Read Chapter 15 and answer the following questions 1. De.docx
•Download as DOCX, PDF•
0 likes•4 views
Read Chapter 15 and answer the following questions : 1. Describe several characteristics of infants that make them different from other children. 2. What is the feeding challenge in meeting the nutritional needs of an infant? 3. Define low-birthweight (LBW) infant . 4. List nine (9) problems associated with low birth weight. 5. List five (5) reasons a mother may choose formula feeding instead of breast feeding. 6. List four (4) steps to safe handling of breast milk. 7. What two (2) factors determine safe preparation of formula? Briefly describe each factor. 8. Define aseptic procedure. 9. Define distention and tell what causes distention. 10. Define regurgitation, electrolytes, and developmental or physiological readiness. 11. Why should a bottle NEVER be propped and a baby left unattended while feeding? 12. When might an infant need supplemental water? 13. When should solid food be introduced to an infant? What is meant by the infant being developmentally ready? 14. Define palmar grasp and pincer grip. 15. List ten (10) common feeding concerns. Pick ONE and explain why that is a concern. Read Chapter 16 and answer the following questions: 1. Describe toddlers and preschoolers . 2. Define neophobic. 3. List three (3) things a teacher is responsible for when feeding a toddler. List two (2) things for which the child is responsible. 4. Why should you NOT try to force a toddler to eat or be overly concerned if children are suddenly eating less? 5. Explain the results of spacing meals too far apart and too close together . 6. List a good eating pattern for toddlers. 7. Name several healthy snack choices for toddlers and young children. 8. List several suggestions for making eating time comfortable, pleasant and safe. 9. What changes about eating habits when a toddler develops into a preschooler? 10. Define Down syndrome and Prader-Willi syndrome. 11. How can parents and teachers promote good eating habits for preschoolers? 12. When and where should rewards be offered? 13. Why should children not be encouraged to have a “clean plate”? 14. List five (5) health conditions related to dietary patterns. 15. What is the Physical Activity Pyramid and for what is it designed? 16. List eight (8) common feeding concerns during toddler and preschool years. Pick one and explain it thoroughly. https://books.google.com/books/about/Health_Safety_and_Nutrition_for_the_Youn.html?id=7zcaCgAAQBAJ&printsec=frontcover&source=kp_read_button#v=onepage&q&f=false .
Report
Share
Report
Share
Recommended
Chapters 2 & 3Read Chapters 2 & 3.Answer the following q.docx
Chapters 2 & 3
Read Chapters 2 & 3.
Answer the following questions:
1. Define
impairment, health assessment, atypical
and
observations.
2. How do early childhood programs make a contribution to children’s well-being?
3. List
ten (10)
sources for gathering information about children’s health.
4. Why should conclusions drawn from teacher observations be made with caution?
5. How are daily health checks valuable to teachers?
6. Where should a health check be done? How should a teacher perform the health check?
7. What are
Mongolian spots
?
8. Define
symptoms, anecdotal,
and
diagnosis.
9. How should health observations be recorded? Be specific.
10. What rights do parents have concerning their child’s health records?
11. List
several
advantages to monitoring a child’s health status.
12. How can the family be involved in daily health checks?
13. List
eight (8)
free or low-cost health services for young children.
Chapter 3:
1. List
three (3)
yields of health information collected in an objective manner and from a combination of screening procedures.
2. List
eight (8)
purposes for information from health records.
3. Define
intervention
.
4. How/why/when should health information of a child be shared?
5. What information can be gathered through health history questionnaires?
6. Define
skeletal
and
neurological.
7. What is the purpose of screening tests?
8. What is the most reliable indicator of a child's general health and nutritional status?
9. Define
BMI
,
underweight, overweight
and
obese.
10. Define
ophthalmologist
and
optometrist.
11. List
four (4)
items to check for in children’s eyes.
12.
List
and
define four (4)
common vision disorders in young children.
13. Why does hearing loss have a profound effect on children?
14. What are the first indications that a child is not hearing properly?
15. Define
audiologist.
16. List and define the
three (3)
most common types of hearing loss.
17. Define
speech
and
misarticulations.
18. List
eight (8)
delayed language or abnormal speech patterns that should be evaluated.
19. Define
pallor
and
lethargy.
20. Define
mottling
and
skinfold.
21.
List
and
explain four (4)
methods of assessing children’s nutritional status.
22. What causes malnutrition?
23. List
four (4)
target areas for maximum weight management success.
24. What is the purpose of a
referral?
Who is involved in the referral process?
book
Health, Safety, and Nutrition for the Young Child
Lynn R. Marotz
also you may use any edition
...
Health, Safety, and Nutrition for the Young ChildRead Ch
Health, Safety, and Nutrition for the Young Child
Read Chapter 1
.
1. Define
preventive health.
List several examples of preventive health care on both a national and personal scale.
2. List
nine (9)
social and environmental issues that affect the quality of everyone's well-being.
3. Explain
Healthy People 2020.
4. Explain
National Children’s Agenda.
5. Explain
Children’s Health Insurance Program (CHIP).
6. Explain
Healthy Child Care America.
7. Explain
National Health and Safety Performance Standards for Child Care.
8. Explain
No Child Left Behind.
9. Explain
Coordinated School Health Program (SCHP).
10. Explain
The National Children's Study.
11. What is a contemporary definition of
health
?
12. Name the
two (2)
main factors that influence child’s health.
13. List the contrast between well-nourished children and poorly nourished children.
14. Define
heredity
and
predisposition.
15. Define
sedentary
and
food insecurity
.
16. Define
safety
.
17. Why is it important for teachers to have an awareness of the skills and abilities typical of each developmental stage in children?
18. List
seven (7)
factors that affect the quality and rate of growth in children.
19. List
six (6)
special health concerns for infants.
20. Define
development, neurons
and
plasticity.
21. What unintentional injuries pose the greatest threat to young children?
22. List
seven (7)
orthopedic conditions that warrant early diagnosis and treatment.
23. List
four (4)
purposes for temporary teeth.
24. How can families and teachers promote children's social-emotional development?
25. Why must a teacher have a positive personal self-esteem?
26. Explain
emotional climate.
27. Define
toxic stress.
List
eight (8)
everyday events that can lead to undue anxiety in children.
28. List
two (2)
types of bullies.
29. List
eight (8)
signs of childhood depression.
30. Define
resilient.
...
Childhood nutrition
Getting your child or a child that you are looking after to eat healthy can seem like a somewhat impossible task. Kids can be very picky at times and for the most part, vegetables and other healthy foods are not high on their list of preferences. The good news is that it is possible to get your child to eat healthy nutritious food and you can even get them to like it.
A lot of the process of getting your child to eat healthy is a trial and error process. You are going to have to keep trying new things and preparing them different ways until you become familiar with what healthy things your child does and does not like.
There are a lot of tips and tricks you can use to get your child to eat healthy, many parents just are not aware of them. You should use as many of these tricks as you can because proper childhood nutrition is extremely important for the development of a child. Children who are malnourished in their earlier years will have noticeable health problems in the future and may suffer from certain deficiencies such as anemia. I am sure you do not want your child to have to go through something like this so get them eating healthy!
Nutrition for kids
INTRODUCTION Nutrition for kids Inside this book, you will discover for yourself everything you need to take a step forward
Nutrition for kids
There are a lot of reasons why a child should be taught to eat healthily
from a very young age. With good eating habits inculcated into a child
daily dietary regiment the assurance of getting all the nutritional
needs for the body will be well under control. It would also ensure the
child’s weight and health conditions are kept to its optimum.
Recommended
Chapters 2 & 3Read Chapters 2 & 3.Answer the following q.docx
Chapters 2 & 3
Read Chapters 2 & 3.
Answer the following questions:
1. Define
impairment, health assessment, atypical
and
observations.
2. How do early childhood programs make a contribution to children’s well-being?
3. List
ten (10)
sources for gathering information about children’s health.
4. Why should conclusions drawn from teacher observations be made with caution?
5. How are daily health checks valuable to teachers?
6. Where should a health check be done? How should a teacher perform the health check?
7. What are
Mongolian spots
?
8. Define
symptoms, anecdotal,
and
diagnosis.
9. How should health observations be recorded? Be specific.
10. What rights do parents have concerning their child’s health records?
11. List
several
advantages to monitoring a child’s health status.
12. How can the family be involved in daily health checks?
13. List
eight (8)
free or low-cost health services for young children.
Chapter 3:
1. List
three (3)
yields of health information collected in an objective manner and from a combination of screening procedures.
2. List
eight (8)
purposes for information from health records.
3. Define
intervention
.
4. How/why/when should health information of a child be shared?
5. What information can be gathered through health history questionnaires?
6. Define
skeletal
and
neurological.
7. What is the purpose of screening tests?
8. What is the most reliable indicator of a child's general health and nutritional status?
9. Define
BMI
,
underweight, overweight
and
obese.
10. Define
ophthalmologist
and
optometrist.
11. List
four (4)
items to check for in children’s eyes.
12.
List
and
define four (4)
common vision disorders in young children.
13. Why does hearing loss have a profound effect on children?
14. What are the first indications that a child is not hearing properly?
15. Define
audiologist.
16. List and define the
three (3)
most common types of hearing loss.
17. Define
speech
and
misarticulations.
18. List
eight (8)
delayed language or abnormal speech patterns that should be evaluated.
19. Define
pallor
and
lethargy.
20. Define
mottling
and
skinfold.
21.
List
and
explain four (4)
methods of assessing children’s nutritional status.
22. What causes malnutrition?
23. List
four (4)
target areas for maximum weight management success.
24. What is the purpose of a
referral?
Who is involved in the referral process?
book
Health, Safety, and Nutrition for the Young Child
Lynn R. Marotz
also you may use any edition
...
Health, Safety, and Nutrition for the Young ChildRead Ch
Health, Safety, and Nutrition for the Young Child
Read Chapter 1
.
1. Define
preventive health.
List several examples of preventive health care on both a national and personal scale.
2. List
nine (9)
social and environmental issues that affect the quality of everyone's well-being.
3. Explain
Healthy People 2020.
4. Explain
National Children’s Agenda.
5. Explain
Children’s Health Insurance Program (CHIP).
6. Explain
Healthy Child Care America.
7. Explain
National Health and Safety Performance Standards for Child Care.
8. Explain
No Child Left Behind.
9. Explain
Coordinated School Health Program (SCHP).
10. Explain
The National Children's Study.
11. What is a contemporary definition of
health
?
12. Name the
two (2)
main factors that influence child’s health.
13. List the contrast between well-nourished children and poorly nourished children.
14. Define
heredity
and
predisposition.
15. Define
sedentary
and
food insecurity
.
16. Define
safety
.
17. Why is it important for teachers to have an awareness of the skills and abilities typical of each developmental stage in children?
18. List
seven (7)
factors that affect the quality and rate of growth in children.
19. List
six (6)
special health concerns for infants.
20. Define
development, neurons
and
plasticity.
21. What unintentional injuries pose the greatest threat to young children?
22. List
seven (7)
orthopedic conditions that warrant early diagnosis and treatment.
23. List
four (4)
purposes for temporary teeth.
24. How can families and teachers promote children's social-emotional development?
25. Why must a teacher have a positive personal self-esteem?
26. Explain
emotional climate.
27. Define
toxic stress.
List
eight (8)
everyday events that can lead to undue anxiety in children.
28. List
two (2)
types of bullies.
29. List
eight (8)
signs of childhood depression.
30. Define
resilient.
...
Childhood nutrition
Getting your child or a child that you are looking after to eat healthy can seem like a somewhat impossible task. Kids can be very picky at times and for the most part, vegetables and other healthy foods are not high on their list of preferences. The good news is that it is possible to get your child to eat healthy nutritious food and you can even get them to like it.
A lot of the process of getting your child to eat healthy is a trial and error process. You are going to have to keep trying new things and preparing them different ways until you become familiar with what healthy things your child does and does not like.
There are a lot of tips and tricks you can use to get your child to eat healthy, many parents just are not aware of them. You should use as many of these tricks as you can because proper childhood nutrition is extremely important for the development of a child. Children who are malnourished in their earlier years will have noticeable health problems in the future and may suffer from certain deficiencies such as anemia. I am sure you do not want your child to have to go through something like this so get them eating healthy!
Nutrition for kids
INTRODUCTION Nutrition for kids Inside this book, you will discover for yourself everything you need to take a step forward
Nutrition for kids
There are a lot of reasons why a child should be taught to eat healthily
from a very young age. With good eating habits inculcated into a child
daily dietary regiment the assurance of getting all the nutritional
needs for the body will be well under control. It would also ensure the
child’s weight and health conditions are kept to its optimum.
When Can My Baby Start Eating Solid Foods Tips from an Expert.pdf
The journey of parenting is one filled with all the little joys, but also one that has its challenges and milestones. Of all those, one of the most awaited and eagerly anticipated milestones is the introduction of Baby’s First Solid Foods.
Classroom Observation in Grade 8 Health Second Quarter
Health 8-Second Quarter
Pregnancy-related Concerns
Health Smart Kids
Learn how to the secrets to teaching your kids how to be healthy. How to eat healthy, play healthy and be healthy for a lifetime. This is a complete book on youth and family health and how to keep kids and teens healthy with natural remedies.
What’s the Right Time to Start Powdered Milk for Babies
Powdered milk can be introduced to babies around 6 months old, but consult a pediatrician for advice tailored to your baby's needs.
FCS 1253 – Nutrition Module 11 Page 1of 2Chapter 15 –.docx
FCS 1253 – Nutrition Module 11
Page
1
of
2
Chapter 15
–
Life Cycle Nutrition: Pregnancy and Lactation
1.
List the ways men and women can prepare for a healthy pregnancy.
2.
Explain the risk factors for the development of neural tube defects.
3.
Explain how both underweight and overweight can interfere with a healthy pregnancy and how weight
gain and physical activity can support maternal health and infant growth.
a.
Describe the expected weight gain during pregnancy and components of the gained weight.
4.
Summarize the nutrient needs of women during pregnancy.
c.
Describe the lifestyle practices that can have an adverse effect on pregnancy.
5.
Summarize the nutrient needs of women during lactation.
a.
Describe the physiological process of lactation.
b.
Discuss the importance of maternal energy and nutrient needs during lactation.
c.
Discuss the habits that are incompatible with lactation.
6.
Explain how drinking alcohol endangers the fetus and how women can prevent fetal alcohol syndrome.
Chapter 16
–
Life Cycle Nutrition: Infancy, Childhood, and Adolescence
1.
List some of the components of breast milk and describe the appropriate foods for infants during the first
year of life.
a.
Describe growth patterns of infants and demonstrate the ability to use growth charts.
b.
Identify nutritional and other health benefits of breast feeding.
c.
Discuss the factors used in the selection of an infant formula.
d.
Discuss the appropriate age and procedure used for the introduction of cow’s milk and solids into an
infant’s diet.
e. Discuss guidelines to follow at mealtimes with toddlers
2.
Explain how children’s appetites
and nutrient needs reflect their stage of growth and why iron
deficiency and obesity are often concerns during childhood.
a.
Explain the nutritional needs of young children, including energy, protein, lipids, vitamins, minerals,
and water.
b.
Discuss the effect of nutritional deficiency on behavior.
c.
Discuss food allergies and intolerances in children and identify common allergens.
d.
Describe the incidence of childhood obesity and the role of heredity and environmental factors in
obesity development.
e.
Discuss the nutritional programs in schools, including the school lunch program.
3.
Describe some of the challenges in meeting the nutrient needs of adolescents.
4.
Describe the lifestyle factors that can help prevent childhood obesity and the development of type 2
diabetes and heart disease.
Chapter 17
–
Life Cycle Nutrition: Adulthood and the Later Years
1.
Describe the role nutrition plays in longevity.
a.
List the lifestyle behaviors that have an impact on health and aging.
b.
Discuss the research on energy restriction and aging.
2.
Summarize how nutrition interacts with the physical, psychological, economic, and social changes
involved in aging.
a.
Describe physiological aging and lifestyle factors which can modify the process.
3.
Explain why the ne ...
Child diet dilemma
Obesity is supposed to be categorized as the unhealthy overweight condition in the human body and when this becomes apparent at a very young age such as in children, the parents should take a serious look at the diet plan and daily lifestyle of the child as these are probably the two main factors contributing to this negative condition.
Test bank for current diagnosis and treatment pediatrics twenty fourth editio...
Test bank for current diagnosis and treatment pediatrics twenty fourth edition 24th edition william hay (1).pdf
Test bank for current diagnosis and treatment pediatrics twenty fourth edition 24th edition william hay (1).pdf
Environmental Studies
A lesson taken from class 3rd NCERT book "Looking Around".
Chapter 6: Food We Eat
Read Chapter 3. Answer the following questions1.Wha.docx
Read Chapter 3
.
Answer the following questions:
1.
What can give a teacher insight into children’s language behavior?
2.
How many new words might a preschooler acquire each day?
3.
Define
receptive vocabulary and expressive vocabulary.
4.
Compare speech when a child is excited to speech when a child is embarrassed, sad, or shy.
5.
What is the focus of play for very young preschoolers?
6.
Define
regularization.
7.
What is the focus for questions during the toddler period?
8.
Define
overextension.
9.
Describe
running commentaries.
10.
List
eight (8)
possible developmental reasons and benefits of self-talk.
11.
Define
consonant and vowel.
12.
What advice should be given to families and early childhood educators?
13.
List
(four) 4
suggestions for books for younger preschoolers.
14.
List
ten (10)
expectations as preschoolers get older.
15.
Describe friendships of young preschoolers.
16. List
five (5)
areas of growth in children through group play.
17. How do children learn language?
18. Explain
relational words
and why these words are important.
19. Explain
impact words, sound words, created words
and
displaying creativity
.
20. Discuss the danger of assumptions about intelligence through language ability.
21. List
four (4)
speech and language characteristics of older preschoolers.
22. What may depress a child's vocabulary development?
23. Define
metalinguistic awareness.
24. How does physical growth affect children's perceptions of themselves?
25.
Define
mental image.
26.
Define
visual literacy.
27.
Explain the order in which motor skills are developed.
28.
Explain the
Montessori
approach to education for young children.
29. List
seventeen (17) objectives for refining perceptual-motor skills.
30.
Define
assimilation and accommodation.
31. What is a zone of proximal development?
32.
What is the teacher’s role in working with infants, toddlers and preschoolers?
33.
Define
metalinguistic skills.
34.
Define
social connectedness.
35. List
six (6)
social ability goals that serve as a strong foundation for future schooling.
.
Read Chapter 2 and answer the following questions1. List .docx
Read Chapter 2 and answer the following questions:
1. List
five (5)
decisions a teacher must make about the curriculum.
2. List
three (3)
ways that all children are alike.
3. List
three (3)
similar needs of young children.
4. Describe the change in thought from age 2 through age 11 or 12.
5. List
four (4)
ways teachers can determine children’s background experiences.
6. List
three (3)
ways to find out children’s interests.
7. List
four (4)
ways to determine the developmental levels and abilities of children.
8. What is P.L. 94-142 and what does it state?
9. List
four (4)
things you need to do as a teacher of special children regarding P.L. 94-142.
10. List
eight (8)
categories of special needs children.
11. List the
eleven (11)
goals of an inclusion program.
12.
List
and
explain three (3)
methods to gain knowledge about the culture and values of a community.
13. Why must teachers of young children understand geography, history, economics and other social sciences?
14. List
six (6)
ways children can assist with planning.
15. List
five (5)
elements that should be included in lessons plans.
16. List
four (4)
main sections that every lesson plan should include regardless of format.
17. Define
behavioral objective.
What
three (3)
questions do behavioral objectives answer?
18. What are
four (4)
goals which can be accomplished through the use of units, projects, and thematic learning?
19. List
three (3)
considerations for selecting themes or topics.
20. After selecting a theme or topic, list
seven (7)
elements that should be included in planning for the theme or unit.
21. List
five (5)
uses for authentic assessment
.
22.
List
and
describe
four (4)
types of assessments.
23. List
five (5)
things you should look for when interviewing children.
24. What are
rubrics
, and how can rubrics be used?
25. What are standardized tests and why might they
not
be useful to teachers of young children?
book
Social Studies for the Preschool/Primary Child
Carol Seefeldt; Sharon D. Castle; Renee Falconer
also you may used any addition
.
More Related Content
Similar to Read Chapter 15 and answer the following questions 1. De.docx
When Can My Baby Start Eating Solid Foods Tips from an Expert.pdf
The journey of parenting is one filled with all the little joys, but also one that has its challenges and milestones. Of all those, one of the most awaited and eagerly anticipated milestones is the introduction of Baby’s First Solid Foods.
Classroom Observation in Grade 8 Health Second Quarter
Health 8-Second Quarter
Pregnancy-related Concerns
Health Smart Kids
Learn how to the secrets to teaching your kids how to be healthy. How to eat healthy, play healthy and be healthy for a lifetime. This is a complete book on youth and family health and how to keep kids and teens healthy with natural remedies.
What’s the Right Time to Start Powdered Milk for Babies
Powdered milk can be introduced to babies around 6 months old, but consult a pediatrician for advice tailored to your baby's needs.
FCS 1253 – Nutrition Module 11 Page 1of 2Chapter 15 –.docx
FCS 1253 – Nutrition Module 11
Page
1
of
2
Chapter 15
–
Life Cycle Nutrition: Pregnancy and Lactation
1.
List the ways men and women can prepare for a healthy pregnancy.
2.
Explain the risk factors for the development of neural tube defects.
3.
Explain how both underweight and overweight can interfere with a healthy pregnancy and how weight
gain and physical activity can support maternal health and infant growth.
a.
Describe the expected weight gain during pregnancy and components of the gained weight.
4.
Summarize the nutrient needs of women during pregnancy.
c.
Describe the lifestyle practices that can have an adverse effect on pregnancy.
5.
Summarize the nutrient needs of women during lactation.
a.
Describe the physiological process of lactation.
b.
Discuss the importance of maternal energy and nutrient needs during lactation.
c.
Discuss the habits that are incompatible with lactation.
6.
Explain how drinking alcohol endangers the fetus and how women can prevent fetal alcohol syndrome.
Chapter 16
–
Life Cycle Nutrition: Infancy, Childhood, and Adolescence
1.
List some of the components of breast milk and describe the appropriate foods for infants during the first
year of life.
a.
Describe growth patterns of infants and demonstrate the ability to use growth charts.
b.
Identify nutritional and other health benefits of breast feeding.
c.
Discuss the factors used in the selection of an infant formula.
d.
Discuss the appropriate age and procedure used for the introduction of cow’s milk and solids into an
infant’s diet.
e. Discuss guidelines to follow at mealtimes with toddlers
2.
Explain how children’s appetites
and nutrient needs reflect their stage of growth and why iron
deficiency and obesity are often concerns during childhood.
a.
Explain the nutritional needs of young children, including energy, protein, lipids, vitamins, minerals,
and water.
b.
Discuss the effect of nutritional deficiency on behavior.
c.
Discuss food allergies and intolerances in children and identify common allergens.
d.
Describe the incidence of childhood obesity and the role of heredity and environmental factors in
obesity development.
e.
Discuss the nutritional programs in schools, including the school lunch program.
3.
Describe some of the challenges in meeting the nutrient needs of adolescents.
4.
Describe the lifestyle factors that can help prevent childhood obesity and the development of type 2
diabetes and heart disease.
Chapter 17
–
Life Cycle Nutrition: Adulthood and the Later Years
1.
Describe the role nutrition plays in longevity.
a.
List the lifestyle behaviors that have an impact on health and aging.
b.
Discuss the research on energy restriction and aging.
2.
Summarize how nutrition interacts with the physical, psychological, economic, and social changes
involved in aging.
a.
Describe physiological aging and lifestyle factors which can modify the process.
3.
Explain why the ne ...
Child diet dilemma
Obesity is supposed to be categorized as the unhealthy overweight condition in the human body and when this becomes apparent at a very young age such as in children, the parents should take a serious look at the diet plan and daily lifestyle of the child as these are probably the two main factors contributing to this negative condition.
Test bank for current diagnosis and treatment pediatrics twenty fourth editio...
Test bank for current diagnosis and treatment pediatrics twenty fourth edition 24th edition william hay (1).pdf
Test bank for current diagnosis and treatment pediatrics twenty fourth edition 24th edition william hay (1).pdf
Environmental Studies
A lesson taken from class 3rd NCERT book "Looking Around".
Chapter 6: Food We Eat
Similar to Read Chapter 15 and answer the following questions 1. De.docx (20)
When Can My Baby Start Eating Solid Foods Tips from an Expert.pdf
When Can My Baby Start Eating Solid Foods Tips from an Expert.pdf
Classroom Observation in Grade 8 Health Second Quarter
Classroom Observation in Grade 8 Health Second Quarter
What’s the Right Time to Start Powdered Milk for Babies
What’s the Right Time to Start Powdered Milk for Babies
FCS 1253 – Nutrition Module 11 Page 1of 2Chapter 15 –.docx
FCS 1253 – Nutrition Module 11 Page 1of 2Chapter 15 –.docx
Test bank for current diagnosis and treatment pediatrics twenty fourth editio...
Test bank for current diagnosis and treatment pediatrics twenty fourth editio...
More from ShiraPrater50
Read Chapter 3. Answer the following questions1.Wha.docx
Read Chapter 3
.
Answer the following questions:
1.
What can give a teacher insight into children’s language behavior?
2.
How many new words might a preschooler acquire each day?
3.
Define
receptive vocabulary and expressive vocabulary.
4.
Compare speech when a child is excited to speech when a child is embarrassed, sad, or shy.
5.
What is the focus of play for very young preschoolers?
6.
Define
regularization.
7.
What is the focus for questions during the toddler period?
8.
Define
overextension.
9.
Describe
running commentaries.
10.
List
eight (8)
possible developmental reasons and benefits of self-talk.
11.
Define
consonant and vowel.
12.
What advice should be given to families and early childhood educators?
13.
List
(four) 4
suggestions for books for younger preschoolers.
14.
List
ten (10)
expectations as preschoolers get older.
15.
Describe friendships of young preschoolers.
16. List
five (5)
areas of growth in children through group play.
17. How do children learn language?
18. Explain
relational words
and why these words are important.
19. Explain
impact words, sound words, created words
and
displaying creativity
.
20. Discuss the danger of assumptions about intelligence through language ability.
21. List
four (4)
speech and language characteristics of older preschoolers.
22. What may depress a child's vocabulary development?
23. Define
metalinguistic awareness.
24. How does physical growth affect children's perceptions of themselves?
25.
Define
mental image.
26.
Define
visual literacy.
27.
Explain the order in which motor skills are developed.
28.
Explain the
Montessori
approach to education for young children.
29. List
seventeen (17) objectives for refining perceptual-motor skills.
30.
Define
assimilation and accommodation.
31. What is a zone of proximal development?
32.
What is the teacher’s role in working with infants, toddlers and preschoolers?
33.
Define
metalinguistic skills.
34.
Define
social connectedness.
35. List
six (6)
social ability goals that serve as a strong foundation for future schooling.
.
Read Chapter 2 and answer the following questions1. List .docx
Read Chapter 2 and answer the following questions:
1. List
five (5)
decisions a teacher must make about the curriculum.
2. List
three (3)
ways that all children are alike.
3. List
three (3)
similar needs of young children.
4. Describe the change in thought from age 2 through age 11 or 12.
5. List
four (4)
ways teachers can determine children’s background experiences.
6. List
three (3)
ways to find out children’s interests.
7. List
four (4)
ways to determine the developmental levels and abilities of children.
8. What is P.L. 94-142 and what does it state?
9. List
four (4)
things you need to do as a teacher of special children regarding P.L. 94-142.
10. List
eight (8)
categories of special needs children.
11. List the
eleven (11)
goals of an inclusion program.
12.
List
and
explain three (3)
methods to gain knowledge about the culture and values of a community.
13. Why must teachers of young children understand geography, history, economics and other social sciences?
14. List
six (6)
ways children can assist with planning.
15. List
five (5)
elements that should be included in lessons plans.
16. List
four (4)
main sections that every lesson plan should include regardless of format.
17. Define
behavioral objective.
What
three (3)
questions do behavioral objectives answer?
18. What are
four (4)
goals which can be accomplished through the use of units, projects, and thematic learning?
19. List
three (3)
considerations for selecting themes or topics.
20. After selecting a theme or topic, list
seven (7)
elements that should be included in planning for the theme or unit.
21. List
five (5)
uses for authentic assessment
.
22.
List
and
describe
four (4)
types of assessments.
23. List
five (5)
things you should look for when interviewing children.
24. What are
rubrics
, and how can rubrics be used?
25. What are standardized tests and why might they
not
be useful to teachers of young children?
book
Social Studies for the Preschool/Primary Child
Carol Seefeldt; Sharon D. Castle; Renee Falconer
also you may used any addition
.
Read chapter 7 and write the book report The paper should be .docx
Read chapter 7 and write the book report
The paper should be single-spaced, 2-page (excluding cover page and references) long, and typed in Times New Roman 12 points. The paper should have a title, and consists of at least two sections: 1) A brief narrative of how an IS/IT is realized, initiated, designed, and implemented in terms of what/when/where/how this happened, and key character players involved in the series of events.
.
Read Chapter 7 and answer the following questions1. What a.docx
Read Chapter 7 and answer the following questions:
1. What are preschoolers like?
2. Define
large motor, coordination, agility
and
conscience
.
3. What do preschoolers do?
4. What do preschoolers need?
5. Define
sense of initiative, socialized
and
norms
.
6. List the
seven (7)
dimensions of an environment advocated by Prescott.
7. Describe an environment that provides for initiative.
8. List
six (6)
opportunities for children provided through good storage of materials.
9. Define
pictograph
.
10. List
six (6)
environments that foster initiative
.
11. Describe an environment that helps to develop creativity.
12. List
eight (8)
factors for creativity.
13. Describe an environment for learning through play.
14. Where do you begin when deciding how to set up a room?
15. What should you know about pathways in the room?
16. How can you modify a classroom for children with special needs?
17. List
seven (7)
suggestions for welcoming children with special needs.
18. Describe an environment for outdoor play.
19. List
seven (7)
suggestions for an environment that fosters play.
20. How can you plan for safety?
21. Define
interest centers, indirect guidance, private space
and
antibiased
.
22. Describe an environment that fosters self-control.
23. Define
time blocks, child-initiated,
and
teacher-initiated
.
24. List
six (6)
features found in schedules that meet children's needs.
25. List
eight (8)
principles of developmentally appropriate transitions for preschoolers.
26. Define
kindergarten
. Describe kindergarten today.
27. Define
screening, readiness tests, transitional classes
and
retention
.
28. What is the kindergarten dilemma?
29. List
five (5)
inappropriate physical environments for preschoolers.
Read Chapter 8 and answer the following questions:
1. What are primary-age children like?
2. What do primary-age children like to do?
3. Define
peers, sense of industry, competence
and
concrete
.
4. What do primary-age children need?
5. How do primary-age children learn best?
6. What are some of the concerns about public education?
7. Describe an environment for a sense of industry.
8. What is a benefit of the learning-center approach for primary-age children?
9. What is a planning contract?
10. What is an advantage to providing a number of separate learning centers?
11. What is a planning board?
12. Define
portfolio
.
13. How do teachers of primary-age children use portfolios and work samples?
14. What are two large and important learning centers related to literacy?
15. What should a writing center contain?
16. List
four (4)
suggestions for an environment that fosters early literacy.
17. Describe an environment that fosters math understanding.
18. Describe a physical environment that fosters scientific awareness.
19. Describe an environment for relationships.
20. List
five (5)
suggestions for fostering peer- and te.
Read chapter 14, 15 and 18 of the class textbook.Saucier.docx
Read chapter 14, 15 and 18 of the class textbook.
Saucier Lundy, K & Janes, S.. (2016). Community Health Nursing. Caring for the Public’s Health. (3rd
ed.)
ISBN: 978-1-4496-9149-3
Once done answer the following questions;
1. How the different topics/health issues can be addressed through both professional health promotion and personal health promotion. What is the difference in the approach? How does each approach contribute to the desired effect?
2. Should health insurance companies cover services that are purely for health promotion purposes? Why or why not? What about employers? What are the pros and cons of this type of coverage?
3. What do you think about the role integrating nursing with faith? Is this something you feel is appropriate? When is it appropriate? What types of settings do you feel this would work best in? Do you feel nurses should integrate faith in their nursing practice? Why or why not and how?
4. Have you been a part of a group in which corruption of leadership has occurred? Do you feel it is unavoidable? How did you feel in that particular group?
APA format word document Arial 12 font attached to the forum in the discussion board title "Week 4 discussion questions".
A minimum of 2 evidence based references no older than 5 years old are required besides the class textbook
A minimum of 500 words without count the first and last page are required.
.
Read Chapter 10 APA FORMAT1. In the last century, what historica.docx
Read Chapter 10 APA FORMAT
1. In the last century, what historical, social, political, and economic trends and issues have influenced today’s health-care system?
2. What is the purpose and process of evaluating the three aspects of health care: structure, process, and outcome?
3. How does technology improve patient outcomes and the health-care system?
4. How can you intervene to improve quality of care and safety within the health-care system and at the bedside?
5. Select one nonprofit organization or one government agencies that influences and advocates for quality improvement in the health-care system. Explore the Web site for your selected organization/agency and answer the following questions: •
What does the organization/agency do that supports the hallmarks of quality? •
What have been the results of their efforts for patients, facilities, the health-care delivery system, or the nursing profession? •
How has the organization/agency affected facilities where you are practicing and your own professional practice?
.
Read chapter 7 and write the book report The paper should b.docx
Read chapter 7 and write the book report
The paper should be single-spaced, 2-page (excluding cover page and references) long, and typed in Times New Roman 12 points. The paper should have a title, and consists of at least two sections: 1) A brief narrative of how an IS/IT is realized, initiated, designed, and implemented in terms of what/when/where/how this happened, and key character players involved in the series of events.
.
Read Chapter 14 and answer the following questions1. Explain t.docx
Read Chapter 14 and answer the following questions:
1. Explain the importance of proteins.
2. Define
amino acids, non-essential amino acids, essential amino acids, complete protein,
and
incomplete proteins.
3. Define
complementary proteins
and
supplementary proteins.
4. Why are
vitamins
important?
5. Define
fat soluble
and
water soluble.
6. What is
DNA
?
RNA?
7. Which vitamins play essential roles in the formation of blood cells and hemoglobin?
8. Which vitamins regulate bone growth?
9. Define
collagen.
10. Which vitamins regulate energy metabolism?
11. Define
neuromuscular
and
spina bifida.
12. What are
megadoses
?
13. Define
minerals
and tell why they are important.
14. What minerals support growth?
15. What are the major minerals found in bones and teeth?
16. Why is fluoride added to water supplies of communities? Why is fluoride important?
17. What are the major food sources of
calcium
and
phosphorus
?
18. Define
hemoglobin
. Define
iron-deficiency
anemia
.
19. What are the major food sources of iron?
20. Why is water so important to children? How is water lost and replaced in children?
21. Name
three (3)
problems caused by children drinking too much fruit juice.
https://books.google.com/books/about/Health_Safety_and_Nutrition_for_the_Youn.html?id=7zcaCgAAQBAJ&printsec=frontcover&source=kp_read_button#v=onepage&q&f=false
.
Read Chapter 2 first. Then come to this assignment.The first t.docx
Read Chapter 2 first. Then come to this assignment.
The first theme of next week's class (Week 2) will be Chapter 2, Concepts of Infectious Disease. I will briefly go through the chapter to make sure that you understand it, and then we will have a discussion.
Since the chapter in the textbook is so full of important concepts, it would be difficult to narrow it down to a single topic for discussion. So I have posted this introduction and 3 separate subtopics. You can choose which one you want to write about. Each student should choose one of these subtopics for your major post. You should write well thought out primary comments on at least one of the points below (150-200 words).
BE SURE TO INCLUDE YOUR NAME AND SUBTOPIC IN THE HEADER FOR YOUR PAPER.
We will discuss each of the subtopics that were chosen by the students. Each of you should take an active role in presenting your topic to the other students. Explain the concept in your own words, or develop it further using a relevant example. As other students present their perspective on the same topic, hopefully an active discussion will take hold. I will jump in only as needed. This format will allow you to develop one subtopic in an active sense, but learn about the others by being drawn into them through other people's discussions.
Choose your subtopic:
Subtopic 1: Factors that affect the spread of epidemics
Question: Explain how the interaction between these factors are relevant to the transmission of AIDS. For example, which of these factors are most critical to the transmission of HIV. Which aren't.
1. Total number of hosts
2. Host’s birth rate
3. Rate at which new susceptible hosts migrate into population
4. Number of susceptible uninfected hosts
5. Rate at which disease can be transmitted from infected to uninfected hosts
6. Death rate of infected hosts
7. The number of infected hosts who survive and become immune or resistant to further infection
Subtopic 2: Acute versus Chronic Infections
Question: Compare the definitions of Acute Infections and Chronic Infections below. Based on what you know about HIV/AIDS at this point, which description most closely matches AIDS? Explain your answer, using evidence from the book to support your position.
What is an acute infection?
1. Produces symptoms and makes a person infectious soon after infection.
2. The infected person may: transmit the disease
die from the infection
recover and develop immunity
3. the acute microorganism
STRIKES QUICKLY
infects entire group (small group)
dies out
What is a chronic infection?
Person may never show symptoms
Person continues to carry infectious agent at a low level
Does NOT mount an effective immune response
Subtopic 3: Controlling infectious disease
Question: Explain what herd immunity is and how it works. Use an example from either the bo.
Journal of Public Affairs Education 515Teaching Grammar a.docx
Journal of Public Affairs Education 515
Teaching Grammar and Editing in Public
Administration: Lessons Learned from
Early Offerings of an Undergraduate
Administrative Writing Course
Claire Connolly Knox
University of Central Florida School of Public Administration
ABSTRACT
College graduates need to possess strong writing skills before entering the work-
force. Although many public administration undergraduate programs primarily
focus on policy, finance, and management, we fall short of a larger goal if students
cannot communicate results to a variety of audiences. This article discusses the
results of a national survey, which concludes that few undergraduate public affairs
programs require an administrative/technical writing course. Based on pedagogical
theories, this article describes the design of a newly implemented, undergraduate,
administrative writing course. The article concludes with lessons learned, provides
recommendations for programs considering requiring an administrative writing
course, and discusses future research.
Keywords: administrative writing, Plain Language Movement, discourse community,
undergraduate course design
“Administrators not only need to know about communications, they need to
be able to communicate” (Denhardt, 2001, p. 529). Public administration under-
graduate students learn the importance of communication within organizations
in leadership, human resources, or organizational management courses; however,
practical instruction in communication skills, such as effective, audience-centered
writing, are lacking. Scholars (e.g., Cleary, 1990, 1997; Lee, 2000; Raphael &
Nesbary, 2005; Waugh & Manns, 1991) have noted this lack of required commun-
ication and writing courses in public administration curriculum. The majority of
administrative writing literature is from the late 1980s and early 1990s when
universities began implementing Writing Across the Curriculum programs (i.e.,
JPAE 19 (3), 515–536
516 Journal of Public Affairs Education
Londow, 1993; Stanford, 1992). The limited discussions and conclusions coincide
with private and public sector trends—newly hired students’ writing skills are
lacking (Hines & Basso, 2008; National Commission, 2005).
A survey by the National Commission on Writing for America’s Families,
Schools, and Colleges (2005) reported that approximately 80% of public sector
human resource directors seriously considered writing skills when hiring professional
employees and assumed new employees obtained these skills in college. Increasingly,
public managers require employees to attend writing and communication trainings,
which cost governments approximately $221 million annually (National Commis-
sion, 2005). In fact, the public sector (66%) is more likely to send professional/
salaried employees for writing training than the private sector (40%; National
Commission, 2005). Public, private, and nonprofit sector organizations certainly
should cont ...
Learner Guide TLIR5014 Manage suppliers TLIR.docx
Learner Guide: TLIR5014
Manage suppliers
TLIR5014 LEARNER GUIDE 2 | P a g e Version 2.5
Version control
Version No. Date Dept. Change
1.0 06/06/2016 Training Original
2.0 06/06/2016 Training Updated content
2.5 18/11/2016 Training Updated content
Copyright Statement
© Copyright National Training
Disclaimer
All rights reserved. No part of this publication may be reproduced or
transmitted in any form or by any means, electronic or mechanical,
including photocopying, scanning, recording, or any information storage
retrieval system without permission in writing from National Training. No
patent liability is assumed with respect to the use of information used
herein.
While every effort has been taken in the preparation of this publication,
the publisher and authors assume no responsibility for errors or
omissions. Neither is any liability assumed for damages resulting from the
use of information contained herein.
TLIR5014 LEARNER GUIDE 3 | P a g e Version 2.5
Contents
TLIR5014 Unit Description ...................................................................................................................... 5
Application of Unit .................................................................................................................................. 5
Element and Performance Criteria ......................................................................................................... 5
Performance Evidence ............................................................................................................................ 6
Knowledge Evidence ............................................................................................................................... 6
Manage Suppliers Introduction .............................................................................................................. 7
Role of Supply or Contract Manager....................................................................................................... 7
Contract Management Plan .................................................................................................................... 8
Probity Check.......................................................................................................................................... 8
Section 1 Assess Suppliers and Build Productive Relationship ..............................................................9
Be Trustworthy with Suppliers ............................................................................................................... 9
Care about the Other Person .................................................................................................................. 9
Commit to Excellence in Your Process .................................................................................................. 10
Use Adventure to Grow a Relationship ........ ...
Lab 5 Nessus Vulnerability Scan Report © 2012 by Jone.docx
Lab 5 Nessus Vulnerability Scan Report
© 2012 by Jones & Bartlett Learning, LLC, an Ascend Learning Company. All rights reserved.
www.jblearning.com
This handout is a printout of the results of a Nessus vulnerability scan. The scan was performed
on the mock IT infrastructure in the lab environment for the Jones & Bartlett Learning Managing
Risk in Information Systems course.
Source: Lab environment
URL Last Verified: 2013-1-3
List of hosts
172.16.20.1 Low Severity problem(s) found
172.17.20.1 High Severity problem(s) found
172.18.20.1 High Severity problem(s) found
172.19.20.1 Low Severity problem(s) found
172.20.20.1 High Severity problem(s) found
172.30.0.10 High Severity problem(s) found
172.30.0.66 High Severity problem(s) found
[^] Back
172.16.20.1
Scan Time
Start time : Thu Aug 05 11:34:38 2010
End time : Thu Aug 05 11:36:50 2010
Number of vulnerabilities
Open ports : 2
High : 0
Medium : 0
Low : 2
Remote host information
Operating System :
NetBIOS name :
DNS name :
[^] Back to 172.16.20.1
Port general (0/icmp) [-/+]
ICMP Timestamp Request Remote Date Disclosure
Synopsis:
It is possible to determine the exact time set on the remote host.
Description:
The remote host answers to an ICMP timestamp request. This allows an attacker to know the date
which is set on your machine. This may help him to defeat all your time based authentication protocols.
Risk factor:
None
Solution
:
Filter out the ICMP timestamp requests (13), and the outgoing ICMP timestamp replies (14).
Plugin output:
This host returns non-standard timestamps (high bit is set)
Plugin ID:
10114
Page 1 of 76Nessus Scan Report
8/5/2010mhtml:file://C:\Documents and Settings\acaballero\Desktop\nessus_MockITScan.mht
CVE:
CVE-1999-0524
Other references:
OSVDB:94
Nessus Scan Information
Information about this scan : Nessus version : 4.2.2 (Build 9129) Plugin feed version : 201007191034
Type of plugin feed : HomeFeed (Non-commercial use only) Scanner IP : 172.30.0.67 Port scanner(s) :
nessus_syn_scanner Port range : default Thorough tests : no Experimental tests : no Paranoia level : 1
Report Verbosity : 1 Safe checks : no Optimize the test : yes CGI scanning : disabled Web application
tests : disabled Max hosts : 80 Max checks : 5 Recv timeout : 5 Backports : None Scan Start Date :
2010/8/5 11:34 Scan duration : 132 sec
Plugin ID:
19506
[^] Back to 172.16.20.1
[^] Back
172.17.20.1
Scan Time
Start time : Thu Aug 05 11:34:38 2010
End time : Thu Aug 05 11:37:36 2010
Number of vulnerabilities
Open ports : 5
High : 1
Medium : 0
Low : 8
Remote host information
Operating System : KYOCERA Printer
NetBIOS name :
DNS name :
[^] Back to 172.17.20.1
Port general (0/icmp) [-/+]
ICMP Timestamp Request Remote Date Disclosure
Synopsis:
It is possible to determine the exact time set on the remote host.
Description:
The remote host answers to an ICMP timestamp request. Th ...
Leveled and Exclusionary Tracking English Learners Acce.docx
Leveled and Exclusionary Tracking: English Learners' Access to Academic Content in
Middle School
Author(s): Ilana M. Umansky
Source: American Educational Research Journal, Vol. 53, No. 6 (December 2016), pp. 1792-
1833
Published by: American Educational Research Association
Stable URL: https://www.jstor.org/stable/44245971
Accessed: 06-04-2020 02:54 UTC
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide
range of content in a trusted digital archive. We use information technology and tools to increase productivity and
facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
https://about.jstor.org/terms
American Educational Research Association is collaborating with JSTOR to digitize,
preserve and extend access to American Educational Research Journal
This content downloaded from 209.50.140.132 on Mon, 06 Apr 2020 02:54:47 UTC
All use subject to https://about.jstor.org/terms
American Educational Research Journal
December 2016, Vol. 53, No. 6, pp. 1792-1833
DOI: 10.3102/0002831216675404
© 2016 AERA, http://aerj.aera.net
Leveled and Exclusionary Tracking:
English Learners' Access to Academic
Content in Middle School
liana M. Umansky
University of Oregon
This study examines the characteristics and determinants of English learn-
ers' (ELs') access to academic content in middle school (Grades 6-8).
Following 10 years of data from a large urban school district in
California , I identify two predominant characteristics of EL access to con-
tent: leveled tracking in which ELs are overrepresented in lower level classes
and underrepresented in upper level classes and exclusionary tracking in
which ELs are excluded from core academic content area classes , particu-
larly English language arts. Using regression analysis and two regression dis-
continuity designs , 1 find evidence that ELs ' access to content is limited hy
a constellation of factors, including prior academic achievement, institu-
tional constraints, English proficiency level, and direct effects of EL classifi-
cation. This study contributes to understanding of the experiences and
opportunities of students learning English as well as theory regarding educa-
tional tracking.
Keywords: course-taking, English learners, regression discontinuity,
tracking
Introduction
For depends students in large learning part English, on exposure as for to any instruction student, and success content. in school Policy depends in large part on exposure to instruction and content. Policy
and law regarding the education of English learners (ELs) are structured
around the concept of enabling full and meaningful integration in school.
Yet a large body of research suggests that ELs face inequitable opportunity
to learn (Dabach & Callahan, 2011). A cri ...
Lab 5 Nessus Vulnerability Scan Report © 2015 by Jone.docx
Lab 5 Nessus Vulnerability Scan Report
© 2015 by Jones & Bartlett Learning, LLC, an Ascend Learning Company. All rights reserved.
www.jblearning.com
This handout is a printout of the results of a Nessus vulnerability scan. The scan was performed
on the mock IT infrastructure in the lab environment for the Jones & Bartlett Learning Managing
Risk in Information Systems course.
Source: Lab environment
Content Last Verified: 2014-7-25
List of hosts
172.16.20.1 Low Severity problem(s) found
172.17.20.1 High Severity problem(s) found
172.18.20.1 High Severity problem(s) found
172.19.20.1 Low Severity problem(s) found
172.20.20.1 High Severity problem(s) found
172.30.0.10 High Severity problem(s) found
172.30.0.66 High Severity problem(s) found
[^] Back
172.16.20.1
Scan Time
Start time : Thu Aug 05 11:34:38 2010
End time : Thu Aug 05 11:36:50 2010
Number of vulnerabilities
Open ports : 2
High : 0
Medium : 0
Low : 2
Remote host information
Operating System :
NetBIOS name :
DNS name :
[^] Back to 172.16.20.1
Port general (0/icmp) [-/+]
ICMP Timestamp Request Remote Date Disclosure
Synopsis:
It is possible to determine the exact time set on the remote host.
Description:
The remote host answers to an ICMP timestamp request. This allows an attacker to know the date
which is set on your machine. This may help him to defeat all your time based authentication protocols.
Risk factor:
None
Solution
:
Filter out the ICMP timestamp requests (13), and the outgoing ICMP timestamp replies (14).
Plugin output:
This host returns non-standard timestamps (high bit is set)
Plugin ID:
10114
Page 1 of 76Nessus Scan Report
8/5/2010mhtml:file://C:\Documents and Settings\acaballero\Desktop\nessus_MockITScan.mht
CVE:
CVE-1999-0524
Other references:
OSVDB:94
Nessus Scan Information
Information about this scan : Nessus version : 4.2.2 (Build 9129) Plugin feed version : 201007191034
Type of plugin feed : HomeFeed (Non-commercial use only) Scanner IP : 172.30.0.67 Port scanner(s) :
nessus_syn_scanner Port range : default Thorough tests : no Experimental tests : no Paranoia level : 1
Report Verbosity : 1 Safe checks : no Optimize the test : yes CGI scanning : disabled Web application
tests : disabled Max hosts : 80 Max checks : 5 Recv timeout : 5 Backports : None Scan Start Date :
2010/8/5 11:34 Scan duration : 132 sec
Plugin ID:
19506
[^] Back to 172.16.20.1
[^] Back
172.17.20.1
Scan Time
Start time : Thu Aug 05 11:34:38 2010
End time : Thu Aug 05 11:37:36 2010
Number of vulnerabilities
Open ports : 5
High : 1
Medium : 0
Low : 8
Remote host information
Operating System : KYOCERA Printer
NetBIOS name :
DNS name :
[^] Back to 172.17.20.1
Port general (0/icmp) [-/+]
ICMP Timestamp Request Remote Date Disclosure
Synopsis:
It is possible to determine the exact time set on the remote host.
Description:
The remote host answers to an ICMP time ...
MBA 6941, Managing Project Teams 1 Course Learning Ou.docx
MBA 6941, Managing Project Teams 1
Course Learning Outcomes for Unit III
Upon completion of this unit, students should be able to:
8. Assess strategies to manage organizational change.
8.1 Explain how the triple constraints play an integral role in managing a successful project.
8.2 Explain the relationship between the scope statement and the WBS and why they are
fundamental to project success.
8.3 Identify the critical path of a project and why it is important to an effective schedule
management.
Reading Assignment
Chapter 8: Scope
Chapter 13: Time
Unit Lesson
Project Scope Management
Project scope management includes the processes concerned with all of the work required to successfully
deliver a project to the stakeholders’ expectations, manage changes, minimize surprises, and gain
acceptance of the product in order to complete the project. During scope management, the project manager
should always be in control of the scope and must make sure of the following:
each requirement is documented with the acceptance criteria defined;
all the work is being completed;
define and control what is and is not in the project;
guard against additional scope not covered under the
project charter;
prevent extra work or “gold plating,” which increases risk
and uncertainties and introduces problems into the project;
proactively identify and influence the factors that cause
changes; and
capture, evaluate, and manage the scope changes in a
controlled, structured, and procedural manner (Perrin,
2013).
Key Terms in Project Scope Management:
Triple constraints: A project’s scope is one the triple
constraints, so managing the scope of the project is one of
the key ways in which project management performance
can be measured. Since scope is usually owned by the
project sponsor or the customer but managed by the project
manager, project scope management is especially challenging (Perrin, 2013).
Scope creep: Scope creeps are unapproved and undocumented changes, and they occur when
changes to the scope are not detected early enough or managed. All these minor changes slowly add
up and may have drastic impact on budget, schedule, and quality (Perrin, 2013).
Causes of scope creep can include the following:
UNIT III STUDY GUIDE
Project Performance and
Team
Graphical representation of triple
constraints (Mapto, 2007)
MBA 6941, Managing Project Teams 2
UNIT x STUDY GUIDE
Title
Unexpected scope-related issues: These issues can change project requirements or increase the
project’s complexity.
Placating stakeholders: This involves giving in to stakeholders’ additional requests without following
the proper approval process, which can lead to cost and time overruns.
Perfectionism: Team members often try to improve the product without proper approval, which can
also lead to cost and time overruns.
Misunderstanding about the project scop ...
Inventory Decisions in Dells Supply ChainAuthor(s) Ro.docx
Inventory Decisions in Dell's Supply Chain
Author(s): Roman Kapuscinski, Rachel Q. Zhang, Paul Carbonneau, Robert Moore and Bill
Reeves
Source: Interfaces, Vol. 34, No. 3 (May - Jun., 2004), pp. 191-205
Published by: INFORMS
Stable URL: https://www.jstor.org/stable/25062900
Accessed: 13-02-2019 19:24 UTC
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide
range of content in a trusted digital archive. We use information technology and tools to increase productivity and
facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
https://about.jstor.org/terms
INFORMS is collaborating with JSTOR to digitize, preserve and extend access to Interfaces
This content downloaded from 141.217.20.120 on Wed, 13 Feb 2019 19:24:25 UTC
All use subject to https://about.jstor.org/terms
Interfaces infjIML
Vol. 34, No. 3, May-June 2004, pp. 191-205 DOI i0.1287/inte.l030.0068
ISSN 0092-21021 eissn 1526-551X1041340310191 @ 2004 INFORMS
Inventory Decisions in Dell's Supply Chain
Roman Kapuscinski
University of Michigan Business School, Ann Arbor, Michigan 48109, [email protected]
Rachel Q. Zhang
Johnson Graduate School of Management, Cornell University, Ithaca, New York 14853, [email protected]
Paul Carbonneau
McKinsey & Company, 3 Landmark Square, Stamford, Connecticut 06901, [email protected]
Robert Moore, Bill Reeves
Dell Inc., Mail Stop 6363, Austin, Texas 78682 {[email protected], [email protected]}
The Tauber Manufacturing Institute (TMI) is a partnership between the engineering and business schools at
the University of Michigan. In the summer of 1999, a TMI team spent 14 weeks at Dell Inc. in Austin, Texas,
and developed an inventory model to identify inventory drivers and quantify target levels for inventory in the
final stage of Dell's supply chain, the revolvers or supplier logistics centers (SLC). With the information and
analysis provided by this model, Dell's regional materials organizations could tactically manage revolver inven
tory while Dell's worldwide commodity management could partner with suppliers in improvement projects to
identify inventory drivers and to reduce inventory. Dell also initiated a pilot program for procurement of XDX
(a disguised name for one of the major components of personal computers (PCs)) in the United States to insti
tutionalize the model and promote partnership with suppliers. Based on the model predictions, Dell launched
e-commerce and manufacturing initiatives with its suppliers to lower supply-chain-inventory costs by reducing
revolver inventory by 40 percent. This reduction would raise the corresponding inventory turns by 67 percent.
Net Present Value (NPV) calculations for XDX alone suggest $43 million in potential savings. To ensure project
longevity, Dell formed ...
It’s Your Choice 10 – Clear Values 2nd Chain Link- Trade-offs .docx
It’s Your Choice 10 – Clear Values: 2nd Chain Link- Trade-offs - Best Chance of Getting the Most of What You Want.
Narrator: In today's episode, what do I really want? Roger and Nicole discussed the importance of being clear about your values when making a decision in order to give you the best chance of making the most of what you really want. When you understand what you care most about, you can determine which outcomes you prefer as a result of the decision. And, while we frequently can't get everything we want, making tradeoffs is easier when we are clear about our values. Roger: Nicole is something wrong? Nicole: Oh no, not really. I'm just kind of distracted today. See, I finally decided to bite the bullet and buy a car, but I'm having a lot of trouble deciding what to buy. I've been saving for years and I want to make sure I do this right. The problem is that I don't even know where to start. There are so many good cars out there. Roger: I know how tough it can be to try and figure out what you really want it, but you're in luck. On today's show, we're going to be talking about why being clear on your values is so important when making a decision. Nicole: A value is something you want as a result of the decision. Roger: Like when I was trying to decide which college to go to, some of my preferences were to go to a place with a good music program and a D-three basketball team. Nicole: It's funny because when I was looking for a school, I didn't care at all about the basketball team. I was much more interested in theater groups. Roger: and that's fine because values are completely up to the person making the decision. What I want will probably be different from what you want, but I use my values for my decisions and you will use yours for yours. Nicole: I was thinking about asking my friends for their opinions too. Roger: It can be very useful to get input from other people, especially when they're knowledgeable. Just be careful they don't try and talk you into what they want instead of what you wanted. Anyway, have you thought about the things you want the most from the car of your choice? Nicole: Oh sure. There are lots of things like I really want a car I can afford, that gets good gas mileage and is cute safe, a good size and comfortable for my friends. Roger: That's a good start. How about the things you don't want?
Nicole: Well, it has to be reliable. I'll be in a mess if it breaks down. I can't afford a lot of repair bills and I don't want a car that's too big. Roger: That's good. Identifying the things you don't want is just as important as the things you do want. Okay Nicole, now that we have your list, the next step is to ask yourself how important are these things?
Nicole: Well, they're all important.
Roger: Sure, but aren't some more important than others? Nicole: Of course, but I'm not really sure which or which? Roger: A good first step is to identify why something is important to you. For example, is getting good gas ...
MBA 5101, Strategic Management and Business Policy 1 .docx
MBA 5101, Strategic Management and Business Policy 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
2. Compare and contrast the integral functions of corporate governance.
2.1 Describe the roles and responsibilities of the board of directors in corporate governance.
2.2 Explain the Sarbanes-Oxley Act and its impact on corporate governance.
4. Analyze the processes for formulating corporate strategy.
4.1 Explain the benefits of strategic management.
5. Evaluate methods that impact strategy implementation, such as staffing, directing, and organizing.
5.1 Discuss the strategic audit as a method of analyzing corporate functions and activities.
Reading Assignment
In order to access the following resources, click the links below:
College of Business – CSU. (2016, January 12). MBA5101 Unit I lesson video [YouTube video].
Retrieved from
https://www.youtube.com/watch?v=p5axP8yAmFk&feature=youtu.be&list=PL08sf8iXqZn54RIuJs-
skgp4omxG-UOu5
Click here to access a transcript of the video.
Pomykalski, A. (2015). Global business networks and technology. Management, 19(1), 46-56. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=bth&AN=103247112&site=ehost-live&scope=site
Silverstein, E. (2015). Years later, Sarbanes-Oxley is part of how companies do business. Insidecounsel,
26(286), 38-39. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=bth&AN=111456112&site=ehost-live&scope=site
Wheelen, T. L., & Hunger, J. D. (1987). Using the strategic audit. SAM Advanced Management Journal,
52(1), 4. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?
direct=true&db=bth&AN=4604880&site=ehost-live&scope=site
Unit Lesson
When founders form companies, they usually focus on the product and the customers they hope to generate.
The founders are usually of the same mindset and intention about what they want their company to do and
how they would like it to grow. What many companies fail to plan for is the inevitable death of one of the
founding members and what that might mean for the vision and purpose of the company. In other words, what
would the management structure resemble if one of the founding partners had to deal with the heir of the
deceased partner?
For example, once, two middle-aged founders focused on the same mission, creating and living by their
cultural values and vision, diligently reaching out to their target market, and productively engaging their
customers. One partner unexpectedly died. After the funeral, the surviving founder finds himself now working
side-by-side with the recently deceased founder’s 17-year-old son or daughter. Very quickly, the surviving
UNIT I STUDY GUIDE
Governance and the Value
of Planning
https:// ...
MAJOR WORLD RELIGIONSJudaismJudaism (began .docx
MAJOR WORLD RELIGIONS
JudaismJudaism (began circa 1,800 BC)
This was the first monotheistic religion on earth
God is all-powerful with many prophets, Jesus among them
Followers are called Jews, 80% of 14 million total adherents live in U.S. or Israel
Christianity
(began around 30AD)Most followers of any religion: 2 billionMost geographically widespread religionCenters on Jesus Christ as the savior whose sacrificial death forgives/erases Christians’ sinsHalf of global Christians are Catholics (the Americas) and one-fourth are Protestant (Europe and U.S.)
Islam
(began around 615AD)2nd largest world religion: 1.5 billion followersOver 80% are “Sunnis”, 20% are “Shiite”(Iran)Based on the Prophet Muhammad’s teachings & revelations
Green = Sunni
Maroon = Shiite
Buddhism
(began ca. 450 B.C.)Centered in East and Southeast Asia, 400 million followersBased on the example and teachings of Siddhartha Gautama (the Buddha) who lived in eastern India around 500 B.C.Life’s core suffering can be ended by releasing attachment to desires and becoming “awakened”
Taoism
(began ca. 500B.C.)
Lao-Tzu (Laozi) founding spiritualist/philosopher Action through non-action, simplicity, compassion, humility, learning from/oneness with the “Tao” (the force/energy of nature/all things)Practiced mostly in China, but expressed in Western pop culture (Star Wars, yoga, etc.)
HinduismFocused on the enlightened being Krishna who lived 5,000 BPBhagavad Gita religious text composed by one authorPracticed by hundreds of millions, principally in India
Animism/“Primal Indigenous”PolytheisticPracticed largely among tribal groupsEverything in nature, even non-living entities, have a spiritPhysical and spiritual realms are one, which is opposite of Western thinking
Religious Perspectives on the Human/Environment Relationship
Questions
How do you feel about Evolution vs. Creation?
Do you feel that people are more important than animals, plants, and nature?
Do you think about the effects of your lifestyle on the natural world? (trash, CO2, etc)
Do you believe that nature is here to supply man’s needs or that we have a responsibility to tend and care for nature as well?
Your responses…Indicate a position relative to some very old questions!These questions concern the fundamental or essential nature of the world, and as such they affect geographical worldviewsReligious/philosophical worldviews affect how we treat the planet
Man and Nature are Connected
Man and Nature are Separate
Judaism/Christianity/IslamEverything in nature was created by a single supreme being with unlimited powers.Man’s relationship to nature is either dominion or stewardship (but separate from nature either way).Salvation depends on faith and belief (Christianity) so issues like treatment of animals or conservation of resources are of minor ethical importanceEastern religions don’t separate man from nature as much as Abrahamic religions.
Nature as God’s Handiwork“But ...
International Journal for the Study of Hinduism Volume 23.docx
International Journal for the Study of Hinduism
Volume 23 December 2011
ISSN 1016-5320
Nidān
International Journal for the Study of Hinduism
Theme: Hinduism and Materiality
2011
December
Durban, South Africa
Printed at the
University of KwaZulu-Natal
• Nidān is an international journal which publishes contributions in
the field of Hinduism
• Articles published in Nidān have abstracts reflected in the Index to
South African Periodicals
• Articles published in Nidān are now available on Sabinet
Editor
P. Pratap Kumar
University of KwaZulu-Natal
Guest Editor
Pankaj Jain
University of North Texas, USA
Managing Editor
Beverly Vencatsamy
University of KwaZulu-Natal
Local Editorial Board
P. Pratap Kumar
University of KwaZulu-Natal
Beverly Vencatsamy
University of KwaZulu-Natal
M. Clasquin (University of South Africa);
International Editorial Board
Prof. T.S. Rukmani, Concordia University, Canada
William Harman (University of Tennessee, USA)
K. Jacobsen (University of Bergen, Norway); M. Bauman (Universität
Luzern, Switzerland);
P. Bilimoria (Melbourne University, Australia);
Y. Sawai (Tenri University, Japan);
R. Lamb (University of Hawaii, USA); K. Knott (University of Leeds,
UK);
ISSN 1016-5320
Copy Right Reserved: Nidān
Criteria for Submission of Articles
Articles should relate to the study of any aspect of Hinduism. As such,
the study of Hinduism is broadly conceived to include, not merely the
traditionally recognized areas within the discipline, but includes
contributions from scholars in other fields who seek to bring their
particular worldviews and theories into dialogue with Hindu studies.
Articles that explore issues of history, ecology, economics, politics,
sociology, culture, education and psychology are welcomed.
Papers will be subject to evaluation by referees drawn from a pool
of local and international scholars. Papers should be prefaced by an
abstract of approximately 100 words, setting out the gist of the paper.
The article itself should not exceed 6000 words.
Gender discrimination should be avoided, unless it is necessary
for the sense intended.
The author’s full name, address, qualifications and present
position must be supplied on a separate page. Each paper must be
accompanied by a signed declaration to the effect that the article is the
original work of the author.
Articles must be submitted electronically using an IBM or
Macintosh compatible word processing programme. Articles should be
saved as a Word Document.
Note that the publication of articles cannot be guaranteed.
Further, an article, which is accepted for publication, maybe held over
for a publication in a subsequent issue of the journal.
South African Authors of the articles should arrange, through
their institutions, to have page costs paid for.
Subsc ...
More from ShiraPrater50 (20)
Read Chapter 3. Answer the following questions1.Wha.docx
Read Chapter 3. Answer the following questions1.Wha.docx
Read Chapter 2 and answer the following questions1. List .docx
Read Chapter 2 and answer the following questions1. List .docx
Read chapter 7 and write the book report The paper should be .docx
Read chapter 7 and write the book report The paper should be .docx
Read Chapter 7 and answer the following questions1. What a.docx
Read Chapter 7 and answer the following questions1. What a.docx
Read chapter 14, 15 and 18 of the class textbook.Saucier.docx
Read chapter 14, 15 and 18 of the class textbook.Saucier.docx
Read Chapter 10 APA FORMAT1. In the last century, what historica.docx
Read Chapter 10 APA FORMAT1. In the last century, what historica.docx
Read chapter 7 and write the book report The paper should b.docx
Read chapter 7 and write the book report The paper should b.docx
Read Chapter 14 and answer the following questions1. Explain t.docx
Read Chapter 14 and answer the following questions1. Explain t.docx
Read Chapter 2 first. Then come to this assignment.The first t.docx
Read Chapter 2 first. Then come to this assignment.The first t.docx
Journal of Public Affairs Education 515Teaching Grammar a.docx
Journal of Public Affairs Education 515Teaching Grammar a.docx
Lab 5 Nessus Vulnerability Scan Report © 2012 by Jone.docx
Lab 5 Nessus Vulnerability Scan Report © 2012 by Jone.docx
Leveled and Exclusionary Tracking English Learners Acce.docx
Leveled and Exclusionary Tracking English Learners Acce.docx
Lab 5 Nessus Vulnerability Scan Report © 2015 by Jone.docx
Lab 5 Nessus Vulnerability Scan Report © 2015 by Jone.docx
MBA 6941, Managing Project Teams 1 Course Learning Ou.docx
MBA 6941, Managing Project Teams 1 Course Learning Ou.docx
Inventory Decisions in Dells Supply ChainAuthor(s) Ro.docx
Inventory Decisions in Dells Supply ChainAuthor(s) Ro.docx
It’s Your Choice 10 – Clear Values 2nd Chain Link- Trade-offs .docx
It’s Your Choice 10 – Clear Values 2nd Chain Link- Trade-offs .docx
MBA 5101, Strategic Management and Business Policy 1 .docx
MBA 5101, Strategic Management and Business Policy 1 .docx
International Journal for the Study of Hinduism Volume 23.docx
International Journal for the Study of Hinduism Volume 23.docx
Recently uploaded
special B.ed 2nd year old paper_20240531.pdf
Instagram:-
https://instagram.com/special_education_needs_01?igshid=YmMyMTA2M2Y=
WhatsApp:-
https://chat.whatsapp.com/JVakNIYlSV94x7bwunO3Dc
YouTube:-
https://youtube.com/@special_education_needs
Teligram :- https://t.me/special_education_needs
Slide Shere :-
https://www.slideshare.net/shabnambano20?utm_campaign=profiletracking&utm_medium=sssite&utm_source=ssslideview
How libraries can support authors with open access requirements for UKRI fund...
How libraries can support authors with open access requirements for UKRI funded books
Wednesday 22 May 2024, 14:00-15:00.
678020731-Sumas-y-Restas-Para-Colorear.pdf
KKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKKK
1.4 modern child centered education - mahatma gandhi-2.pptx
Child centred education is an educational approach that priorities the interest, needs and abilities of the child in the learning process.
The approach at University of Liverpool.pptx
How libraries can support authors with open access requirements for UKRI funded books
Wednesday 22 May 2024, 14:00-15:00.
Unit 8 - Information and Communication Technology (Paper I).pdf
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Introduction to AI for Nonprofits with Tapp Network
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
"Protectable subject matters, Protection in biotechnology, Protection of othe...
Protectable subject matters, Protection in biotechnology, Protection of other biological materials, Ownership and period of protection
Synthetic Fiber Construction in lab .pptx
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Supporting (UKRI) OA monographs at Salford.pptx
How libraries can support authors with open access requirements for UKRI funded books
Wednesday 22 May 2024, 14:00-15:00.
The French Revolution Class 9 Study Material pdf free download
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
A Strategic Approach: GenAI in Education
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Francesca Gottschalk - How can education support child empowerment.pptx
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Recently uploaded (20)
How libraries can support authors with open access requirements for UKRI fund...
How libraries can support authors with open access requirements for UKRI fund...
1.4 modern child centered education - mahatma gandhi-2.pptx
1.4 modern child centered education - mahatma gandhi-2.pptx
Unit 8 - Information and Communication Technology (Paper I).pdf
Unit 8 - Information and Communication Technology (Paper I).pdf
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
"Protectable subject matters, Protection in biotechnology, Protection of othe...
"Protectable subject matters, Protection in biotechnology, Protection of othe...
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
The French Revolution Class 9 Study Material pdf free download
The French Revolution Class 9 Study Material pdf free download
2024.06.01 Introducing a competency framework for languag learning materials ...
2024.06.01 Introducing a competency framework for languag learning materials ...
Francesca Gottschalk - How can education support child empowerment.pptx
Francesca Gottschalk - How can education support child empowerment.pptx
Read Chapter 15 and answer the following questions 1. De.docx
- 1. Read Chapter 15 and answer the following questions : 1. Describe several characteristics of infants that make them different from other children. 2. What is the feeding challenge in meeting the nutritional needs of an infant? 3. Define low-birthweight (LBW) infant . 4. List nine (9) problems associated with low birth weight. 5. List five (5) reasons a mother may choose formula feeding instead of breast feeding. 6. List four (4) steps to safe handling of breast milk. 7. What two (2) factors determine safe preparation of formula? Briefly describe each factor. 8. Define aseptic procedure.
- 2. 9. Define distention and tell what causes distention. 10. Define regurgitation, electrolytes, and developmental or physiological readiness. 11. Why should a bottle NEVER be propped and a baby left unattended while feeding? 12. When might an infant need supplemental water? 13. When should solid food be introduced to an infant? What is meant by the infant being developmentally ready? 14. Define palmar grasp and pincer grip. 15. List ten (10) common feeding concerns. Pick ONE and explain why that is a concern. Read Chapter 16 and answer the following questions: 1. Describe toddlers and preschoolers .
- 3. 2. Define neophobic. 3. List three (3) things a teacher is responsible for when feeding a toddler. List two (2) things for which the child is responsible. 4. Why should you NOT try to force a toddler to eat or be overly concerned if children are suddenly eating less? 5. Explain the results of spacing meals too far apart and too close together . 6. List a good eating pattern for toddlers. 7. Name several healthy snack choices for toddlers and young children. 8. List several suggestions for making eating time comfortable, pleasant and safe. 9. What changes about eating habits when a toddler develops into a preschooler? 10. Define Down syndrome and
- 4. Prader-Willi syndrome. 11. How can parents and teachers promote good eating habits for preschoolers? 12. When and where should rewards be offered? 13. Why should children not be encouraged to have a “clean plate”? 14. List five (5) health conditions related to dietary patterns. 15. What is the Physical Activity Pyramid and for what is it designed? 16. List eight (8) common feeding concerns during toddler and preschool years. Pick one and explain it thoroughly. https://books.google.com/books/about/Health_Safety_and_Nutri tion_for_the_Youn.html?id=7zcaCgAAQBAJ&printsec=frontco ver&source=kp_read_button#v=onepage&q&f=false