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This very short document discusses smoking. It states that not smoking is a good idea, while smoking is a bad idea. The document ends by repeating the word "idea".
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This 3 line document discusses an idea and then discusses it being a bad idea and ends with "the end". It presents an idea, calls that idea bad, and concludes the discussion.
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This short document discusses an idea and then discusses why it may not be good. It ends abruptly, leaving the outcome unknown.
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This short document discusses an idea and then discusses why it may not be good. It ends abruptly, leaving the outcome unknown.
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This 3 line document discusses an idea and then discusses why it may not be good. It ends by stating "the end".
Guided Reading10
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Answertree Mlearn09
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The document discusses good and bad ideas. It lists "BUENA IDEA" which means good idea twice and "MALA IDEA" which means bad idea twice. It concludes with "FIN" which means end.
Book Clubs 09
Book clubs involve groups of 4-6 students who independently read texts at their instructional level and then discuss what they read. The goals are to practice reading skills, apply comprehension strategies, and share interpretations of the text. The teacher's role is to select appropriate books, establish routines, facilitate discussions, and assess student understanding and participation. Students are responsible for preparing for and actively engaging in discussions, as well as evaluating their own and their group's performance. Effective book clubs utilize various comprehension strategies and allow students to construct meaning from texts collaboratively.
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This 3 line document discusses an idea and then discusses it being a bad idea and ends with "the end". It presents an idea, calls that idea bad, and concludes the discussion.
Presentacion 1
This short document discusses an idea and then discusses why it may not be good. It ends abruptly, leaving the outcome unknown.
Presentacion 2
This short document discusses an idea and then discusses why it may not be good. It ends abruptly, leaving the outcome unknown.
Presentacion 3
This 3 line document discusses an idea and then discusses why it may not be good. It ends by stating "the end".
Guided Reading10
This document summarizes the purpose and process of guided reading. It outlines the teacher's role of determining groups, selecting text, prompting reading, and explicitly teaching skills. It also discusses assessing students, selecting appropriate texts, introducing books, monitoring reading, and holding discussions. The goal is to help students develop reading strategies and behaviors to become proficient readers through small group instruction tailored to their needs.
Answertree Mlearn09
AnswerTree is a collaborative mobile game that uses location-based technology. It is designed to teach students about trees on a university campus. Students are divided into expert groups who research different tree types. They then come together and teach each other. The game uses phones with a client app to track location. As students move around campus, the game interface changes depending on their location and progress. The objective is to collect information cards on all the tree types by answering questions correctly at each tree location. The game aims to evaluate collaboration, usability of the mobile interface, and technical aspects like scalability. Challenges include location accuracy, power usage, and environmental factors.
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The document discusses good and bad ideas. It lists "BUENA IDEA" which means good idea twice and "MALA IDEA" which means bad idea twice. It concludes with "FIN" which means end.
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Book clubs involve groups of 4-6 students who independently read texts at their instructional level and then discuss what they read. The goals are to practice reading skills, apply comprehension strategies, and share interpretations of the text. The teacher's role is to select appropriate books, establish routines, facilitate discussions, and assess student understanding and participation. Students are responsible for preparing for and actively engaging in discussions, as well as evaluating their own and their group's performance. Effective book clubs utilize various comprehension strategies and allow students to construct meaning from texts collaboratively.
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Presentacin2
This short document discusses good and bad ideas. It begins by labeling something a good idea and another thing a good idea. Then it labels a third thing a bad idea and a fourth thing a bad idea as well. It concludes by stating "the end".
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This document provides guidance for teachers on conducting independent reading in the classroom. It discusses establishing an environment conducive to independent reading, with a focus on increasing student reading stamina and practicing comprehension skills. The teacher's role is to provide mini-lessons on reading strategies and confer individually with students to discuss their reading, monitor progress, and identify areas for further instruction. Students are responsible for continuously reading texts of their choice and reflecting on and keeping records of their reading experience. The document also offers suggestions for topics to cover during student conferences and methods for recording anecdotal notes on individual readers.
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Questioning Strategy
This document discusses strategies for developing questioning skills in proficient readers. It explains that questioning leads readers to engage more deeply with a text by sparking dialogue with the author. Proficient readers spontaneously ask questions before, during, and after reading to clarify meaning, speculate about unread portions of text, determine an author's intent, and consider questions left for the reader's interpretation. The document provides examples of modeling questioning during read-alouds and using tools like QAR (Question-Answer Relationships) and thick/thin questions to teach students how generating their own questions can improve comprehension.
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Widespread adoption of cell therapies will not only require strong efficacy and safety data, but also adapted pricing and access strategies. At oncology-based price points, CAR-Ts are unlikely to achieve broad market access in autoimmune disorders, with eligible patient populations that are potentially orders of magnitude greater than the number of currently addressable cancer patients. Developers have made strides towards reducing cell therapy COGS while improving manufacturing efficiency, but payors will inevitably restrict access until more sustainable pricing is achieved.
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Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar lead (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
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8. Describe the normal electrocardiograms recorded from the limb leads and explain the physiological basis of the different records that are obtained
9. Define mean electrical vector (axis) of the heart and give the normal range
10. Define the mean QRS vector
11. Describe the axes of leads (hexagonal reference system)
12. Comprehend the vectorial analysis of the normal ECG
13. Determine the mean electrical axis of the ventricular QRS and appreciate the mean axis deviation
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2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. Chapter 3, Cardiology Explained, https://www.ncbi.nlm.nih.gov/books/NBK2214/
7. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
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This short document discusses good and bad ideas. It begins by labeling something a good idea and another thing a good idea. Then it labels a third thing a bad idea and a fourth thing a bad idea as well. It concludes by stating "the end".
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This document discusses strategies for developing questioning skills in proficient readers. It explains that questioning leads readers to engage more deeply with a text by sparking dialogue with the author. Proficient readers spontaneously ask questions before, during, and after reading to clarify meaning, speculate about unread portions of text, determine an author's intent, and consider questions left for the reader's interpretation. The document provides examples of modeling questioning during read-alouds and using tools like QAR (Question-Answer Relationships) and thick/thin questions to teach students how generating their own questions can improve comprehension.
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Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar lead (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
6. Describe the flow of current around the heart during the cardiac cycle
7. Discuss the placement and polarity of the leads of electrocardiograph
8. Describe the normal electrocardiograms recorded from the limb leads and explain the physiological basis of the different records that are obtained
9. Define mean electrical vector (axis) of the heart and give the normal range
10. Define the mean QRS vector
11. Describe the axes of leads (hexagonal reference system)
12. Comprehend the vectorial analysis of the normal ECG
13. Determine the mean electrical axis of the ventricular QRS and appreciate the mean axis deviation
14. Explain the concepts of current of injury, J point, and their significance
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. Chapter 3, Cardiology Explained, https://www.ncbi.nlm.nih.gov/books/NBK2214/
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Presentation1
- 1. Buena idea
- 2. no fumar
- 4. Fin