Presentatie op de Balanstop 28 januari 2015 naar aanleiding van het Onderzoek Bevorderen van gezond gewicht -9 maanden tot 4 jaar uitgevoerd door iResearch en Okapi
Le slide presentate da Elena Catte (Centro Regionale di Programmazione Regione Sardegna) durante l'incontro dei comunicatori pubblici sardi "Piovono Dati. irrighiamo il territorio".
Presentatie op de Balanstop 28 januari 2015 naar aanleiding van het Onderzoek Bevorderen van gezond gewicht -9 maanden tot 4 jaar uitgevoerd door iResearch en Okapi
Le slide presentate da Elena Catte (Centro Regionale di Programmazione Regione Sardegna) durante l'incontro dei comunicatori pubblici sardi "Piovono Dati. irrighiamo il territorio".
In this week’s lecture, we focused on the discipline of primatolog.docxjaggernaoma
In this week’s lecture, we focused on the discipline of primatology. Your text situated this discussion within the broader discourse of anthropology.
In this video, we continue this conversation. The great apes—which include chimps, orang-utans, gorillas, and bonobos—seem to have rich emotional lives similar to our own. But just how smart are these animals?
Keep the following questions in mind while watching the video. Answer each question as fully as you can; answer freely, this is your opportunity to explore the class material; you are not graded on specific content, merely on addressing the question.
1. All apes are clearly intelligent, but do non-human apes have culture?
2. What can study of our nearest non-human ancestors tell us about ourselves?
3. What does a chimpanzee tool kit look like?
4. What conceptual steps need to be taken to create even a simple tool?
5. Can we learn other things about ourselves? Social organization, language, emotion, etc.?
6. We are similar in many ways to other apes, but we are also different, what (if anything) demonstrated/discussed in the video did you find surprising?
Assignment : Assessing Your Interventions
An explanation of disruptive behaviors from your selected student in grade.
Using Figure 10.2 in the text:
Briefly, respond to the following questions below.
1. Explain the interventions you have tried and why they have or have not worked.
2. Explain 3–5 interventions you might try with your selected student that you found in the Learning Resources or within your own research. Be sure to explain how each intervention is, designed to meet the diverse needs of your student and how you will implement each with respect to your specialization area.
3. Explain at least one intervention listed which you would choose not to implement with your student and why.
Reference or helpful references
Mouzakitis, A., Codding, R. S., & Tryon, G. (2015). The effects of self-monitoring and performance feedback on the treatment integrity of behavior intervention plan implementation and generalization. Journal of Positive Behavior Interventions, 17(4), 223–234
Carter, D. R., Carter, G. M., Johnson, E. S., & Pool, J. L. (2013). Systematic implementation of a tier 2 behavior intervention. Intervention in School and Clinic, 48(4), 223–231.
Figure 10.2 Observation and Assessment in the Learning Environment
Source: Schaumburg School District 54, Schaumburg, IL. Reprinted with permission.
STUDENT: I.D.#: BIRTH DATE:
Circle Specific Interventions Used
Person Responsible
Specific Interventions and Date Initiated
Outcome and Specify Duration
1. Classroom Environment
1. Provide preferred seating (i.e., carrel, dividers, move with peer model/tutor).
2. Alter location of school supplies for easy access or to minimize distractions.
3. Assign to quiet area in classroom for short periods.
4. Post and explain rules and consequences for inappropriate classroom behavior.
5. Increased teacher p.
Sheet1Team Ring Toss ResultsRound 1Round 2Total PointsTeam NameDis.docxmaoanderton
Sheet1Team Ring Toss ResultsRound 1Round 2Total PointsTeam NameDistancePayoffDistancePayoffBlue Cheetahs661206Team Gucci82483660The Winners8129384396Big Reds12126938451056s12010576576
Sheet2
Sheet3
Ring Toss
Rules
1.
Each team will choose a team member (the player), who will have 4 official tosses per round.
2.
The same player must toss the rings for all rounds.
3.
Once the player selects a distance and tosses the first ring, all other rings must be tossed from that same distance for that round. Adjustments may be made between rounds.
4.
The player achieves team points according to the payoff schedule (see below).
5.
The player must toss the rings with his/her toes behind the distance line.
6.
The playing field cannot be changed.
7.
Time limits may be imposed by the instructor and must be strictly adhered to or loss of points may result.
Process
A.
Preparation and practice (5 minutes): Teams will come up with a team name to be used throughout this activity. During this time, each team may have 8 practice tosses. Rings may be tossed from any distance during practice.
B.
Round 1: Teams will take their turn in an order determined by number draw.
C.
Caucus (5 minutes): Each team may hold a brief team meeting to reorganize strategy (although the same player must toss the rings each round).
D.
Round 2: Teams will take their turn in the same order as in round 1.
Payoff Schedule
Distance
Payoff
1
1
2
1
3
1
4
2
5
4
6
6
7
8
8
12
9
16
10
24
11
32
12
42
Journal Entries: Format and Grading Criteria
Points: /100 points
Following specific in-class exercises (see Syllabus for Learning Journal Activities) you will choose one of the LJ activities and write a 3-6 page journal entry. This assignment is your way of reflecting and commenting on the experience. The format is designed to mirror the learning process, making you conscious of each element as you work to actively learn from the class or group exercises. The following questions should be used as a guide for structuring your journal entries; however the content of each entry is up to you. That is, which elements of an exercise you choose to address depend upon what you feel was most important, interesting, and/or surprising about the experience.
I. CONCRETE EXPERIENCE Exercise Description: What happened during the experience?
Does this section contain a clear, objective description of the exercise? (e.g., as if describing to others)
Does it contain a subjective description of feelings and perceptions that occurred during the experience?
Does it provide too much irrelevant detail? This section should not be longer than 1-2 paragraphs
II. REFLECTIVE OBSERVATION Themes: Upon further review, what seemed to be happening?
Does this section look at the experience from the different points of view of the major actors involved?
Did you attempt to figure out why the people involved, and you in particular, behaved as they did?
Did you make use of verbal and non-v.
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Bi 101 Homework 3 Chapters 4-7 Fall 2013 DUE in class Friday Nov. 1
20 Points possible
1. Use a diagram of the endomembrane system to explain how a new protein may be
constructed, modified, and exported from the cell. (See your lecture notes from 10121 and
14123, and Figure 4.15 of text.)
2. Draw a generalized diagram of an enzyme, and label the active site and an allosteric sitp.
Explain the role of ea ...
1. Lesson Plan Template Name ____________Ms. Russo__________
Science__
Grade Level ________7__________
Lesson Title _____Tissues and Organs_____ Subject ______Life
Date ____________________________________
I. SETTING THE STAGE
HCPS III STANDARDS
Benchmark SC.7.4.2 Describe the basic structure and function of various types of cells
Benchmark SC.7.4.3 Describe the levels of organization in an organism
INSTRUCTIONAL OBJECTIVES
Condition
Performance
Criterion
(begin w/action verb)
To further understand specialized cell function and its role in organization, SWBAT explain what happens when cells work together and when tissues
work together
In order to learn about the levels of organization in an organism, SWBAT recount one type of tissue and one organ that their cell type has given rise
to
ANTICIPATORY SET (Warm-Up or Bell Work)
(Time ______5 mins_________)
Students will answer following journal prompt - > A tissue is a group or
mass of similar cells working together to perform a vital function. There
are 4 major types of tissue. What type of tissue do you think your cell
belongs to?
II. ACQUISITION
1. SAY (Explanation) (Time ______15
mins______)
Demo + PPT Overview (see Cell
Differentiation Demo handout and Tissues
and Organs PPT):
We will be performing another demonstration.
This will require participation from the heart
cell group. Following demo, teacher will do a
'guess what,' briefly introducing and explaining
4 primary tissue types. As you hear the
AGENDA ITEMS POSTED ON FRONT BOARD
1.
2.
3.
4.
5.
Ready, Set, Go!
Cell Demos and Guess What!
Do Now – Partner and Jigsaw
Just for Fun
Journal Close
SEE (Modeling)
DO (Structured Practice)
Show students how they are expected to behave
as demo is acted out.
Work with students to perform demonstration
2. descriptions on each tissue type, I want you to
continue to reflect on your journal answer
regarding what type of tissue you think your
cell might give rise to. See if you can figure out
if your answer is correct. After this
introduction, we will be performing an
additional demo with the heart and skin cell
groups.
2. SAY (Explanation) (Time ______30
mins______)
SEE (Modeling)
DO (Structured Practice)
For the Do Now, you will partner will the same
person from yesterday and will be researching
what type of tissue your cell gives rise to. After
you have figured out what type of tissue your
cell gives rise to, research to find one organ that
is made from your tissue. Record your answer
and source in the designated area of your
graphic organizer (see PPT). Because this
answer is obvious for heart and skin cell
students, I would like these students to see if
they can come up with an organ other than heart
and skin. It may help to research the more
general "myocyte" and "epithelial cell."
Remind students of research tips and expected
behavior on the computers.
Observe students as they begin their work.
3. SAY (Explanation) (Time ______20
mins______)
SEE (Modeling)
DO (Structured Practice)
We will be performing a jigsaw so students can
learn about the tissues and organs formed from
different types of cells. Each group will have a
representative of each cell type. Teacher will
split students into groups. Present your findings
to your group and record the information
presented by other members of your group in
your GO (see PPT).
Remind students of jigsaw procedure.
Observe students as they share.
3. 5. SAY (Explanation) (Time ______5
mins______)
SEE (Modeling)
DO (Structured Practice)
After jigsaw, return to seats. Teacher will
present 2 examples of organs that have all 4 of
the major tissue types. Record in your GO.
Afterward, we will do a Just for Fun to see if
you can guess the tissue types in the picture.
III. CONSOLIDATION
GUIDED PRACTICE if applicable (Time _____________)
Monitor students to make sure they are extracting the necessary information from their website research and jigsaw.
FORMATIVE ASSESSMENT (Assessment of Learning) if applicable (Time _____________)
Graphic organizer, journal close
SUMMATIVE ASSESSMENT (Assessment of Learning) if applicable (Time _____________)
N/A
CLOSURE if applicable (Time ______5_______)
Student will answer journal close questions which is their entrance slip
for following class. Students must at least write questions down so they
can answer for homework. If time permits, students can work on at end
of class and/or class can discuss.
1. What happens when cells work together?
2. What happens when tissues work together?
3. Name one tissue and one organ that your cell gives rise to.
MATERIALS: PPT, Computer Workstations, Graphic Organizer
INDEPENDENT PRACTICE if applicable