The document summarizes pharmaceutical industry settlements in 2009, including numerous federal and state settlements totaling billions of dollars related to off-label promotion, kickbacks, and Medicaid fraud. It also lists revisions to industry codes of conduct and several individuals within companies who faced legal consequences for their actions. In addition, it discusses new state and federal policies aimed at increasing transparency of industry payments to healthcare providers.
The student discusses several issues with their dorm conditions at Marshall University, including small twin beds that cause students to fall off and lack of sleep, overly hot dorm rooms without proper temperature controls, unsanitary and poorly maintained bathrooms, dangerous and unreliable elevators, and unhealthy and repetitive food served in the dining halls that often makes students sick. The student provides several potential solutions to each issue, such as providing both twin and full bed options, installing individual room temperature controls, increased cleaning and maintenance of bathrooms, improved elevator upkeep, and serving a more varied menu in the dining halls. The student believes addressing these issues is important to improve student satisfaction and attract more students to Marshall University.
The document summarizes previous activities for a group of European students and teachers, including presentations and visits about information technology, the Bronze Age, Neanderthals and Celts, and findings at natural history museums. It also lists the teachers involved and mentions a planned common final project to be done by three students in preparation for visits with foreign partners in Hersbruck and Happurg, Germany.
Positioning Yourself as a Thought Leader with Social MediaChuck Hall
This document discusses different types of leadership including servant leadership, thought leadership, and social media leadership. It also mentions self-organizing networks, communication, value, and filling needs with resources. Several people are named including Kirsten Taggart, Katherine Bonnin, and Harrison Kratz.
The document summarizes pharmaceutical industry settlements in 2009, including numerous federal and state settlements totaling billions of dollars related to off-label promotion, kickbacks, and Medicaid fraud. It also lists revisions to industry codes of conduct and several individuals within companies who faced legal consequences for their actions. In addition, it discusses new state and federal policies aimed at increasing transparency of industry payments to healthcare providers.
The student discusses several issues with their dorm conditions at Marshall University, including small twin beds that cause students to fall off and lack of sleep, overly hot dorm rooms without proper temperature controls, unsanitary and poorly maintained bathrooms, dangerous and unreliable elevators, and unhealthy and repetitive food served in the dining halls that often makes students sick. The student provides several potential solutions to each issue, such as providing both twin and full bed options, installing individual room temperature controls, increased cleaning and maintenance of bathrooms, improved elevator upkeep, and serving a more varied menu in the dining halls. The student believes addressing these issues is important to improve student satisfaction and attract more students to Marshall University.
The document summarizes previous activities for a group of European students and teachers, including presentations and visits about information technology, the Bronze Age, Neanderthals and Celts, and findings at natural history museums. It also lists the teachers involved and mentions a planned common final project to be done by three students in preparation for visits with foreign partners in Hersbruck and Happurg, Germany.
Positioning Yourself as a Thought Leader with Social MediaChuck Hall
This document discusses different types of leadership including servant leadership, thought leadership, and social media leadership. It also mentions self-organizing networks, communication, value, and filling needs with resources. Several people are named including Kirsten Taggart, Katherine Bonnin, and Harrison Kratz.
This document is a paper analyzing different types of love, including love between people (such as parents and children, spouses), love for God or religion, and love for pets. It discusses examples like Tim Tebow thanking God for his football abilities, a man donating a kidney to his former teammate, and parents' unconditional love for their children. The conclusion is that love comes in many forms but is ultimately a selfless act that benefits both the giver and receiver.
Integrating Disruptive Technologies Into Translational Research Hinxton Hal...Mike Romanos
The document discusses how disruptive technologies such as RNA interference, stem cell technology, and human pluripotent stem cells could impact drug discovery by addressing some of its current challenges. It provides examples of how these technologies are being used in target identification and validation through RNAi screens and stem cell-derived disease models. While these technologies offer promising opportunities, challenges remain around delivery for RNAi therapies and generating fully differentiated and disease-relevant cell types from stem cells. The document advocates balancing vision for these technologies' potential with understanding the difficulties of integrating them into drug development.
The document outlines a change management plan for a project called Project Sirius at a company called Xxxxxx. It will take a multidisciplinary approach and address strategic, behavioral, cultural and technical components of change. The plan includes surveying employees to assess cultural readiness for change. It describes conducting interviews and blueprinting sessions to develop action plans. It also covers developing communication tools and training programs to facilitate the changes during and after project implementation.
This document discusses how technology can be used to build communities and support learning. It describes various online tools like wikis, blogs, and social networking sites that allow people to communicate and collaborate beyond geographical boundaries. These tools help bring people together, share knowledge, and build communities through intentional learning. Specific examples are provided of how blogs, wikis, and international networking sites like iEARN and Global SchoolNet can connect students globally to work on collaborative projects and deepen their understanding of other cultures.
Target Validation Academy Of Medical Sciences 1 Dec 2006Mike Romanos
An overview of the issues and approaches in selecting the best targets for drug discovery and validating them. Given at the Drug Discovery Forum held at the Royal Society, London and organised by the Academy of Medical Sciences
This document outlines a 3-day lesson plan for teaching high school students with cognitive disabilities how to manage their personal finances. Day 1 focuses on balancing a checkbook both manually and electronically. Day 2 covers how to properly write checks to pay bills or make purchases. Day 3 teaches depositing money into a bank account by filling out deposit slips. The lesson incorporates group work, hands-on activities, technology, and role playing to engage students through universal design principles.
This 3-sentence summary provides the essential information about the educational technology lesson plan on patterns, sorting, and classifying:
The lesson plan involves preschoolers using colored blocks to create and extend patterns, sort objects by attributes like size and color, and take pictures of their work to share. Students will work in groups at tables with iPads, cameras, and math games while the teacher observes, asks questions to scaffold understanding, and introduces vocabulary. A second day continues the activities and allows sharing what students learned about patterns.
The document describes a project called "Wonderful World" organized by Amanda Japarova to help disabled students in Naryn schools. The goals of the project are to develop students' skills, show them interest in their future lives, and teach them computer skills like using PowerPoint. Japarova plans to get permission from the school director and then hold contests and activities to teach the students and make them feel successful and happy. The project aims to help disabled children learn useful skills and feel included.
CHILD PSYCHOLOGYFall 2019Project OptionsProject Due Date AprJinElias52
CHILD PSYCHOLOGY
Fall 2019Project Options
Project Due Date: April 17, 2020
Purpose: The purpose of this assignment is to give you experience with scientific observation along with gaining an in-depth knowledge of various aspects of childhood development. In addition, you will have the opportunity to hone your writing skills. Please approach these projects as a scientist - be objective, precise, and systematic in your observations and interpretations.
Instructions: To complete the entire assignment, you will be required to choose one project from each of the four sections outlined below. In other words, everyone will complete four small projects – one from each section. Please watch the Tegrity recording regarding the project. There is a forum in the Discussion Board for you to ask any questions you might still have.
Format: Each project should be at least two double-spacedpages in length with 1” margins. Two pages is a simply a minimum – it is fine to go over this guideline. I would rather you be thorough than stay within the two page guideline. You will need to provide background information from your text for each of the topics but be sure to use your own words!!For the “Special Topics” portion, you will need to use the textbook and another scholarly source as background information. Please use proper citations and quotations when appropriate. There is a handout under “Project” regarding APA format that will help you with this. In addition, you will need to reference both your text and the outside article in a reference list.
There are many ways to present your findings. One way that you might consider (and seems to work well) is to first provide background information regarding the particular type of development you are investigating, then describe your observations, and finally interpret them in terms of the theory or concept you are focusing on. Do not forget to define terms and concepts when providing background information. For example, do not assume that the reader (me) knows what depth perception is or anything about Piaget’s Theory of Cognitive Development. When reporting your observations, be sure to note which behaviors are an example of the term or concept.
Turning your project in: You will turn your project in two ways:
1) Electronically. There will be a Safe Assign location in Blackboard (look in the “Project” area). There is a draft option so you can check your paper before officially turning it into Safe Assign.
2) Hard copy. You will also need to turn in a hard copy of your paper at the final exam. Please do not put
the paper in a binder, folder, envelop, etc. (please just staple the pages together). A title page would be helpful. And please do not forget to put your name on it!
***Please note that failure to complete one or both of these steps will result in a zero for the project.
I. Foundations of Development
A. Perception and action are intimately related. Observe an infant or toddler ...
This document provides resources for teaching 1st grade students the difference between wants and needs. It includes a video, websites, a graphic organizer, and quiz to help students understand that needs are things required for survival, while wants are desirable but not essential items. Links are provided to the Social Studies for Kids and BrainPOP Jr websites containing information on wants versus needs through written content and videos. A Google Drawings graphic organizer and Kahoot quiz are also included as interactive activities for students to classify items and test their knowledge. The document reflects on how tools like Google Slides and Classroom can enhance collaboration, provide individualized learning, and promote curiosity.
This document provides instructions for a classroom activity to make paper plate spiders. It details the materials needed, preparation time, learning objectives, and step-by-step instructions. The activity aims to help children develop fine motor skills by bending pipe cleaners and applying decorations. It also works on hand-eye coordination when drawing eyes and threading ribbon. Safety concerns are noted and suggestions given for incorporating additional subjects like math, literacy, and problem solving.
This presentation documents many online math resources as well as how to go about jazzing up the creation of story problems using technology in 3rd Grade Math.
The document discusses using digital e-portfolios for a class of 21 students in years 2 and 3. It explains that the teacher tried different programs before deciding on Keynote, which allows students to have individualized portfolios. The teacher divides the class into groups and teaches capable students first, who then help teach others. Parents appreciate seeing their child's progress and school experiences through the e-portfolios. Tips include making a mock portfolio as an example and having students work through the portfolio pages one at a time.
This document outlines a lesson plan for a 2nd grade class to create a visual study tool on multiplication and division. The teacher will have the students look on Pinterest for ideas on how to make their visual study tools helpful. Students will then create either an online or paper study tool providing the definition and examples of multiplication and division terms. To evaluate their understanding, students will present their study tools to the class and the teacher will observe their interactions and grasp of the concepts. The goal is for students to complete the task with 100% accuracy in one day.
The document provides information about an upcoming classroom project called "The Next New Invention" that will last 5 weeks. Students will research famous inventions, brainstorm their own invention ideas, create models and presentations, and present and sell their inventions. They will apply math skills like writing out monetary amounts and using tables and graphs. Parents are encouraged to support the project by volunteering or attending the student presentations. The teacher will facilitate critical thinking through student conferences and supply resources, while encouraging independent problem solving.
This document outlines a kindergarten science project on the basic needs of plants and animals. The teacher will have students observe lima beans given different conditions over time. Students will also research the needs of assigned animals in groups. They will then create a song or skit demonstrating their animal's needs. Finally, students will make individual Venn diagrams comparing the needs of plants and animals. Formative and summative assessments will track student understanding throughout the project.
This document provides examples of how teachers can implement the SAMR model in their classrooms using technology. It begins with definitions of the different levels of the SAMR model from substitution to redefinition. Several classroom scenarios are then described and categorized based on their appropriate SAMR level. These scenarios range from using online tools like Google Docs for collaboration to simulations and games that redefine traditional classroom tasks.
This document outlines a 3-week unit on staying healthy for intermediate students ages 12-15. The unit involves 3 tasks completed in groups of 3 students: [1] Creating a brochure on healthy lifestyle choices, [2] Developing a weekly menu plan, and [3] Creating a presentation on staying healthy and keeping fit. Students will research the topics using provided websites and present their work to the class. The teacher will guide students and assess their work using a rubric.
This document is a paper analyzing different types of love, including love between people (such as parents and children, spouses), love for God or religion, and love for pets. It discusses examples like Tim Tebow thanking God for his football abilities, a man donating a kidney to his former teammate, and parents' unconditional love for their children. The conclusion is that love comes in many forms but is ultimately a selfless act that benefits both the giver and receiver.
Integrating Disruptive Technologies Into Translational Research Hinxton Hal...Mike Romanos
The document discusses how disruptive technologies such as RNA interference, stem cell technology, and human pluripotent stem cells could impact drug discovery by addressing some of its current challenges. It provides examples of how these technologies are being used in target identification and validation through RNAi screens and stem cell-derived disease models. While these technologies offer promising opportunities, challenges remain around delivery for RNAi therapies and generating fully differentiated and disease-relevant cell types from stem cells. The document advocates balancing vision for these technologies' potential with understanding the difficulties of integrating them into drug development.
The document outlines a change management plan for a project called Project Sirius at a company called Xxxxxx. It will take a multidisciplinary approach and address strategic, behavioral, cultural and technical components of change. The plan includes surveying employees to assess cultural readiness for change. It describes conducting interviews and blueprinting sessions to develop action plans. It also covers developing communication tools and training programs to facilitate the changes during and after project implementation.
This document discusses how technology can be used to build communities and support learning. It describes various online tools like wikis, blogs, and social networking sites that allow people to communicate and collaborate beyond geographical boundaries. These tools help bring people together, share knowledge, and build communities through intentional learning. Specific examples are provided of how blogs, wikis, and international networking sites like iEARN and Global SchoolNet can connect students globally to work on collaborative projects and deepen their understanding of other cultures.
Target Validation Academy Of Medical Sciences 1 Dec 2006Mike Romanos
An overview of the issues and approaches in selecting the best targets for drug discovery and validating them. Given at the Drug Discovery Forum held at the Royal Society, London and organised by the Academy of Medical Sciences
This document outlines a 3-day lesson plan for teaching high school students with cognitive disabilities how to manage their personal finances. Day 1 focuses on balancing a checkbook both manually and electronically. Day 2 covers how to properly write checks to pay bills or make purchases. Day 3 teaches depositing money into a bank account by filling out deposit slips. The lesson incorporates group work, hands-on activities, technology, and role playing to engage students through universal design principles.
This 3-sentence summary provides the essential information about the educational technology lesson plan on patterns, sorting, and classifying:
The lesson plan involves preschoolers using colored blocks to create and extend patterns, sort objects by attributes like size and color, and take pictures of their work to share. Students will work in groups at tables with iPads, cameras, and math games while the teacher observes, asks questions to scaffold understanding, and introduces vocabulary. A second day continues the activities and allows sharing what students learned about patterns.
The document describes a project called "Wonderful World" organized by Amanda Japarova to help disabled students in Naryn schools. The goals of the project are to develop students' skills, show them interest in their future lives, and teach them computer skills like using PowerPoint. Japarova plans to get permission from the school director and then hold contests and activities to teach the students and make them feel successful and happy. The project aims to help disabled children learn useful skills and feel included.
CHILD PSYCHOLOGYFall 2019Project OptionsProject Due Date AprJinElias52
CHILD PSYCHOLOGY
Fall 2019Project Options
Project Due Date: April 17, 2020
Purpose: The purpose of this assignment is to give you experience with scientific observation along with gaining an in-depth knowledge of various aspects of childhood development. In addition, you will have the opportunity to hone your writing skills. Please approach these projects as a scientist - be objective, precise, and systematic in your observations and interpretations.
Instructions: To complete the entire assignment, you will be required to choose one project from each of the four sections outlined below. In other words, everyone will complete four small projects – one from each section. Please watch the Tegrity recording regarding the project. There is a forum in the Discussion Board for you to ask any questions you might still have.
Format: Each project should be at least two double-spacedpages in length with 1” margins. Two pages is a simply a minimum – it is fine to go over this guideline. I would rather you be thorough than stay within the two page guideline. You will need to provide background information from your text for each of the topics but be sure to use your own words!!For the “Special Topics” portion, you will need to use the textbook and another scholarly source as background information. Please use proper citations and quotations when appropriate. There is a handout under “Project” regarding APA format that will help you with this. In addition, you will need to reference both your text and the outside article in a reference list.
There are many ways to present your findings. One way that you might consider (and seems to work well) is to first provide background information regarding the particular type of development you are investigating, then describe your observations, and finally interpret them in terms of the theory or concept you are focusing on. Do not forget to define terms and concepts when providing background information. For example, do not assume that the reader (me) knows what depth perception is or anything about Piaget’s Theory of Cognitive Development. When reporting your observations, be sure to note which behaviors are an example of the term or concept.
Turning your project in: You will turn your project in two ways:
1) Electronically. There will be a Safe Assign location in Blackboard (look in the “Project” area). There is a draft option so you can check your paper before officially turning it into Safe Assign.
2) Hard copy. You will also need to turn in a hard copy of your paper at the final exam. Please do not put
the paper in a binder, folder, envelop, etc. (please just staple the pages together). A title page would be helpful. And please do not forget to put your name on it!
***Please note that failure to complete one or both of these steps will result in a zero for the project.
I. Foundations of Development
A. Perception and action are intimately related. Observe an infant or toddler ...
This document provides resources for teaching 1st grade students the difference between wants and needs. It includes a video, websites, a graphic organizer, and quiz to help students understand that needs are things required for survival, while wants are desirable but not essential items. Links are provided to the Social Studies for Kids and BrainPOP Jr websites containing information on wants versus needs through written content and videos. A Google Drawings graphic organizer and Kahoot quiz are also included as interactive activities for students to classify items and test their knowledge. The document reflects on how tools like Google Slides and Classroom can enhance collaboration, provide individualized learning, and promote curiosity.
This document provides instructions for a classroom activity to make paper plate spiders. It details the materials needed, preparation time, learning objectives, and step-by-step instructions. The activity aims to help children develop fine motor skills by bending pipe cleaners and applying decorations. It also works on hand-eye coordination when drawing eyes and threading ribbon. Safety concerns are noted and suggestions given for incorporating additional subjects like math, literacy, and problem solving.
This presentation documents many online math resources as well as how to go about jazzing up the creation of story problems using technology in 3rd Grade Math.
The document discusses using digital e-portfolios for a class of 21 students in years 2 and 3. It explains that the teacher tried different programs before deciding on Keynote, which allows students to have individualized portfolios. The teacher divides the class into groups and teaches capable students first, who then help teach others. Parents appreciate seeing their child's progress and school experiences through the e-portfolios. Tips include making a mock portfolio as an example and having students work through the portfolio pages one at a time.
This document outlines a lesson plan for a 2nd grade class to create a visual study tool on multiplication and division. The teacher will have the students look on Pinterest for ideas on how to make their visual study tools helpful. Students will then create either an online or paper study tool providing the definition and examples of multiplication and division terms. To evaluate their understanding, students will present their study tools to the class and the teacher will observe their interactions and grasp of the concepts. The goal is for students to complete the task with 100% accuracy in one day.
The document provides information about an upcoming classroom project called "The Next New Invention" that will last 5 weeks. Students will research famous inventions, brainstorm their own invention ideas, create models and presentations, and present and sell their inventions. They will apply math skills like writing out monetary amounts and using tables and graphs. Parents are encouraged to support the project by volunteering or attending the student presentations. The teacher will facilitate critical thinking through student conferences and supply resources, while encouraging independent problem solving.
This document outlines a kindergarten science project on the basic needs of plants and animals. The teacher will have students observe lima beans given different conditions over time. Students will also research the needs of assigned animals in groups. They will then create a song or skit demonstrating their animal's needs. Finally, students will make individual Venn diagrams comparing the needs of plants and animals. Formative and summative assessments will track student understanding throughout the project.
This document provides examples of how teachers can implement the SAMR model in their classrooms using technology. It begins with definitions of the different levels of the SAMR model from substitution to redefinition. Several classroom scenarios are then described and categorized based on their appropriate SAMR level. These scenarios range from using online tools like Google Docs for collaboration to simulations and games that redefine traditional classroom tasks.
This document outlines a 3-week unit on staying healthy for intermediate students ages 12-15. The unit involves 3 tasks completed in groups of 3 students: [1] Creating a brochure on healthy lifestyle choices, [2] Developing a weekly menu plan, and [3] Creating a presentation on staying healthy and keeping fit. Students will research the topics using provided websites and present their work to the class. The teacher will guide students and assess their work using a rubric.
This document outlines a 3-part webquest to encourage students ages 12-15 to learn about healthy lifestyles. The webquest will take place over 3 weeks in the computer lab. Students will work in groups of 3 on the following tasks: [1] Creating a brochure on healthy lifestyle tips for parents, [2] Developing a weekly healthy menu, and [3] Creating a PowerPoint presentation on staying healthy and keeping fit. Each task will be evaluated using a rubric and is due at the end of each week's class. The webquest provides discussion questions and online resources to support students in researching and completing each task.
This document outlines the ASSURE method for a 6th grade lesson on DNA structure. It will utilize various digital tools over 5 days, including videos, podcasts, online games, blogs and social media. Students will work in groups on activities like creating posters and designing virtual creatures. Formative assessments include think maps, group work observations, and exit slips to evaluate student understanding and allow for revisions. The goal is for students to demonstrate an 82% accuracy on the DNA structure after completing the various individual and collaborative activities.
The document provides guidance for teachers on creating visual supports for students with autism, ADHD, and other special needs. It discusses the author's experience working with these students and developing visual tools like picture communication systems. Key recommendations include using consistent visual cues, teaching students how to understand and use the visuals, modifying supports over time, and keeping materials age-appropriate. Several websites for finding images and lesson ideas are also listed.
This document provides descriptions of several proposed classroom activities from various educational accounts on social media. The activities are intended to make virtual learning more engaging for students. They include having students write introductions for fictional new classmates, creating acrostic poems using adjectives from their names, connecting sentences using conjunctions, and guessing classmates' likes and dislikes to get to know one another better. The goal is to foster interaction, creativity, and community despite the challenges of remote learning.
This 5-day lesson plan teaches 18 high school seniors how to write effective cover letters and resumes. The teacher will explain what cover letters and resumes are using a blog and social media. Students will then learn the proper structure and content for these documents through posters, videos, and examples of good and bad letters. Each day focuses on a different part of the process, with students revising their work and receiving feedback. By the end of the lesson, all students will know how to organize and write a successful cover letter for job or internship applications.
The document describes a lesson plan for a Foundation Phase class focusing on 3D shapes. Key points:
- The lesson uses ICT like iPads, interactive whiteboards, and apps to engage students in learning about 3D shapes.
- Students are split into groups based on ability. One group takes photos of 3D shapes around the school with iPads and makes a slideshow with an app.
- A plenary involves sharing the student slideshow and reviewing shapes through an interactive game.
- The teacher assistant evaluates that students improved in recognizing and naming shapes, and that ICT helped motivate and assess learning.
The document describes a lesson plan for teaching 3D shapes to reception students using ICT. It involves introducing shapes on the carpet, using a feely bag activity, then splitting into groups. One group takes photos of shapes around the school with an iPad and makes a slideshow with the My Story app. They present this to the class on the interactive whiteboard. The plan evaluates how ICT engaged the students and supported assessing their learning of shapes.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A Survey of Techniques for Maximizing LLM Performance.pptx
Wants And Needs Presentation
1.
2. Today we will be covering how to
present the unit plan of wants and needs
to a kindergarten class room.
We will go over the ASSURE Method, WV
CSOs, different methods of
presenting, new technologies that can
be incorporated to better get the point
across and a seven day example of a
unit plan.
3. The best way to line out a lesson plan is
by using the Assure Method.
ASSURE stands for:
› A- Analyze Learners
› S- State Objectives
› S- Select Media and Material
› U- Utilize Media and Material
› R- Required Learner Participation
› E- Evaluate and Revise
4. The link to find the CSO by grade and
subject can be found at:
http://wveis.k12.wv.us/Teach21/public/cso/
cso.cfm
The CSOs for the wants and needs portion
of kindergarten social studies are:
› SS.O.K.3.2 Discuss the basic needs of people
(shelter, food, and clothing) and give examples
of each.
› SS.O.K.3.3 Discuss and give examples of
economic concepts: needs and wants,
exchange of money for goods and services,
saving for the future.
5. There are different methods of
presenting wants and needs to a
kindergarten class room.
You can find ideas online or in teacher
planning books.
I would recommend staying away from
abstract thinking. Children may have a
hard time understanding that food is a
need but candy is a want.
6. You don‟t want to weigh your lesson
down with technology, but you do want
to use some to make it more exciting.
Some examples you can use are:
› Document Camera
› Smart Board
› PowerPoint
› And various websites
7. This is the unit plan that I used, you can
use this as an example but I encourage
you to change it to match your
classroom.
I started by analyzing my learners. I know that
the lesson will be taught in a kindergarten
classroom. Most of the students will be
between 5 and 6. It will be an inclusive
classroom with a variety of learners.
8. Next, I found the WV CSOs that matched
my lesson. They are:
› SS.O.K.3.2 Discuss the basic needs of people
(shelter, food, and clothing) and give
examples of each.
› SS.O.K.3.3 Discuss and give examples of
economic concepts: needs and
wants, exchange of money for goods and
services, saving for the future.
9. I then selected my media and my materials. I chose to use:
Bulletin board (which I made on my own)
›
Work sheets (which I made)
›
Paper cups (to use as a “bank” for the children to learn to save money)
›
Quarters (to give the children as rewards so they can put them in their bank)
›
Candy (for the “shop” where they will get to spend their money at the end of
›
the week)
Document Camera (for various activities)
›
Smart Board (for various activities)
›
PowerPoint (to outline the unit plan)
›
Markers (for decorating the cups)
›
Websites
›
www.teachertube.com/view_video.php?viewkey=ded7d215102b49d5c09a&page=&
viewtype=&category= - 63k. (I will show this teacher tube video to the class. )
http://www.brainpopjr.com/socialstudies/economics/needsandwants/grownups.weml
. (This website will be great for students and parents alike. It has information for the
parent, and interesting games for the children as well.)
www.blogspot.com (I will make an account for each student and my blogs will be the
prompts. They will reply to my blogs. This will be used in place of a journal.
10. Day 1 will consist of an introduction to needs and wants,
and also an overview of what the students will be
learning in the next 7 days. I will tell the students that
„some things are must haves for survival, while others are
not.‟ I will do all of that by using the PowerPoint
presentation I created. I will pass out the paper cups to
the students, and let them decorate those using the
markers. I will then explain that „they will receive a
quarter for good behavior, good grades, etc, so they
learn how quickly they can save money to purchase
necessities.‟ I will then provide the students with the
definition and examples of „wants (something that is
nice to have but is not necessary for survival) and needs
(something you can‟t survive without)‟ written on the
Smart Board.
11. On day 2 we will begin the day by asking each
student to rise and come to the Smart Board to
draw one need or one want that they have
came in contact with that day. I will have a
line drawn splitting the Smart Board into 2
sections, on the right will be needs and on the
left will be wants. They must draw the picture in
the correct category. After they finish, I will split
the class into two teams. I will choose teams by
having the children count off as 1, 2. Each
team will be given different wants and needs
to Velcro onto the bulletin board. They will
receive points for putting their item in the
correct category.
12. Day 3 will begin with a discussion about the
worksheet from the day before; I will display
the correct answers on the document
camera. This will give the children an
opportunity to correct any wrong answers
they may have. I will ask them „why certain
answers are wants and certain ones are
needs.‟ I will then show the TeacherTube
video and ask the students to do a blog
entry on what their thoughts on the video
are.
13. On Day 5, I will have the students share their
blog entries with the class. I will display
each student‟s blog entries on the Smart
Board. The student will read their entry and
then they will choose someone to go next.
When they finish I will ask them to complete
worksheet number 2, which I created. It
asks them to tell which want and need are
most and least important, they will do this
on their own.
14. The students will begin by reviewing their work
sheets from the previous day, on day 6, by
comparing their answers to my answers that
will be displayed on the document camera.
They will have a chance to correct any wrong
answers. They will then complete worksheet
number 3, which I created. It asks them to
connect the word want to the wants and the
word need to the needs, they will do this on
their own. Once they complete it, they will
share their answers with the class by displaying
their worksheets on the document camera.
15. On the final day of the unit plan the
students will begin by counting how
much money they have accumulated
since day one. With that money, they will
have a chance to buy their needs at my
„shop.‟ After each student has
purchased food, water, clothing and
shelter they can take the remaining
money and spend it on wants, such as
candy and toys.
16. The activities I have planned are both active and interactive.
Its active because I am letting the child go up to the Smart
Board and present their information, they also have a
chance to get up and move while playing the game with my
bulletin board and also to come to the shop. It‟s interactive
because there is a lot of student involvement by presenting
the blogs on the Smart Board and by presenting their
documents on the document camera. The students will be
using their own skills to acquire the correct information. They
will have to do their worksheets and write their blog entry on
their own. The activities cater to a diverse group of learning
styles. Visual learners will benefit by the definitions being on
the Smart Board, auditory learners will benefit by the
definition being stated and by the other students reading
their answers and kinesthetic learners will benefit by playing
the games and going to the shop.
17. To ensure that my unit plan aligns with the WV CSO I
always double check my activities and rewrite them
in as the CSO itself. For this unit plan mine looked like
this:
› SS.O.K.3.2 I will discuss the basic needs of people
(shelter, food, and clothing) and give examples of each.
This will be done through the PowerPoint I am showing on
day 1, the work sheets, which are used on days 3, 5 and 6;
the Smart Board, which is used on days 1, 2, and 5; and
the bulletin board activity, which I will use on day 2.
› SS.O.K.3.3 I will discuss and give examples of economic
concepts: needs and wants, exchange of money for
goods and services, saving for the future. This will be done
by providing students with quarters for good behavior and
letting them purchase things at the „shop‟ on day 7.
18. I hope my sample unit plan helps you in
your own classroom.
If you plan your unit plan using the
ASSURE method you wont go wrong!