that all the double
bonds in the test lipid (oil or fat) have reacted with the iodine.
Orientation to the Lipids Lab Activities
Procedure I Overview
In this procedure you will analyze lipid composition of samples
81. using thin-layer chromatography (TLC). TLC allows for the
separation of lipid components based on differences in lipid
component polarity. Less polar lipid components will travel
farther as the nonpolar solvent moves up the chromatography
plate. Known lipid standards (in lanes 1-3 of the
chromatography plate) will be compared to fish and nut
samples. Comparisons between the standards and samples
allows for identification of lipid components found in the
samples. Please see the Activity Form for details.
Procedure II Overview
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