This document provides an assignment guide for an introductory psychology course covering important dates, assigned readings, homework due dates, quizzes, and other events. It includes:
1) A schedule of assigned readings from the textbook and other sources, corresponding homework assignments, and quizzes covering the reading material for each class date.
2) Reminders about course policies including purchasing the required course pack, procedures for the course, and warnings to study enrichment sections to earn an A.
3) Details of supplemental materials available on the instructor's CD and information on special lectures, presentations, and review quizzes to be given throughout the course.
This document summarizes a presentation about flipping the classroom using technology. It discusses using instructional videos to deliver content outside of class time so that class time can be used for hands-on activities, group work and assessments. Key elements of flipped classroom are highlighted as quality instructional videos, engaging classroom activities and robust assessment. Benefits mentioned are students becoming independent learners and teachers being able to better differentiate and customize instruction.
This document outlines the weekly schedule and tasks for a BTec Level 3 Extended Diploma in Creative Media Production โ Games Design course. Over the weeks, students will complete Lightbot tutorials, begin scheduling their project, measure and model areas like the student area and foyer, take photographs, update production logs, and work towards completing their project areas and log.
This document provides definitions and explanations of key concepts and principles in behavior analysis. It covers topics like reinforcement, punishment, shaping, stimulus control, verbal behavior, and research methods. Some key points include:
- Behavior analysis is the study of behavioral principles like reinforcement and punishment.
- A reinforcer is a stimulus that increases the frequency of a response. Reinforcement contingencies involve response-contingent presentation of a reinforcer.
- Baseline refers to measuring behavior before an intervention. Discriminated operants involve different contingencies based on discriminative stimuli.
- Shaping uses differential reinforcement to increase approximations of a target behavior. Motivating operations and deprivation can increase the effectiveness of reinforcers.
1. The document discusses concepts and principles from behavior analysis including reinforcers, baselines, contingencies, and experimental designs.
2. Key concepts covered include reinforcement, punishment, extinction, and different types of contingencies. General rules discussed include checking for true reinforcers and reinforcing behavior rather than people.
3. Experimental designs summarized include multiple baseline designs, reversal designs, and forgetting procedures. Principles like the law of effect and spontaneous recovery are also mentioned.
1. The document discusses key concepts and principles in behavior analysis including reinforcement, punishment, shaping, discrimination training, and verbal behavior.
2. Key terms are defined such as discriminative stimulus, motivating operation, and different types of reinforcers and contingencies.
3. General rules and principles of behavior analysis are outlined including reinforcing behavior not people, checking for true reinforcers, and using the least complex analysis.
Optional Activity Points (OAPs) are points students can earn through extra academic assignments that can be used to excuse themselves from assignments, quizzes, or an entire day's worth of points in Dr. Malott's courses. Students can use OAPs to make up for absences, being unprepared, or missing assignments. OAPs can also be transferred to other courses and accumulated in large amounts to earn a guaranteed A in a 1-2 credit Super A course. Students can earn OAPs by writing definitions, answering questions, attending conferences, participating in research, or finding errors in course materials. The document warns that there are no excused absences and the absence policy still applies when using O
This survey asks students about their post-graduation goals and plans. It inquires about their plans to attend graduate school or pursue other degrees, where they may attend graduate school, what specialty or field they wish to study, what type of work they plan to do after school such as practitioner, professor, or researcher, and what populations they are interested in working with such as specific clinical populations or business/industry.
This document is a post-survey for psychology students that asks about their plans after graduation, interest in graduate school, desired specialty or field of work, and population they want to work with. It includes multiple choice and short answer questions to gauge if and how their goals and interests have changed since completing an earlier, pre-survey.
This document summarizes a presentation about flipping the classroom using technology. It discusses using instructional videos to deliver content outside of class time so that class time can be used for hands-on activities, group work and assessments. Key elements of flipped classroom are highlighted as quality instructional videos, engaging classroom activities and robust assessment. Benefits mentioned are students becoming independent learners and teachers being able to better differentiate and customize instruction.
This document outlines the weekly schedule and tasks for a BTec Level 3 Extended Diploma in Creative Media Production โ Games Design course. Over the weeks, students will complete Lightbot tutorials, begin scheduling their project, measure and model areas like the student area and foyer, take photographs, update production logs, and work towards completing their project areas and log.
This document provides definitions and explanations of key concepts and principles in behavior analysis. It covers topics like reinforcement, punishment, shaping, stimulus control, verbal behavior, and research methods. Some key points include:
- Behavior analysis is the study of behavioral principles like reinforcement and punishment.
- A reinforcer is a stimulus that increases the frequency of a response. Reinforcement contingencies involve response-contingent presentation of a reinforcer.
- Baseline refers to measuring behavior before an intervention. Discriminated operants involve different contingencies based on discriminative stimuli.
- Shaping uses differential reinforcement to increase approximations of a target behavior. Motivating operations and deprivation can increase the effectiveness of reinforcers.
1. The document discusses concepts and principles from behavior analysis including reinforcers, baselines, contingencies, and experimental designs.
2. Key concepts covered include reinforcement, punishment, extinction, and different types of contingencies. General rules discussed include checking for true reinforcers and reinforcing behavior rather than people.
3. Experimental designs summarized include multiple baseline designs, reversal designs, and forgetting procedures. Principles like the law of effect and spontaneous recovery are also mentioned.
1. The document discusses key concepts and principles in behavior analysis including reinforcement, punishment, shaping, discrimination training, and verbal behavior.
2. Key terms are defined such as discriminative stimulus, motivating operation, and different types of reinforcers and contingencies.
3. General rules and principles of behavior analysis are outlined including reinforcing behavior not people, checking for true reinforcers, and using the least complex analysis.
Optional Activity Points (OAPs) are points students can earn through extra academic assignments that can be used to excuse themselves from assignments, quizzes, or an entire day's worth of points in Dr. Malott's courses. Students can use OAPs to make up for absences, being unprepared, or missing assignments. OAPs can also be transferred to other courses and accumulated in large amounts to earn a guaranteed A in a 1-2 credit Super A course. Students can earn OAPs by writing definitions, answering questions, attending conferences, participating in research, or finding errors in course materials. The document warns that there are no excused absences and the absence policy still applies when using O
This survey asks students about their post-graduation goals and plans. It inquires about their plans to attend graduate school or pursue other degrees, where they may attend graduate school, what specialty or field they wish to study, what type of work they plan to do after school such as practitioner, professor, or researcher, and what populations they are interested in working with such as specific clinical populations or business/industry.
This document is a post-survey for psychology students that asks about their plans after graduation, interest in graduate school, desired specialty or field of work, and population they want to work with. It includes multiple choice and short answer questions to gauge if and how their goals and interests have changed since completing an earlier, pre-survey.
1) The author decided to use their final fiesta project to teach their dog Comet a new trick, rolling over, using behavior analysis principles.
2) The author broke down rolling over into smaller steps, used total task presentation while prompting Comet through each step, and reinforced Comet with treats when he completed steps.
3) Comet learned to roll over in 9 tries. The author then used discrimination training and differential reinforcement to ensure Comet only rolled over when given the specific command.
A Behavioral Analysis of Cosmopolitan Magazinek3stone
ย
The document analyzes advice provided in Cosmopolitan magazine using behavioral principles. It finds that the advice primarily describes escape, avoidance, and punishment contingencies rather than positive reinforcement. This includes advice on improving a boyfriend's kissing technique through differential penalizing contingencies, and de-escalating fights using escape contingencies. The document also notes an article establishing intoxication as an motivating operation, increasing attractiveness of potential partners.
Self-Management Intervention to Increase Physical Activityk3stone
ย
This document outlines a self-management intervention to increase physical activity. It begins by noting that 20-50% of fatalities are caused by sedentary lifestyles. The intervention uses behavioral principles to help people increase weekly physical activity. The first step is to define the target behavior of increasing physical activity by setting a goal of one hour of power walking at least three times per week. The second step is to plan the intervention by gradually increasing the intensity of workouts over 12 weeks to decrease the aversiveness of physical activity and make it more reinforcing. Reinforcement contingencies can also be added where individuals reward themselves after each workout session to further increase the behavior.
The document provides a checklist for a student to complete for their final fiesta paper. It lists requirements such as including 8 terms from the book with definitions, 5 contingency diagrams, writing 3-5 single spaced pages, and using correct terminology, spelling and grammar. Students must check off each completed item, sign at the bottom, and can earn up to 50 points total plus potential bonus points.
This document provides terms from chapters in a Principles of Behavior textbook to study for upcoming quizzes. It includes 120 terms across 4 review quizzes covering 28 chapters, organized by chapter. Students are warned that the quizzes will cumulatively cover all previous review terms. The high-level information is that this study guide lists key concept and vocabulary terms from a textbook on principles of behavior to prepare for comprehensive quizzes over multiple chapters.
The student is petitioning to use optional activity points (OAPs) to opt out of certain academic requirements on a given date. They would like to use a specified number of OAPs to be exempted from a rat lab, seminar participation, homework assignments, and/or quizzes. The form must be signed by the student and submitted to their graduate student instructor, and notes that OAPs can only be used once per academic category but may be used for multiple categories on the same or different occasions.
This document contains a course evaluation form for PSY 1400, 3600, 6100 that asks students to rate various aspects of the course on a scale of 1 to 5. It explains that the highest grade a student can earn is based on their quiz performance and that they must perform well on all components to earn an A. Students are asked to evaluate features like the frequency of quizzes, the value of flashcards and seminars, and the workload. They are also asked to rate the textbook and provide comments on the best and worst aspects of the course and text as well as suggestions for improvement.
This document is a lecture evaluation form for students to provide feedback on special lectures throughout the semester. It asks students to write the name and date of the lecture, provide suggestions for improvement, say what they liked best, and rate the educational value, entertainment value, informativeness, and whether the lecture should be kept for the course on scales of 1 to 5.
The document provides information about seminar schedules, rat lab policies, and grading policies for psychology courses.
The key points are:
1) Seminar schedules are provided for PSY 360, PSY 100H/140, and boot camp. Rat lab policies state that students can lose points for being late, unprepared, or not cleaning up.
2) The grading system is complex, with students needing to score at least 92% on quizzes and 92% in other areas like labs and homework to earn an A. Getting 87% on quizzes earns a BA.
3) The frequent quizzes and emphasis on daily work is meant to keep students accountable and ensure they
This document discusses feedback from reviewers and students on the textbook "Principles of Behavior". Reviewers praise the book for its numerous examples, clear explanations of complex concepts, thorough coverage of topics, and adherence to a single theoretical framework. Students rate the book as very valuable and appreciate its real-world examples and case studies. The author aims to appeal to both undergraduate and graduate students by structuring the book with core "Fundamentals" sections and optional advanced enrichment material. Overall, feedback indicates the book is effective at teaching behavior analysis concepts to students at different levels.
This document is a dedication to Donald L. Whaley in memory of his passing. It describes Whaley as a loud, extroverted man who was passionate about behavior analysis and helping his students succeed. It highlights how he would go above and beyond for his students, from financial support to flying across the country to help those in crisis. However, it also notes that Whaley struggled with his health due to an addiction to sugar and junk food. Despite efforts to get his diet and health on track, he ultimately passed away from a heart attack at age 49.
The document discusses goal-directed systems design and how it relates to moral and legal control. It suggests that the purpose of life for human beings should be selecting the well-being of all life as our goal. It argues that goal-directed systems design is needed to guide humanity towards that goal, as natural contingencies alone may lead to undesirable outcomes. Moral and legal rules aim to establish added contingencies, like religious consequences or legal punishments, to influence behavior in ways that support the well-being of life even when no one is watching. Examples are given of both moral and legal rule control systems.
Sid Fields, a psychology teacher, meets with Bobbie Brown, an 18-year-old student who identifies as a transgender woman trapped in a man's body. Bobbie is depressed and has considered suicide. Sid agrees to help Bobbie using behavior modification techniques to help Bobbie learn masculine behaviors and potentially become more comfortable living as a man. They break behaviors down into small, measurable components and use praise and feedback to reinforce Bobbie practicing masculine ways of sitting, walking, and standing. After several weeks of intensive practice sessions, Bobbie has learned the physical "moves of a man" but remains uncertain if this will resolve his identity issues or make him happy in the long run.
This document provides guidance to students on career options and graduate programs in fields related to behavior analysis. It discusses several professional fields involving behavior analysis, including applied behavior analysis and behavioral psychology. It recommends graduate programs in behavior analysis for those interested in this approach. It warns against traditional psychology programs that do not incorporate behavior analysis. The document provides tips on finding appropriate master's and doctorate programs, and discusses the roles and salaries associated with different degrees.
The document summarizes two case studies where behavior analysts used extinction procedures to reduce problematic behaviors in individuals with developmental disabilities:
1) In the first case study, the analysts used extinction to reduce a boy's aggressive behavior towards teachers that was reinforced by escaping instructions. They gradually exposed him to instructions without allowing escape until his aggression was extinguished.
2) In the second case study, the analysts used extinction to reduce a nonverbal girl's vomiting behavior that occurred in class. They hypothesized it was reinforced by escaping the class and gaining attention. Extinction involved no longer removing her from class or providing extra attention after vomiting until the behavior was extinguished.
Bella and Oscar help train a puppy named Bridget who jumps on the dinner table to steal food. Through observing Bridget's behavior, they determine she is doing this to get attention from her family. They realize Bridget's jumping is being unintentionally reinforced by her family giving her attention after. Bella and Oscar then train Bridget to hop on her hind legs instead to get treats and attention, using differential reinforcement. This replacement behavior is successfully trained, and Bridget stops jumping on the table to get the positive attention she craves through her new trick.
Bella and Oscar help train a puppy named Bridget who jumps on the dinner table to steal food. Through observing Bridget's behavior, they determine she is doing this to get attention from her family. They realize Bridget's jumping is being unintentionally reinforced by her family giving her attention after. Bella and Oscar then train Bridget to hop on her hind legs instead to get treats and attention, using differential reinforcement. This replacement behavior is successfully trained, and Bridget stops jumping on the table to get the positive attention she craves through her new trick.
This document contains homework assignments from a class on procrastination. It includes exercises where the student must identify a goal they want to achieve, ways to improve flossing habits, overcoming writing procrastination, increasing exercise, and improving interpersonal skills. The student is asked to complete self-evaluations and have another person evaluate them. The overall document provides strategies and accountability methods to help students address common procrastination problems.
This document contains homework assignments from a class on procrastination. It instructs students to complete homework questions after reading each chapter and to write a paragraph summarizing their thoughts. The assignments address goals for improving health, relationships with others, and academic performance. Students are asked to develop specific, measurable plans using behavior management techniques like setting deadlines and consequences. The overall summary is that the document provides procrastination students with exercises to help them identify goals, create accountability, and develop strategies for achieving those goals through behavior change.
This document provides instructions for a homework assignment on self-management. It asks students to identify bad habits they want to change, areas of their environment they want to be more tuned into, academic problems they face, and potential self-management projects. It then prompts students to complete performance management contracts to help decrease unwanted behaviors or increase productive behaviors through the use of contingencies.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
ย
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
1) The author decided to use their final fiesta project to teach their dog Comet a new trick, rolling over, using behavior analysis principles.
2) The author broke down rolling over into smaller steps, used total task presentation while prompting Comet through each step, and reinforced Comet with treats when he completed steps.
3) Comet learned to roll over in 9 tries. The author then used discrimination training and differential reinforcement to ensure Comet only rolled over when given the specific command.
A Behavioral Analysis of Cosmopolitan Magazinek3stone
ย
The document analyzes advice provided in Cosmopolitan magazine using behavioral principles. It finds that the advice primarily describes escape, avoidance, and punishment contingencies rather than positive reinforcement. This includes advice on improving a boyfriend's kissing technique through differential penalizing contingencies, and de-escalating fights using escape contingencies. The document also notes an article establishing intoxication as an motivating operation, increasing attractiveness of potential partners.
Self-Management Intervention to Increase Physical Activityk3stone
ย
This document outlines a self-management intervention to increase physical activity. It begins by noting that 20-50% of fatalities are caused by sedentary lifestyles. The intervention uses behavioral principles to help people increase weekly physical activity. The first step is to define the target behavior of increasing physical activity by setting a goal of one hour of power walking at least three times per week. The second step is to plan the intervention by gradually increasing the intensity of workouts over 12 weeks to decrease the aversiveness of physical activity and make it more reinforcing. Reinforcement contingencies can also be added where individuals reward themselves after each workout session to further increase the behavior.
The document provides a checklist for a student to complete for their final fiesta paper. It lists requirements such as including 8 terms from the book with definitions, 5 contingency diagrams, writing 3-5 single spaced pages, and using correct terminology, spelling and grammar. Students must check off each completed item, sign at the bottom, and can earn up to 50 points total plus potential bonus points.
This document provides terms from chapters in a Principles of Behavior textbook to study for upcoming quizzes. It includes 120 terms across 4 review quizzes covering 28 chapters, organized by chapter. Students are warned that the quizzes will cumulatively cover all previous review terms. The high-level information is that this study guide lists key concept and vocabulary terms from a textbook on principles of behavior to prepare for comprehensive quizzes over multiple chapters.
The student is petitioning to use optional activity points (OAPs) to opt out of certain academic requirements on a given date. They would like to use a specified number of OAPs to be exempted from a rat lab, seminar participation, homework assignments, and/or quizzes. The form must be signed by the student and submitted to their graduate student instructor, and notes that OAPs can only be used once per academic category but may be used for multiple categories on the same or different occasions.
This document contains a course evaluation form for PSY 1400, 3600, 6100 that asks students to rate various aspects of the course on a scale of 1 to 5. It explains that the highest grade a student can earn is based on their quiz performance and that they must perform well on all components to earn an A. Students are asked to evaluate features like the frequency of quizzes, the value of flashcards and seminars, and the workload. They are also asked to rate the textbook and provide comments on the best and worst aspects of the course and text as well as suggestions for improvement.
This document is a lecture evaluation form for students to provide feedback on special lectures throughout the semester. It asks students to write the name and date of the lecture, provide suggestions for improvement, say what they liked best, and rate the educational value, entertainment value, informativeness, and whether the lecture should be kept for the course on scales of 1 to 5.
The document provides information about seminar schedules, rat lab policies, and grading policies for psychology courses.
The key points are:
1) Seminar schedules are provided for PSY 360, PSY 100H/140, and boot camp. Rat lab policies state that students can lose points for being late, unprepared, or not cleaning up.
2) The grading system is complex, with students needing to score at least 92% on quizzes and 92% in other areas like labs and homework to earn an A. Getting 87% on quizzes earns a BA.
3) The frequent quizzes and emphasis on daily work is meant to keep students accountable and ensure they
This document discusses feedback from reviewers and students on the textbook "Principles of Behavior". Reviewers praise the book for its numerous examples, clear explanations of complex concepts, thorough coverage of topics, and adherence to a single theoretical framework. Students rate the book as very valuable and appreciate its real-world examples and case studies. The author aims to appeal to both undergraduate and graduate students by structuring the book with core "Fundamentals" sections and optional advanced enrichment material. Overall, feedback indicates the book is effective at teaching behavior analysis concepts to students at different levels.
This document is a dedication to Donald L. Whaley in memory of his passing. It describes Whaley as a loud, extroverted man who was passionate about behavior analysis and helping his students succeed. It highlights how he would go above and beyond for his students, from financial support to flying across the country to help those in crisis. However, it also notes that Whaley struggled with his health due to an addiction to sugar and junk food. Despite efforts to get his diet and health on track, he ultimately passed away from a heart attack at age 49.
The document discusses goal-directed systems design and how it relates to moral and legal control. It suggests that the purpose of life for human beings should be selecting the well-being of all life as our goal. It argues that goal-directed systems design is needed to guide humanity towards that goal, as natural contingencies alone may lead to undesirable outcomes. Moral and legal rules aim to establish added contingencies, like religious consequences or legal punishments, to influence behavior in ways that support the well-being of life even when no one is watching. Examples are given of both moral and legal rule control systems.
Sid Fields, a psychology teacher, meets with Bobbie Brown, an 18-year-old student who identifies as a transgender woman trapped in a man's body. Bobbie is depressed and has considered suicide. Sid agrees to help Bobbie using behavior modification techniques to help Bobbie learn masculine behaviors and potentially become more comfortable living as a man. They break behaviors down into small, measurable components and use praise and feedback to reinforce Bobbie practicing masculine ways of sitting, walking, and standing. After several weeks of intensive practice sessions, Bobbie has learned the physical "moves of a man" but remains uncertain if this will resolve his identity issues or make him happy in the long run.
This document provides guidance to students on career options and graduate programs in fields related to behavior analysis. It discusses several professional fields involving behavior analysis, including applied behavior analysis and behavioral psychology. It recommends graduate programs in behavior analysis for those interested in this approach. It warns against traditional psychology programs that do not incorporate behavior analysis. The document provides tips on finding appropriate master's and doctorate programs, and discusses the roles and salaries associated with different degrees.
The document summarizes two case studies where behavior analysts used extinction procedures to reduce problematic behaviors in individuals with developmental disabilities:
1) In the first case study, the analysts used extinction to reduce a boy's aggressive behavior towards teachers that was reinforced by escaping instructions. They gradually exposed him to instructions without allowing escape until his aggression was extinguished.
2) In the second case study, the analysts used extinction to reduce a nonverbal girl's vomiting behavior that occurred in class. They hypothesized it was reinforced by escaping the class and gaining attention. Extinction involved no longer removing her from class or providing extra attention after vomiting until the behavior was extinguished.
Bella and Oscar help train a puppy named Bridget who jumps on the dinner table to steal food. Through observing Bridget's behavior, they determine she is doing this to get attention from her family. They realize Bridget's jumping is being unintentionally reinforced by her family giving her attention after. Bella and Oscar then train Bridget to hop on her hind legs instead to get treats and attention, using differential reinforcement. This replacement behavior is successfully trained, and Bridget stops jumping on the table to get the positive attention she craves through her new trick.
Bella and Oscar help train a puppy named Bridget who jumps on the dinner table to steal food. Through observing Bridget's behavior, they determine she is doing this to get attention from her family. They realize Bridget's jumping is being unintentionally reinforced by her family giving her attention after. Bella and Oscar then train Bridget to hop on her hind legs instead to get treats and attention, using differential reinforcement. This replacement behavior is successfully trained, and Bridget stops jumping on the table to get the positive attention she craves through her new trick.
This document contains homework assignments from a class on procrastination. It includes exercises where the student must identify a goal they want to achieve, ways to improve flossing habits, overcoming writing procrastination, increasing exercise, and improving interpersonal skills. The student is asked to complete self-evaluations and have another person evaluate them. The overall document provides strategies and accountability methods to help students address common procrastination problems.
This document contains homework assignments from a class on procrastination. It instructs students to complete homework questions after reading each chapter and to write a paragraph summarizing their thoughts. The assignments address goals for improving health, relationships with others, and academic performance. Students are asked to develop specific, measurable plans using behavior management techniques like setting deadlines and consequences. The overall summary is that the document provides procrastination students with exercises to help them identify goals, create accountability, and develop strategies for achieving those goals through behavior change.
This document provides instructions for a homework assignment on self-management. It asks students to identify bad habits they want to change, areas of their environment they want to be more tuned into, academic problems they face, and potential self-management projects. It then prompts students to complete performance management contracts to help decrease unwanted behaviors or increase productive behaviors through the use of contingencies.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
ย
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Make a Field Mandatory in Odoo 17Celine George
ย
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
ย
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.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
ย
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
ย
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the bodyโs response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Bed Making ( Introduction, Purpose, Types, Articles, Scientific principles, N...
ย
PSY 6100 Assignment Guide Summer 2011
1. Assignment Guide
DATE ASSIGNMENTS DUE: QUIZZES IMPORTANT SPECIAL LECTURES &
REMINDERS OTHER EVENTS
๏ Readings: Ch. 1-5 in Iโll Stop ๏ You should purchase the ๏ Special Lecture: In Search
Procrastinating When I Get Course Pack before class. of My Jewish Mother
Around to it Whatโs in it and where do I get
it?
๏ You can find supplemental
06/13/11 ๏ Objectives for Chapters 1-5. Iโll assignment material on
(M) Stop Procrastinating When I ๏ Course Procedures. your work show CD!
Get Around to It
Intro to ๏ Details of the Course
P610 Materials (bring your
course pack to class
today and everyday
hereafter).
๏ ASO and AES reading
assignments should
correspond with your chapter
assignments, but it is YOUR
responsibility to check with Dr
Malott for what ASO and AES
readings will be due
๏ WARNING: Most students tell
us that they take at least four
hours to prepare for each day.
Plan ahead!
๏ Readings: Ch. 6-10 in Iโll Stop ๏ Please bring $10 for keys to ๏ Malottโs Mini Lecutre on Need-
06/14/11 Procrastinating When I Get the BATS lab & computer lab Reduction Theory and on
(T) Around to It Preparedness
๏ Objectives for Chapters 6-10. Iโll
Stop Procrastinating When I
Get Around to It
2. DATE ASSIGNMENTS DUE: QUIZZES IMPORTANT SPECIAL LECTURES &
REMINDERS OTHER EVENTS
๏ Readings: ๏ Quiz on Assignments and ๏ How to Use Your 360 Work Show CD: After you place the CD in
06/15/11
๏ Assignment and Course Procedures Course Procedures (study your computer, you will need to open the CD file. Each Work Show
(W) ๏ Preface more or less the first 26 some is placed in its own folderโopen the folder with the name of the
๏ To the Memory of Donald Whaley, pages of the course booklet, Work Show you want to view, and then click on the PowerPoint
available at the Principles of Behavior up through, Let the Good (.pps) file. The show should automatically start with music (so make
web site: Times Roll), Preface, and To sure you have your sound on!)!
the Memory of Donald
http://www.dickmalott.com/psy-6100-c-
Whaley.
๏ This CD is both Windows and Mac compatible
l/2010/5/22/extra-chapters.html
๏ Note: the above will be ๏ If you are having issues with your CD or a work show, contact
๏ Chapter 1: The Reinforcer Kelly Stone by email BEFORE CLASS!
๏ Chapter 1 AES one quiz
๏ Quiz on Chapter 1: The ๏ Study the chapter in Principles of Behavior 6th edition for the quiz
today. Use the flashcards in your course pack for Chapter 1 and get
๏ Watch โHow to Use the Contingency- Reinforcer (vocabulary and
as fast as you can with them. That will help you on the quiz. To do
Diagramming Checklistโ Work Show. content
well on the quiz you will need to be able to:
This work show is located on your work ๏ Quiz on How to Use the ๏ Write out all the definitions perfectly, though not necessarily word
show CD and is two parts, Ch 1 part 1 of Contingency-Diagramming
the Pink Sheet and Ch. 2 part 2 of the Checklist Work show. But for word.
Pink Sheet. donโt worry, if you go through ๏ Answer all the study questions at the end of each section within
๏ Tip: Go through this work show very the slide show youโll do fine. the chapter.
carefully because you will be quizzed ๏ Fill out all the contingency diagrams for each story in the chapter.
over the material.
๏ Fill out all the tables and other diagrams in the chapter.
๏ Assignments:
๏ Advanced Enrichment Section and Advanced Study
๏ Chapter 1 ASO Objectives. Many chapters also have advanced enrichment
๏ NOTE: The ASO for Chapters 1-5 is and advanced study objectives associated with them. You will
combined. Do as much as you can each be responsible for oral exams and four written review quizzes
day, and by Chapter 5 you should have (review quizzes for BATS students only) over these materials
completed the whole ASO assignment. for the relevant chapters. So please check the booklet with
these materials when studying for each class.
06/16/11 ๏ Readings: ๏ Quiz on Ch. 2. ๏ WARNING: Quizzes also cover the enrichment sections.
(Th)
๏ Chapter 2: Reinforcement Reinforcement
๏ Chapter 2 AES ๏ WARNING: Always be able to recreate tables!
๏ Assignments: ๏ Begin stashing your completed homework in a safe place. At the end
๏ Homework for Chapter 2: of the semester, you will need to bring all of your homework packets
Reinforcement and turn them in at the Final Fiesta in order to get credit for this
course.
๏ Chapter 2 ASO
3. DATE ASSIGNMENTS DUE: QUIZZES IMPORTANT SPECIAL LECTURES &
REMINDERS OTHER EVENTS
Seminar Note:
Always bring your red ball-point pen (red ink) to seminars. If you have one, you can make corrections in your homework as we go over it in class (before you turn it
in at the end of the seminar). You get credit for your corrections. However, you lose credit if you try to complete homework you hadn't done or make the
corrections in the same colored ink or pencil as the original. (We need the two colors so we can get a better idea of how well the homework is going.)
The schedule is generally like this:
๏ Each day of the week (Monday-Friday), you will generally discuss the homework for the relevant chapters for that day. This will include presenting original
examples to the class on transparencies. Donโt worry, youโll learn to like it. You will also have a quiz on each of the assigned chapters from Principles of
Behavior. To be prepared you will need to achieve fluency with the flash cards related to the chapters for that day.
Sometimes we'll have a lecture during the Seminar, review or work show quizzes, or some other deviation from the schedule, so keep an eye out. Weโll try to
remind you, too.
๏ Readings: ๏ Quiz on Chapter 3. Escape ๏ Warning: You will need to fill in the actual behaviors in the
06/17/11 contingency diagram on the quiz!
(F) ๏ Chapter 3: Escape ๏ Quiz on The Sick Social Cycle Work ๏ You will do Self-Management Presentations every Friday
๏ Chapter 3 AES Show during the summer!
๏ Assignments: ๏ REMINDER: YOUR JEWISH MOTHER ASSIGNMENT IS DUE
MONDAY!!!
๏ Homework for Chapter 3:
Escape
๏ Chapter 3 ASO
๏ The Sick Social Cycle Work
Show โ Victimโs Escape
Model
06/20/11
๏ Readings: ๏ Quiz on Ch. 4. Punishment.
(M) ๏ Chapter 4: Punishment ๏ Quiz on The Sick Social Cycle Work
Show
๏ Assignments:
๏ Homework for Ch. 4.
Punishment.
๏ Chapter 4 ASO
๏ Jewish Mother Assignment is
due today!
๏ Work Show on the Sick
Social Cycle โ Victimโs
Punishment Model
4. DATE ASSIGNMENTS DUE: QUIZZES IMPORTANT SPECIAL LECTURES &
REMINDERS OTHER EVENTS
๏ Readings: ๏ Quiz on Ch. 5. Penalty. ๏ Warning - you will need to
06/21/11 fill in the actual behaviors on
(T) ๏ Chapter 5: Penalty ๏ Quiz on Chapter 6. Extinction and the contingency diagram on
Recovery
๏ Chapter 6: Extinction and the quiz.
Recovery
๏ Warning: Always be able to
๏ Chapter 5 AES recreate all charts, tables,
๏ Assignments: and diagrams. TO BE
MORE SPECIFIC - THERE
๏ Homework for Chapter 5. ARE THREE TABLES IN
Penalty. CHAPTER 6 AND YOU
๏ Homework for Chapter 6. WILL NEED TO MEMORIZE
Extinction and Recovery THEM!
๏ Chapter 5 ASO
๏ Chapter 6 ASO
06/22/11
๏ Readings: ๏ Quiz on Chapter 7. Differential ๏ Warning #1: 13 definitions
Reinforcement and Differential
(W) ๏ Chapter 7: Differential Punishment. ๏ Warning #2: You must know and understand all the details of
Reinforcement and Differential the enrichment sections to get an A, and we want you to get an
Punishment A!!
๏ Assignments:
๏ Homework for Chapter 7.
Differential Reinforcement and
Differential Punishment
๏ Chapter 7 ASO
06/23/11
๏ Readings: ๏ Quiz on Chapter 8. Shaping. ๏ Warning: You must know all the details of the procedures and
(Th) ๏ Chapter 8: Shaping results.
๏ Assignments:
๏ Homework for Chapter 8.
Shaping (Original Example)
๏ Chapter 8 ASO
5. DATE ASSIGNMENTS DUE: QUIZZES IMPORTANT SPECIAL LECTURES &
REMINDERS OTHER EVENTS
๏ Readings: ๏ Quiz on Chapter 9. Unlearned ๏ Repeated warning: You must know and understand all the
06/24/11
(F)
๏ Chapter 9: Unlearned Reinforcers and Unlearned details of the enrichment sections to get an A. You must be able
Reinforcers and Unlearned Aversive Conditions. to describe the experimental procedures in both the fundamentals
Aversive Conditions and the enrichment sections.
๏ REVIEW QUIZ #1
๏ Chapter 9 AES ๏ Self-Management Presentations
This 20-question quiz contains some
๏ Assignments: of the key definitions from Chapters
๏ Homework for Chapter 9. 1-8. You must know ALL of the
Unlearned Reinforcers and definitions from Chapters 1-8. For
Unlearned Aversive this quiz, if you get at least 19
Conditions. definitions correct you will get one
๏ Chapter 9 ASO bonus quiz point.
๏ Readings: ๏ Quiz on Chapter 10. Special ๏ Ask Malott to discuss non-contingent reinforcement and how
06/27/11
(M) ๏ Chapter 10: Special Motivating Operations. it is used as a control procedure. This is covered in Chapter
Motivating Operations ๏ Written ASO Review Quiz #1. This 11 but you may need some clarification of this difficult
quiz will cover the Advanced Study concept before you read the chapter.
๏ Chapter 10 AES
Objectives from Chapters 1-8. Be ๏ Ask Malott to discuss symbolic matching.
๏ Assignments: prepared to write out the answers in
๏ No homework for Ch. 10 full!
๏ Readings: ๏ Quiz on Chapter 11. Learned ๏ Warning: Know the ๏ Special Lecture: Autism
06/28/11 ๏ Chapter 11: Learned Reinforcers and Learned Aversive pairing diagrams if
(T) Reinforcers and Learned Conditions. you want an A on the
Aversive Conditions quiz today.
๏ Assignments:
๏ Homework for Chapter 11.
Learned Reinforcers and
Learned Aversive Conditions
๏ Chapter 11 ASO
๏ Readings: ๏ Quiz on Chapter 12. ๏ Reminder: To get an
06/29/11
(W)
๏ Chapter 12: Discrimination Discrimination. A, you must always
๏ Chapter 12 AES know all the
๏ Assignments: procedures,
diagrams and tables,
๏ Homework for Chapter 12. in both the
Discrimination.
fundamentals and the
๏ Chapter 12 ASO enrichment sections.
6. DATE ASSIGNMENTS DUE: QUIZZES IMPORTANT SPECIAL LECTURES
REMINDERS & OTHER EVENTS
๏ Readings: ๏ Quiz on Chapter 13. Complex ๏ By the way, Chapter 13
06/30/11
(Th)
๏ Chapter 13: Complex Stimulus Stimulus Control. Homework may be a little tough;
Control sorry about that, we're trying to
๏ Chapter 13 AES ๏ Quiz on Stimulus Generalization keep it under control.
Gradient Work Show.
๏ Assignments: ๏ Hint: Always read the Advanced
๏ Homework for Chapter 13. ๏ Quiz on Stimulus Equivalence Work Enrichment sections if you want
Complex Stimulus Control Show. an A on the quiz.
๏ Stimulus Generalization
Gradient Work Show
๏ Stimulus Equivalence Work
Show
๏ Chapter 13 ASO
๏ Readings: ๏ Quiz Chapter 14. Imitation. ๏ Hint: When you read an example ๏ Self-Management
07/01/11 or an experiment, see how it
(F) ๏ Chapter 14: Imitation ๏ Review Quiz #2. 20-question quiz. relates to the heading for that
Presentations
๏ Chapter 14 AES You must know all of the definitions section and the definitions in the
๏ Assignments: from Chapters 1-14. Score at least 19, section. That tells you what it's an
and you get 2 bonus quiz points! example of and helps you on the
๏ Homework for Chapter 14. quizzes. Also, always be able to
Imitation. describe the contingencies
๏ Chapter 14 ASO involved in each phase of each
experiment
๏ Donโt blow off the last sections of
the enrichment section!
๏ Readings:
๏ Quiz on Chapter 15. Avoidance. ๏ Warning: Always be able to
07/04/11
(M)
๏ Chapter 15: Avoidance recreate all charts, tables, and
๏ Chapter 15 AES ๏ Written ASO #2. This quiz will cover diagrams, or you know what you
๏ Assignments: the Advanced Study Objectives from can kiss good bye. (This is more
Chapters 1-14. than just memorization - you
๏ Homework for Chapter 15. must understand them!)
Avoidance.
๏ Chapter 15 ASO
7. DATE ASSIGNMENTS DUE: QUIZZES IMPORTANT SPECIAL LECTURES
REMINDERS & OTHER EVENTS
๏ Readings: ๏ Quiz on Chapter 16.
07/05/11 ๏ Chapter 16: Punishment by Punishment by
(T) Prevention Prevention
๏ Chapter 16 AES
๏ Assignments:
๏ Homework for Chapter 16.
Punishment by Prevention
๏ Chapter 16 ASO
๏ Readings: ๏ Quiz on Chapter 17. Ratio ๏ Warning: Students tend to do well learning
07/06/11 the definitions of the various schedules and
(W) ๏ Chapter 17: Ratio Schedules Schedules. (This quiz covers ๏ Special live
POB Ch. 17, not Ch. 17โs the nature of responding the schedules
๏ Chapter 18: Interval Schedules generate, but when students get to the quiz demonstration of
๏ Chapter 17 AES homework.)
they mix up the definitions for schedules in cumulative recording
๏ Assignments: ๏ Quiz on Discrete-trial and place of responding and vice versa--so be
Free-operant Procedures (Ch.17).
๏ Special Homework for Chapter sure to note the difference between schedules
Work show. and responding in the names of the terms
17. Eight Basic
Contingencies by Matt Miller ๏ Quiz on Chapter 18. Interval when studying the flashcards (P100, also take
some extra time to learn the difference.)
๏ Watch โDiscrete Trial and Schedules.
Free Operant Proceduresโ ๏ Hint #1: To get an A, you must read and
Work Show, available online: recall all the sections of each apter.ch
http://www.dickmalott.com/psy- ๏ Hint #2: To get an A, make sure you know
6100-c-l/2010/9/7/work- what contingencies are being discussed in
shows.html each story.
๏ Chapter 17 ASO ๏ Hint #3: To do well on today's quiz,
๏ Chapter 18 ASO understand that stimulus generalization
explains why intermittent reinforcement makes
behavior more resistant to extinction than
does continuous reinforcement. And be able
to explain how that works.
8. DATE ASSIGNMENTS DUE: QUIZZES IMPORTANT SPECIAL LECTURES &
REMINDERS OTHER EVENTS
๏ Readings: ๏ Quiz on Chapter 19. Concurrent ๏ Warning - students tend to ๏ Special live demonstration of
07/07/11
(Th)
๏ Chapter 19. Concurrent Contingencies. do poorly on this quiz. BE cumulative recording (Ch.19 &
Contingencies ABLE TO REPLICATE THE 20).
๏ Chapter 20. Behavioral Chains ๏ NOTE: There is an extra flash DIAGRAMS and the Pros
card in your course pack that and Cons table!
and Differential Reinforcement of
is not in the textbook. You
Low Rate
WILL need to know this for the ๏ True/False? To get an A, I
๏ Assignments: quiz! can ignore the last sections of
๏ Homework for Chapter 19. each chapter.
Concurrent Contingencies. ๏ Quiz on Chapter 20. Behavioral
๏ Homework for Chapter 20. Chains and Differential
Behavioral Chains and Reinforcement of Low Rate.
Differential Reinforcement of
Low Rate.
๏ Readings: ๏ Quiz on Chapter 21. Respondent ๏ Warning -There are 10 ๏ Self-Management
07/08/11
(F)
๏ Chapter 21. Respondent Conditioning. definitions that students Presentations.
Conditioning. tend to have a hard time
๏ Assignments: ๏ Review Quiz #3. 20-question quiz. with; give yourself some
You must know all the definitions extra time to understand
๏ Homework for Chapter 21. from Chapters 1-21. Score at least
Respondent Conditioning these terms.
19 and you get 3 bonus quiz
๏ Chapter 21 ASO points.
๏ Readings: ๏ Quiz on Chapter 22. Rule- ๏ Warning: Be able to ๏ Special Lecture. Everything
07/11/11 ๏ Chapter 22. Rule-Governed Governed Behavior: Concepts reproduce the contingency You Know About Impulsivity is
(M)
Behavior: Concepts tree on the quiz. Wrong.
๏ Chapter 23. Rule-Governed ๏ Quiz on Chapter 23. Rule-
Governed Behavior: Applications
Behavior: Applications
๏ Chapter 23 AES
๏ Assignments:
๏ Homework for Chapter 22. Rule-
Governed Behavior: Concepts
๏ Homework for Chapter 23. Rule-
Governed Behavior:
Applications.
๏ Chapter 22 ASO
9. DATE ASSIGNMENTS DUE: QUIZZES IMPORTANT SPECIAL LECTURES
REMINDERS & OTHER EVENTS
๏ Readings: ๏ Quiz on Chapter 24. Rule-Governed ๏ Special Lecture: Sex Show
07/12/11
๏ Chapter 24: Rule-Governed Behavior: Theory.
(T)
Behavior: Theory ๏ Note: While most students find the material in Ch.26
๏ Chapter 25: Pay for ๏ Quiz on Chapter 25. Pay for Performance (which todayโs slideshow includes) to be of great value, it
is controversial and may be offensive to some students
Performance ๏ Written ASO Review Quiz #3. This quiz will because it deals with a behavior analysis of some of the
๏ Assignments: cover the Advanced Study Objectives from functions of religion and a behavior analysis of sexuality.
๏ Homework for Chapter 24. Chapters 1-21. If you would find such analyses offensive, you should
Rule-Governed Behavior: talk to Dr Malott before class begins.
Theory.
๏ Homework for Chapter 25. Pay
for Performance.
๏ Chapter 24 ASO
๏ Readings: ๏ Quiz on Chapter 26B. Moral and Legal ๏ Special Lecture: Moral & Legal Control Show.
07/13/11 ๏ Chapter 26A. Sexuality Control
(W) ๏ Chapter 26B. Moral and Legal ๏ Note: While most students find the material in Ch.26
Control
๏ Know why moral and legal control often (which todayโs slideshow includes) to be of great value, it
fail; may be separate reasons for each is controversial and may be offensive to some students
๏ Note: These readings are in your form of control. because it deals with a behavior analysis of some of the
course pack
๏ Be sure you know whose interests may be functions of religion and a behavior analysis of sexuality.
๏ Assignments: If you would find such analyses offensive, you should
๏ Homework for Ch. 26. Sexuality. in conflict in scientific research. Know the
virtues of secular humanism. Be sure to talk to Dr Malott before class begins.
๏ Chapter 26 ASO know all the definitions and the section
questions to get an A.
๏ Readings: ๏ Quiz on Chapter 27. Maintenance. ๏ Warning: If want an A on
07/14/11 ๏ Chapter 27. Maintenance ๏ Quiz on Chapter 28. Transfer. the quiz, then know the
(Th)
๏ Chapter 28. Transfer tables.
๏ Chapter 27 AES ๏ Review Quiz #4. 20-question quiz. You must
know all of the definitions from Chapters 1-28.
๏ Chapter 28 AES Score at least 19 and you get 4 bonus
๏ Assignments: points!
๏ Homework for Chapter 27.
Maintenance.
๏ Chapter 27 & 28 ASO
07/15/11 ๏ Readings: ๏ Quiz on Chapter 29. Research Methods. ๏ DANGER! Chapter 29 ๏ Self-Management
(F) includes 12 extra review Presentations.
๏ Chapter 29. Research Methods ๏ Written ASO Review Quiz #4. This quiz will definitions along with 13 ๏ Any student that has not
cover the Advanced Study Objectives from
๏ Assignments: Chapters 1-28.
new definitions. taken a rat lab should take it
๏ Please bring your course during the Fall Semester. Ask
๏ No Ch. 29 Homework Dr Malott if this applies to
evaluations to turn in
you!